Scales of Educational Resistance Practices Against Critical Race Theory “Bans”

Abstract

Numerous states have attempted to enact sweeping curricular bans targeting Critical Race Theory (CRT) to prevent educators from teaching content that challenges the white-Eurocentric curriculum of American schooling. In this paper, we build on arguments that curricular bans are not new to education, nor is the resistance enacted by educators to curricular bans. Through centering how educators in three different states are navigating the various tightness of spaces in their resistance, we look to provide a pathway forward for those looking to enact resistance to current (and future) curricular bans. This analysis contributes to how teacher educators and educational foundations scholars can think about teacher activism and resistances as pedagogical praxis.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 Although not named in this paper, I (Sheila) am the teacher in this classroom. I (Sheila) am choosing to disclose my relationship to this paper to acknowledge all the support and hard work Frances Harper put into supporting me and the students in this activist work.

2 The bills in Michigan ultimately did not become law. However, the ways educators responded during this uncertain time still provide valuable insight into the ways curricular resistance is enacted.