Teaching against antiblackness within divisive educational contexts

Purpose This study used data from a longitudinal case study of professional learning sessions that were held between January 2021 and May 2022 for Afro-Caribbean teachers who were newly hired to teach in urban schools within the state of Georgia. While facilitating the learning sessions, HB 1084 was introduced, effectively censoring language related to diversity, equity and inclusion. The purpose of this study was to examine ways that the development of teachers’ socio-political consciousness (SPC) challenged antiblackness in education despite an overarching context where discussions of racism and other social justice issues were censored through the passage of divisive concepts legislation. Design/methodology/approach Case study methodology was used in this study. Data collected and analyzed for the study were obtained from the two sessions of the professional development impacted by divisive concepts legislation. Data included anonymous participant evaluations from approximately 60 Afro-Caribbean teachers, curricula from the learning sessions, instructor reflections and debriefing notes from instructor meetings. Themes from the data relevant to SPC, antiblackness and social justice education are highlighted in this article. Findings Instructional strategies emphasizing urban learners’ funds of knowledge and teachers’ critical and higher order thinking supported teachers’ development of SPC, though most teachers’ demonstrated emergent rather than advanced levels of SPC. For some teachers, inquiry-based learning activities increased motivation to challenge race-based and other educational inequities. Practical implications This article shares strategies that teacher educators working under divisive concepts legislation can use to continue promoting antiracism and social justice in education. Originality/value This study holds implications for educators who are forced to teach for social justice within challenging educational contexts. By discussing the pedagogical practices we used to encourage teachers’ development of SPC and their grounding in asset-based and inquiry-driven instructional practices, we offer strategies that social-justice oriented teacher educators can implement while adhering to the letter (though not the spirit) of divisive concepts legislation.