“I Don’t Think I Can Teach That”: Teachers Evaluating Divisive Concepts Legislation Using Educational Criticism

• In Event: Arts, Educational Criticism, and Connoisseurship

Abstract

The purpose of this phenomenological case study was to examine teachers’ understanding of “divisive concepts” legislation and its impact on professional practice. Using Eisner’s Connoisseurship and Criticism model as a framework, researchers asked twenty inservice teachers across four states to describe, interpret, and evaluate divisive concepts legislation. Teachers were also asked to share their thoughts on how these laws impacted their professional decision-making. Implications for teachers and teacher educators will be discussed.

Authors

• Todd M Hodgkinson, Drake University

• Crystal Howell, Randolph College

• Caorline Conner, Kennesaw State University

• Aubrey Brammar Southall, Aurora University