A new Florida law allows residents to challenge any school textbook that they find inappropriate.

The legislation, which went into effect on July 1, is known as the Instructional Materials Bill. It permits any resident, regardless of whether or not they have a child in school, to challenge what Florida students are learning via an independent hearing. If the hearing officer deems the complaint justified, they can order the school to ban the book. However, school districts will still have the final say.

The Florida Citizens’ Alliance, a conservative group, pushed for the law after examining more than 60 textbooks in 2015. The group’s founder, Keith Flaugh, found more than 80 instances in one government textbook that he believes gives false information.

“We found [the textbooks] to be full of political indoctrination, religious indoctrination, revisionist history and distorting our founding values and principles, even a significant quantity of pornography,” he told NPR.

He goes on to explain the pornography is in literature within the school library or on summer reading lists.

While the bill can apply to any piece of required reading, the FCA’s main concern is with science textbooks. The group does not believe the schools should teach evolution or climate change as facts. One unnamed member claimed that the “vast majority of Americans believe that the world and the beings living on it were created by God as revealed in the Bible,” so the textbooks should only present evolution as a theory.

Similarly, an affidavit from a teacher complains that her school is teaching climate change as “reality.”

Other issues the FCA has with the books include attitudes toward Islam and anti-American portrayals of history.

In response to the bill, the Florida Citizens for Science Group posted a statement on its blog:

We believe that should this bill become law with the governor’s signature, people who crusade against basic, established science concepts such as evolution and climate change will have the green light to bog down the textbook selection process on the local level and bully school boards into compromises that will negatively impact science education.

Glenn Branch, deputy director of the National Center for Science Education, is also concerned. “It’s just the candor with which the backers of the bill have been saying, ‘Yeah, we’re going to go after evolution, we’re going to go after climate change,'” he said.

Delaney Cruickshank

Delaney Cruickshank is a Staff Writer at Law Street Media and a Maryland native. She has a Bachelor’s Degree in History with minors in Creative Writing and British Studies from the College of Charleston. Contact Delaney at DCruickshank@LawStreetMedia.com.

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Last week, Houston-area mother Roni Dean Burren vented her frustration on Facebook over the wording of a passage in her son’s “World Geography” textbook. The book called African slaves in the United States “workers” and “immigrants.” Dean-Burren’s post and corresponding video have since attracted an immense amount of feedback, drawing millions of eyes on Facebook. McGraw-Hill has now responded to this outcry, concluding that the wording does not live up to the publisher’s standards.

Initially, McGraw-Hill released a statement saying that it intends to change the online version of the book immediately. Dean-Burren combatted this, arguing that most schools don’t use online versions, and the current print version if not changed will remain in libraries and classrooms for the next eight to 10 years. McGraw-Hill then issued a statement saying that it will in fact be changing the wording in the book’s next printing. The company is also offering supplements to be inserted in the current books.

There are so many issues with this wrongly worded passage. The classification of slaves as “immigrants” and “workers” not only completely diminishes the horrific nature of the malicious institution, but it incorrectly depicts the relationship between African slaves and the Europeans that had already settled in America–the very relationship that has resulted in the skewed perceptions and discrimination that African-Americans continue to struggle with today. The passage also goes into detail about the arrival of other Europeans who come to work as indentured servants “for little or no pay,” while there is very little mentioned about Africans’ status as slaves. Dean-Burren called this characterization of slavery within the passage as “erasure.” African slaves that “migrated,” as the textbook described, during the Atlantic slave trade between the 14th and 17th century, were not “workers.” They were brutally kidnapped and taken from their homes against their will, treated like animals and torn apart from their families, and brought to a foreign land as less than human. The were then physically and mentally abused and forced to do manual and degrading labor. The United States was built on the swollen and whipped backs of these slaves. To incorrectly communicate that in a textbook is a great disrespect to these slaves and the generations that have followed them.

The significance of this issue goes beyond honoring the lives of these slaves, and the generations that have followed them. Students needs to know what the world has been through in order to make informed decisions later in life. They need to know that we once lived in a world where being a person of color, or a different religion, or even being a woman, meant that you were less of a person. McGraw-Hill should be doing more to remedy this issue within this passage of its textbook–the ramifications could be a lot worse than it thinks.

Kui Mwai

Kui Mwai is a junior at American University, studying Law and Literature. She is from Nairobi, Kenya. Contact Kui at Staff@LawStreetMedia.com.

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