FA5 - “I'm Just Gonna Tell the Truth”: How Black Teachers Resist “Divisive Concepts” Legislation
SCURS Disciplines
Education
Document Type
General Presentation (Oral)
Invited Presentation Choice
Not Applicable
Abstract
Educators are well-aware of how external forces including content standards and district initiatives shape their work, but the intense debate around “divisive concepts” legislation has piqued public attention and spurred researchers to examine how educators are responding. Considering the relationship between “divisive concepts” legislation and the inclusion of race and racism in the curriculum, it is particularly important to learn more about how Black educators are navigating this moment. Our qualitative study pursued this line of inquiry by applying the lens of fugitive pedagogy to the research question “How are Black teachers reacting to South Carolina’s ‘divisive concepts’ legislation?” Seven Black middle and secondary English language arts and social studies teachers participated. Data sources include pre- and post-questionnaires, a legislation annotation task, and focus group interviews. Participants’ discussions about South Carolina’s “divisive concepts” legislation revealed information about the intersection of participants’ racial and professional identities. Findings suggest that “divisive concepts” legislation did not lessen these teachers’ belief in the importance of integrating race and racism into the curriculum, but it may impact how the teachers pursue this goal, leading them to omit certain topics, allow for less student discussion, and rely more on textbooks and approved resources. Findings also reveal the impact of school and classroom contexts, particularly student demographics, on teachers’ perceptions and actions. The teachers worry about the impact of “divisive concepts” legislation on their curriculum and their students, leading participants to consider how they might resist the legislation, often in quiet and calculated ways. These teachers help us better understand how Black educators continue to engage in fugitive pedagogy and the ways in which political and local contexts influence that work. This study contributes to the body of literature attempting to elevate the voices of Black educators and highlight their continued efforts to work around and against harmful policies.
Keywords
Black educators, divisive concepts, fugitive pedagogy
Start Date
10-4-2026 3:25 PM
Location
CASB 103
End Date
10-4-2026 3:40 PM
FA5 - “I'm Just Gonna Tell the Truth”: How Black Teachers Resist “Divisive Concepts” Legislation
CASB 103
Educators are well-aware of how external forces including content standards and district initiatives shape their work, but the intense debate around “divisive concepts” legislation has piqued public attention and spurred researchers to examine how educators are responding. Considering the relationship between “divisive concepts” legislation and the inclusion of race and racism in the curriculum, it is particularly important to learn more about how Black educators are navigating this moment. Our qualitative study pursued this line of inquiry by applying the lens of fugitive pedagogy to the research question “How are Black teachers reacting to South Carolina’s ‘divisive concepts’ legislation?” Seven Black middle and secondary English language arts and social studies teachers participated. Data sources include pre- and post-questionnaires, a legislation annotation task, and focus group interviews. Participants’ discussions about South Carolina’s “divisive concepts” legislation revealed information about the intersection of participants’ racial and professional identities. Findings suggest that “divisive concepts” legislation did not lessen these teachers’ belief in the importance of integrating race and racism into the curriculum, but it may impact how the teachers pursue this goal, leading them to omit certain topics, allow for less student discussion, and rely more on textbooks and approved resources. Findings also reveal the impact of school and classroom contexts, particularly student demographics, on teachers’ perceptions and actions. The teachers worry about the impact of “divisive concepts” legislation on their curriculum and their students, leading participants to consider how they might resist the legislation, often in quiet and calculated ways. These teachers help us better understand how Black educators continue to engage in fugitive pedagogy and the ways in which political and local contexts influence that work. This study contributes to the body of literature attempting to elevate the voices of Black educators and highlight their continued efforts to work around and against harmful policies.