Date of Award

Fall 2025

Degree Type

Thesis

Department

Educational Studies

Director of Thesis

Mary E. Styslinger, PhD

Second Reader

Daniella Cook Sumpter, PhD

Abstract

This study examines how the current socio-political climate shapes pre-service English Language Arts (ELA) teachers’ understandings of and preparations for anti-racist pedagogy at a public university in the Southeastern United States. Against the backdrop of increasing political polarization, legislative restrictions on discussions of race, and community scrutiny of curriculum content, pre-service teachers must reconcile their ethical commitments to equity with the realities of teaching in contested educational environments. Using a teacher-research case-study design grounded in Critical Theory, Social Justice Theory, and theories of teacher identity and agency, this study draws on survey and interview data from Master of Teaching candidates to explore how they conceptualize anti-racist teaching and anticipate navigating political constraints. Findings reveal that participants hold strong commitments to equity and view anti-racist pedagogy as an ethical responsibility, yet they experience tension between moral conviction and professional caution. Despite these challenges, participants demonstrate agency through adaptive strategies that allow them to uphold their values while negotiating institutional boundaries. The study highlights the need for teacher education programs to prepare future teachers not only with pedagogical tools but also with political literacy and emotional resilience to sustain anti-racist commitments within a polarized educational climate. Ultimately, the research contributes to broader conversations about the moral, professional, and civic dimensions of teaching for justice in restrictive contexts.

First Page

1

Last Page

72

Rights

© 2025, Mary R. Miller

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