Banned! (Series)

Banned! (Series)

A series of op-eds and personal reflections from those being impacted by recent U.S. legislation attacking public education, higher education, gender, race and sexuality studies, activism and social justice in education, and diversity, equity and inclusion programs. Posts included in this series may also consider the impact of other endemic issues affecting education, including but not limited to: gun violence, LGBTQ+ rights, economic precarity, censorship, and mental health.

Submit pitches and/or completed draft op-eds and reflections (between 500-800 words) to Aviva Dove-Viebahn and Karon Jolna at adove-viebahn@msmagazine.com. Inclusion of photos or other images welcome; please include photographer credit, if applicable.

From Veterans to Caregivers—The Importance of Expanding Remote Education for Women Worldwide

PUBLISHED 9/27/2025 by

We need to continue normalizing and destigmatizing nontraditional remote learning opportunities as valid, accessible pathways toward women’s realization of their right to an education. 

This means expanding the number of hybrid and remote learning options available through well-established colleges and universities.

It means rethinking the types of technological adaptations deemed as “undue hardships” in the context of student disability.

It means investing in longitudinal research regarding best pedagogical practices—the impacts of evidence-based instructional interventions in the remote learning milieu—and in the professional development of online instructors in synchronous and asynchronous online programs to ensure impact. 

To do so is to ensure that those who fight to pursue their education in nontraditional ways are not shortchanged, but rather equipped with the social and intellectual capital needed to work against the existential threats of our time.

Facing Our Violent Histories: Teaching Empathy in a Divided World

PUBLISHED 9/18/2025 by

One of my international conflict management students at Kennesaw State University recently approached me with a question: How can they be sure that they are not—like the “white theory” dudes they study—imposing their own worldview on the Global South communities they are researching?

As a woman of color from the Global South whose scholarship and practice centers around decolonial feminist peace, my response to my students and others who ask me: Your whiteness does not affect the good work you do; however, not understanding and fully accepting this whiteness as it informs your work probably does.

Decolonial feminism calls for critically reflecting on our own role in generating knowledge (aka conducting research) within the academy, as well as the changes that our scholarship hopes to effect in the real world. When applied to our everyday practice, such reflexivity can minimize the harm we sometimes inadvertently inflict on vulnerable communities and violence-affected people.

Texas A&M Professor Dismissed, President Steps Down: The Price of Teaching Gender

PUBLISHED 9/12/2025 by and | UPDATED 9/23/2025 at 10:31 A.M. PT

Texas A&M University president Mark A. Welsh III has resigned after a viral video of a student confronting a professor over gender content in a children’s literature course sparked a firestorm of political interference. The professor, Melissa McCoul, along with two administrators, were removed from their positions after Republican lawmakers demanded action, framing the discussion of gender identity as a threat to state values. Faculty and student leaders had rallied in support of Welsh prior to his resignation, emphasizing the importance of defending academic freedom and thoughtful leadership in higher education.

The incident at Texas A&M is emblematic of a broader assault on educators’ ability to address gender, sexuality and identity in the classroom. Laws like Senate Bill 37 and executive orders restricting discussion of “gender ideology” weaponize state power against both students and professors, undermining constitutional protections and silencing marginalized voices.

As Zeph Capo of the Texas American Federation of Teachers notes, these public calls for removal based on viral clips constitute an abuse of power—and yet, they are becoming normalized. This moment underscores the urgent need to protect feminist and LGBTQ+ perspectives in education, to ensure that classrooms remain spaces for inquiry, critical thinking and the affirmation of all students’ lived experiences.

University Leaders Must Act: An Open Letter on the Threats Facing Critical Interdisciplinary Programs Like Women’s and Gender Studies

PUBLISHED 9/10/2025 by , , and | UPDATED 9/18/2025 at 8:44 A.M. PT

Academic leaders today face a defining test. As the Trump administration seeks to strip research funding, eliminate diversity and inclusion, and give political appointees sweeping control, presidents and provosts must decide what legacy they will leave. The attacks on women’s, gender and sexuality studies—as well as Africana, Indigenous, disability and other interdisciplinary programs—are part of a broader campaign to delegitimize fields that challenge systems of privilege. We are again in turbulent times, not unlike past eras when leaders had to defend the teaching of evolution, admit women and Black students, or resist political interference. The choices made now will echo for decades.

Despite claims that these programs are too small or unsustainable, the evidence tells a different story. These courses draw students across disciplines, fulfill general education requirements, and prepare graduates for a diverse global workforce. Market data show they are often cost-effective, with faculty teaching across departments and reaching wide audiences. Employers stress the importance of the very skills our graduates carry: critical thinking, collaboration and cultural humility. The question for higher education leaders is clear: Will you stand with these programs that represent the best of our democratic values—or allow them to be dismantled by political opportunism and short-sighted cuts?

Why Authoritarians Always Come for Gender Studies First

PUBLISHED 6/26/2025 by

We all know that Trump and the Republican Party are coming for higher education. But, what many don’t know is that in this century, authoritarians come for gender studies first.

I would be nearly hopeless about the future of gender studies in the U.S. if not for a valuable lesson I learned teaching gender studies in Russia: Critical thinking is difficult to destroy. It will fester in the cracks and fissures left behind by the regime. And, when the regime collapses—as all authoritarian regimes eventually do—gender studies will return with the skills and courage to teach about how the world really is, not how many on the far right wish it would be.

The Ghost of Jim Crow Haunts Trump’s War on Public Education

PUBLISHED 4/14/2025 by

As Trump moves to dismantle the Department of Education, echoes of Jim Crow remind us what happens when states are left to decide who deserves an education—and who doesn’t.

Programs like Social Security, Medicaid, Medicare and the GI Bill exist because certain rights are too fundamental to be left to the whims of individual states or marketplaces. Education is one of them.

Protecting All Students Requires Listening to Them: Reflections on the Implementation of Ohio’s Anti-Trans ‘Bathroom Bill’

PUBLISHED 4/4/2025 by

Picking up the few remaining “all gender restroom” signs that had hung outside bathrooms at the College of Wooster in Ohio for over a decade, I found myself in a moment of reflection. My own students had worked so hard to have the signs installed, just to be removed last month in compliance with Ohio’s so-called Protect All Students Act, which was signed into law late last year.  More commonly known as the “Bathroom Law,” the act requires all schools—K-12 to college, public and private—to “designate specified facilities for the exclusive use of students of either the male biological sex or the female biological sex.”  

No one is being “protected” by these recent laws and proclamations. Instead, there are many students actively being hurt in their implementation and aftermath. When I think back to the important work my students did over a decade ago, it feels blatantly disingenuous to see those efforts superseded by politicians in the name of “protecting all students.” What those lawmakers have done is put some students in far more vulnerable positions; and educational institutions have been forced to forgo the needs of their students in order to comply.

DEI in the Age of Trump: A Roadmap on How to Build More Just Communities in the Next Four Years

PUBLISHED 1/18/2025 by

With Trump’s second presidential administration looming before us, Americans who care deeply about equality and social justice are asking ourselves: What now? How do we move forward in this dramatically changed political and legislative climate? What actions will have a fighting chance of getting traction? What is the most effective sphere of influence for individuals?

Books in Dumpsters, But Ideas Thrive: The Resilient Legacy of New College of Florida

PUBLISHED 11/11/2024 by

You’ve likely read about New College of Florida’s (NCF) transformation from a bastion of non-conformity and progressive ideals to a “Hillsdale of the South.” This telling homage refers to a private, conservative Christian school in Michigan that prides itself on not accepting federal aid for students, which allows it to dispense with federal rules like following Title IX guidance on cases of sexual discrimination.

As an educator for over 20 years and a proud alum (1993-1997) of New College, the embattled public small liberal arts college in Florida, I think of the influence of education as rhizomatic. It creates an underground network of stems and shoots that produce new growth. It’s a nonlinear network with multiple pathways—much like a diaspora—one where each node is distinct but also remains connected.