Próximo(s)

Medo, hesitação e resistência: Respostas dos educadores da Geórgia à legislação de conceitos divisivos

Autores

DOI:

https://doi.org/10.14507/epaa.32.8339

Palavras-chave:

legislação educacional, censura, reflexão sobre a prática, resistência, políticas neoliberais

Resumo

Os ataques atuais à teoria crítica da raça (CRT em inglês) e à legislação neoliberal trabalham para minar a educação pública e a democracia nos Estados Unidos. A legislação de conceitos divisivos restringe o que os professores dizem e fazem, agindo como uma contra-onda à implementação de iniciativas de diversidade, equidade e inclusão. Neste artigo, um coletivo de educadores com identidades diversas trabalhando em contextos variados se envolve em uma reflexão colaborativa sobre o impacto do HB 1084 (uma política de censura na Geórgia) em suas práticas educacionais. Geramos vinhetas e as codificamos para o grau em que reagimos com medo, hesitação e/ou resistência. Nossas respostas existiram dentro desse conjunto de reações e foram influenciadas por nossas identidades, restrições/possibilidades de nossos contextos e experiências. Nossas vinhetas expõem como a legislação nos sujeitou a um estado de vigilância que às vezes produzia medo e hesitação, especialmente para aqueles em posições relacionadas ao ensino pré-serviço. No entanto, a resistência também estava presente em resposta à legislação em quase todas as vinhetas. Implicações emergentes deste estudo incluem a importância de educadores envolverem vozes de estudantes como uma forma de apoio e a necessidade de construção de coalizões para ensino crítico. Descobertas sugerem que políticas como HB 1084 minam o ensino culturalmente relevante, antirracista e centrado na justiça e são fundamentalmente regressivas para melhorar o sistema de escolas públicas.

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Biografia do Autor

Lisa York, Georgia State University

Lisa York is in her 19th year of teaching high school ELA. She is also a PhD student in Georgia State University’s Teaching and Learning Program. Drawing inspiration from culturally sustaining pedagogies, her areas of interest include critical literacies, decolonized curricula, place-based pedagogies, and supporting and retaining diverse teachers.

Saniha Kabani, Georgia State University

Saniha Kabani is in her 8th year of education, specializing in developing mathematics curricula to meet the diverse needs of learners. She is currently pursuing a PhD in teaching and teacher education at Georgia State University. Her research interests include transformational coaching, university supervision, and mathematics curricula for multilingual students.

Caroline B. Rabalais, Georgia State University

Caroline B. Rabalais is a PhD student and Dean’s Research Doctoral Fellow at Georgia State University. She is in her 6th year of teaching high school ELA. Her research interests include critical literacies, young adult literature, and educational policy.

Marquis Baker, Georgia State University

Marquis Baker is in his 9th year of working within the field of education. He has spent 7 years in the classroom and is entering his second year as a program coordinator at the high school level. Marquis is a 5th year PhD student in Georgia State University’s Education Policy Study program concentrating on the social foundations of educational policy. His areas of interest include African-centered and culturally relevant pedagogies, along with curriculum development.

Matthew Shiloh, Georgia State University

Matthew Shiloh is in his 14th year of teaching high school history and civics classes. He is also a PhD student in Georgia State University’s Education Policy Study program. His areas of interest include continuing to integrate diverse schools that have segregation in regards to co-taught and AP classes as well as exploring decolonized curricula.

Nathaniel Ervin, Georgia State University

Nathaniel Ervin graduated from Morehouse College (Bachelors of Arts in Political Science) and Mercer University (Masters of Education in Higher Education Leadership) and is a current PhD student in Georgia State University’s Educational Policy Studies Program with a concentration in Social Foundations of Education. His research interests include educational policy, pedagogy, and emancipatory teaching practices.

Kate Woodbridge, Georgia State University

Kate Woodbridge recently received her doctorate from Georgia State University’s Early Childhood Education Department.

Marissa Murdock, Georgia State University

Marissa Murdoch is a K-12 science professional learning facilitator and a doctoral student at Georgia State University.

Adrian Douglas, Georgia State University

Adrian Douglas is an elementary educator and podcaster (Beyond the Class) pursuing his doctorate at Georgia State University.

Nadia Behizadeh, Georgia State University

Nadia Behizadeh is a professor of adolescent literacy and co-director of the Center for Equity and Justice in Teacher Education at Georgia State University. She also serves as Chair of the English Language Arts Teacher Educators (ELATE). Her scholarly endeavors center on increasing students’ access to critical literacy instruction.

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Publicado

2024-10-08

Como Citar

Lisa York, Kabani, S., Rabalais, C. B., Baker, M., Shiloh, M., Ervin, N., Woodbridge, K., Murdock, M., Douglas, A., & Behizadeh, N. (2024). Medo, hesitação e resistência: Respostas dos educadores da Geórgia à legislação de conceitos divisivos . Arquivos Analíticos De Políticas Educativas, 32. https://doi.org/10.14507/epaa.32.8339

Edição

v. 32 (2024)

Seção

Articles

Licença

Copyright (c) 2024 Lisa York, Saniha Kabani, Caroline B. Rabalais, Marquis Baker, Matthew Shiloh, Nathaniel Ervin, Kate Woodbridge, Marissa Murdock, Adrian Douglas, Nadia Behizadeh

Creative Commons License
Este trabalho está licenciado sob uma licença Creative Commons Attribution-ShareAlike 4.0 International License.