“This Is the Work That I Stand On”: Black Social Studies Teacher Educators Navigating a Doubly Contentious Context

• In Event: Building Emancipatory Spaces: Black Educators and Transformative Pedagogies in Social Studies Education

Abstract

In recent years, numerous states have passed legislation rendering it illegal to discuss matters of racism in K-12 classrooms. At the time of this writing, such statewide bans have been passed in 17 states. Simultaneously, university campuses are disbanding offices that focus on diversity, equity, and inclusion and deemphasizing courses that focus on matters of marginalization. This confluence of events has put Black social studies teacher educators in a precarious predicament in which they must carefully navigate teaching about issues of racism in a contentious climate while simultaneously preparing preservice social studies teachers to do the same. The research question that guides this paper asks: How are Black social studies teacher educators navigating this moment of dual contention?

Authors

• Kristen Duncan, Clemson University

• Kelly R. Allen, Augusta University