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The Texas State Board of Education gave preliminary approval to a Bible-infused K-5 public school curriculum earlier this week, with a final vote expected to happen Friday, Nov. 22.
Landon Schnabel, a Cornell University sociologist who studies religion, says while the curriculum’s proponents frame it as culturally enriching, the move raises questions about the politicization of religious education.
Landon Schnabel
Robert and Ann Rosenthal Assistant Professor of Sociology
Schnabel says:
“Texas’ proposal to prioritize Bible-based lessons in public schools raises an important question: Whose stories shape how we teach morality and culture? By disproportionately centering Christianity, the curriculum sends a clear signal about whose beliefs are valued—a move that threatens to marginalize non-Christian and non-religious students and families.
“Biblical lessons can invite deep reflection, but they also carry particular ways of thinking about community, authority, and roles that might not resonate with every student. For children navigating diverse identities, some frameworks and interpretations can feel more like boundaries than bridges.
“Public schools, as government institutions, must serve varied populations and uphold the constitutional principle of separating church and state. Texas’ move invites us to ask: How can public schools reflect the full range of stories that make up our shared cultural fabric, while ensuring they remain places of belonging for all. Decisions like these test our national commitment to religious freedom as a right for all, not a privilege for some.”
