“We still have power in shaping what and how students learn”: Activist Teachers Respond to Book Bans
Erin T. Miller (emille90@charlotte.edu)
In this study, we learn from seven teachers in a graduate level program in Urban Education about how and why they enact activist pedagogies in their classrooms. So often, teachers are positioned as passive puppets of the state—they are seen as the “tools” with which public thinking is controlled. By repressing, silencing, and fear-mongering teachers and determining through legislation which epistemologies and histories they can teach, subjugation through schooling is indeed a powerful mechanism