Building Teacher Communities for Truth: Unsettling Anti–Critical Race Theory Legislation in Social Studies

• In Event: Friday Roundtable Session 11:25 am
  In Roundtable Session: Teachers' Perspectives on Anti–Critical Race Theory, DEI (Diversity, Equity, and Inclusion), and the Boogeyman (Table 26)

Abstract

This research explored how Black social studies teacher-communities un the Unites State responded to anti-critical race theory legislation. The study employed a Critical Race Theory (CRT) framework, which examines how racial factors and racism influence laws and policies. Seven Black social studies educators were interviews to understand how they collaborated to address the challenges of teaching truthful histories while countering legislation that restricts discussions on race and marginalized voices. The findings revealed that truth-seeking in social studies is roots in radical imagination and serves as an emancipatory pledge of resistance against historical injustices. This paper underscores the importance of teacher-communities in supporting each other’s efforts to impart accurate historical knowledge in the face of restrictive legislation.

Author

• Alex E. Chisholm, Clemson University