How Teachers Navigate the Increasingly Polarized Political Contexts of Culturally Responsive Education

• In Event: Let's Ban It: Navigating Polarizing Political Climates and Race Critically

Abstract

Teachers committed to equity are in a more precarious position than ever as states across the U.S. pass legislation that threaten fines or termination for actions like discussing systemic racism. Although scholars have examined how teachers navigate controversial issues discussions, few have closely investigated how teachers navigate the political contexts of culturally responsive education in particular. This qualitative case study draws on interview and artifact data to analyze how 40 culturally responsive educators across four schools responded to political tensions that arose within and beyond the classroom as a result of their equity work. Some findings offer models for how other educators might successfully navigate political contexts, while others show how polarization can drive teachers out of the profession.

Authors

• Hillary Parkhouse, Virginia Commonwealth University

• Robyn Lyn, Virginia Commonwealth University

• Elizabeth Severson-Irby, Virginia Commonwealth University