“I Don’t Want to Say It Wrong”: Teachers’ Perceptions of In/Equity in Rural Extracurriculars

• In Event: Thursday Roundtable Session 4:20 pm
  In Roundtable Session: Special Delivery: Meeting Diverse Learner Needs in Rural Schools (Table 20)

Abstract

Public high schools and their associated extracurricular events are a standard component of life in the rural United States. Guided by a critical pedagogy of place (Azano et al., 2021; Greenwood, 2008; Gruenewald, 2003), this multi-site critical ethnography explores teachers’ perceptions of racial in/equity as related to extracurricular activities and events in rural school contexts. Data revealed that teachers responded in one of four ways to questions about racial equity: contradiction, recognition, avoidance, or apology. By situating teachers at the nexus of the school and local community, this study uncovers the nature of rural teachers’ extracurricular work and their perceptions about how this work makes their rural school a more just and equitable place for all.

Author

• Holly Marcolina, SUNY Potsdam