“Teacher Hat” and “Citizen Hat”: One Strategy for Negotiating Tensions Between Union and Teaching Duties

• In Event: The Challenges of Being a Good Citizen and a Good Teacher: Lessons From the Wisconsin Protests

Abstract

How do teachers reconcile their own viewpoints and civic action with their teaching in a contested political environment? As vice-president of my local union, it was necessary for me to make my voice heard regarding the Budget Repair Bill. In addition to this obligation, however, I needed to address the uprising as an important current event in my government class. Navigating these two roles created tension for me personally and professionally. Drawing upon classroom observations and student feedback, this presentation provides an overview of my strategy to distinguish these roles as different “hats” that I wear at different times. The context for this case study is Wauwatosa, Wisconsin, an affluent first-ring suburb of Milwaukee where Governor Walker lives and sends his children to school. Politically, the community is split nearly in half between liberal and conservative viewpoints. Because of this divide, my decision for when to don my teacher and citizen hats demands considerable care.

Outside of the classroom, I was a visible and outspoken opposition to the proposals. I left school for two days, one with official administrative permission and the other without. Publicly, administrators threatened teachers with official sanctions for leaving class to protest. Privately, they supported those of us who chose to step out. Nevertheless, I suffered administrative sanctions for my second absence in the form of docked pay, leading me to label this day as my “act of civil disobedience.” In the local (and national) press, these actions were sharply criticized. Teachers’ absences were framed as showing we did not care about our students and that we were putting our own interests above theirs. It was painful to endure criticism for honoring my personal views by exercising my rights as a citizen. The “citizen hat” was thus a difficult one to wear without fear of retribution or insult.

In the classroom, I felt obligated to teach this controversy from a neutral stance while wearing my “teacher hat.” This proved difficult, especially since my students knew of my union position and, after my act of civil disobedience, knew my personal viewpoint. Despite this, I was committed to ensuring that my personal views did not alienate the students who supported the governor. As questions about the legislation and protests arose almost daily, I cued the students that I was putting on my “teacher hat” to explain the issue. When asked my personal views, I took off my “teacher hat” and stood before them as a citizen. Anonymous feedback from students on this issue indicated that, even if they disagreed with them, students respected my views and appreciated my way of presenting the issue. The metaphor of “hats” helped me to model tolerance and respect for opposing viewpoints, a citizenship skill that is an integral part of my government curriculum. This presentation provides me the opportunity to reflect on this strategy and to explore ways in which teachers can wear both hats as a means of reconciling their roles as citizens and teachers.

Author

• Ann Herrera Ward, University of Wisconsin - Madison