Teaching Through Trouble: Making Sense of Restrictive Educational Climates in Pursuit of New Futures

• In Event: Pedagogies Under Pressure: Navigating Constraint, Fear, and Resistance in Education

Abstract

This paper presents findings from a case study with secondary teachers in public schools making sense of restrictive laws and growing parental, community, and administrative oversight. Applying sensemaking theory, this study conducted focus groups and individual interviews with eight practicing social studies teachers in public secondary schools in Florida and Tennessee to explore how teachers are making sense of growing disruption and constraints over their practice. Findings demonstrated that although teachers interpreted facilitating discussions on controversial topics and maneuvered through parental and administrative pressure differently, they continually practiced and engaged in resistance and resourcefulness in their own practices. These findings hold both scholarly and practical significance as educational research navigates increasing restraints and challenges from multiple agents.

Author

• Sabrina Leigh Caldwell, University of South Alabama