Outlaw Teaching as Necessary Response

• In Event: Teacher Leadership for Social Justice

Abstract

Using narrative inquiry methodology, this study examines how self-describing critical social studies teachers reacted to and taught through recent attacks on Critical Race Theory through the media and legislation in 14 states. This study specifically sought to understand the pedagogical, curricular, and professional decisions these teachers made in the wake of the attacks on anti-racist and anti-oppressive education.

Author

• Brian C. Gibbs, California State University - Los Angeles