Ideological Conditioning in Education
Bibliographic Data
| ID | 12780903 |
|---|---|
| Authors | Ilana Redstone (0000-0002-1484-0049, University of Illinois Urbana-Champaign, corresponding author) |
| Year | 2026 |
| Volume | 46 |
| Issue | 2 |
| Pages | 220-238 |
| Publication date | 2026-03-15 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Teaching in Social Work (JOURNAL) |
| Journal identifiers | ISSN: 1540-7349 • E-ISSN: 0884-1233 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/08841233.2026.2634637 |
| OpenAlex | W7138936078 |
| Language | EN |
| References cited | 12 |
Public trust in education has reached historic lows, driven partly by persistent allegations of ideological bias. Conservative groups claim schools indoctrinate students with progressive viewpoints; many educators dismiss these concerns as politically motivated attacks. This impasse has made understanding the problem, let alone addressing it, nearly impossible. This paper offers a way forward through the concept of ideological conditioning: the presentation of politically contested assumptions as settled facts. Unlike “indoctrination,” which implies intentional deception, ideological conditioning can occur through sincere belief making it both more common and more difficult to address. By clarifying how contested claims become embedded as truths, this framework provides educators with practical tools to maintain intellectual integrity while fostering genuine pluralism in the classroom.
Belief system · Ideology · Politics · Public education · Critical and Liberation Pedagogy · Diverse Education Studies and Reforms · Global Educational Reforms and Inequalities
| Highly cited | No |
|---|