abcnews.go.com
Educators Use TikTok to Counter Bans on African American Studies
Facing bans on AP African American Studies in states like Arkansas, Florida, and South Carolina, educators are using TikTok to share curricula and lessons, leading to viral movements such as "HillmanTok University," which offers a wide range of topics from liberal arts to STEM.
- What is the impact of state bans on AP African American Studies courses, and how are educators responding?
- Arkansas, Florida, and South Carolina have banned the teaching of AP African American Studies. To counter this, educators are using TikTok to share curricula and lessons, resulting in viral movements like "HillmanTok University.",A2=
- How does the "HillmanTok University" movement function, and what is its significance in the context of restricted curricula?
- The HillmanTok movement, inspired by the sitcom "A Different World," provides accessible African American studies content, reaching a broad audience on TikTok. This initiative directly addresses the removal of these studies from school curricula in multiple states. This highlights how social media can be used to circumvent limitations on education.
- What are the potential long-term effects of using social media platforms like TikTok to teach African American studies, and what challenges might this approach face?
- The success of "HillmanTok University" and similar initiatives suggests a potential shift in how educational content is disseminated and accessed. This trend could influence future educational practices and potentially increase demand for inclusive curriculum.
Cognitive Concepts
Framing Bias
The article frames the use of social media to teach Black history as a largely positive and effective response to the restrictions imposed by certain states. The positive aspects, such as the popularity of HillmanTok and the reach of Taylor Cassidy's series, are highlighted prominently. While the restrictions on teaching African American studies are mentioned, the overall emphasis is on the successful counter-movement on social media, which might shape the reader's perception to overlook potential limitations.
Language Bias
The language used is generally neutral and objective. Words like "viral," "dynamic," and "inspirational" are used to describe positive aspects, but these are not overly loaded and reflect common usage. There is no overtly biased or charged language present.
Bias by Omission
The article focuses on the positive response to the use of social media to teach Black history, but it does not explore potential drawbacks or criticisms of this approach. For example, it doesn't address concerns about the reliability of information presented on social media or the potential for misinformation. The limitations of using TikTok for academic instruction are also not discussed. Additionally, the article doesn't discuss alternative methods for preserving and teaching Black history, such as community initiatives or traditional classroom settings.
False Dichotomy
The article presents a somewhat simplistic dichotomy between the restrictions on teaching African American studies in some states and the use of social media as a solution. It implies that social media is the only or primary way to counteract these restrictions, neglecting other potential avenues for promoting Black history education. The article does not present this as an eitheor situation but focuses on social media as a positive development.
Sustainable Development Goals
The initiative uses TikTok to teach African American history, counteracting restrictions on teaching African American studies in some states. This directly addresses the lack of inclusive education and promotes quality education for all.