Changes in DODEA: The Impact of Executive Orders
DOI:
https://doi.org/10.33011/cuhj20264765Abstract
This paper examines DODEAs successes in student academic performance, arguing this success stems from a standard curriculum and college-and-career readiness initiatives, along with a sustained commitment to diversity, equity, and inclusion. Drawing on social efficiency, critical theory, and humanist pedagogy, this analysis demonstrates how culturally responsive practices have supported resilience and achievement among military-connected students. Recent United States executive orders banning DEI-related content, cultural observances, and literature are explored as threats to the success of the DODEA system. By highlighting racial and gender-based achievement gaps, it is argued that educational restrictions stemming from recent executive orders risk eroding DODEA's academic achievements.
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11-August-2014
