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SIG-Teaching History Virtual Poster Session
Thu, May 4, 7:00am to 7:00pm CDT (7:00am to 7:00pm CDT), AERA i-Presentation Gallery, AERA Virtual i-Presentation GalleryFri, May 5, 7:00am to 7:00pm CDT (7:00am to 7:00pm CDT), AERA i-Presentation Gallery, AERA Virtual i-Presentation Gallery
Session Type: Virtual Poster Session
Abstract
This paper draws upon semi-structured interviews conducted with award-winning history teachers across the U.S., focusing on those facing particularly hostile teaching contexts due to either local or state anti-“CRT'' initiatives. The paper explores the contextual factors contributing to teachers’ particular feelings of constraint and documents teachers’ uses of “creative insubordination,” — navigational tactics employed to continue teaching about race and racism regardless of official restriction. Findings highlight the complex and specific network of contextual factors that informed the level of risk teachers faced and explores teachers’ specific resistances, whereby they wielded silences deliberately and used disciplinary history practices in order to continue teaching about race/racism while staving off critiques of bias.