Date of Graduation
Fall 12-19-2023
Document Type
Thesis
Degree Name
Master of Education (MEd)
Department
Curriculum & Instruction
Thesis Chair
Michael Boucher
Abstract
The murders of James Bryd. Jr, Trayvon Martin, Michael Brown, and Sandra Bland led to the Black Lives Matter movement. Following these deaths, schools across the country that were named after Confederates and statues of them were taken down, causing backlash against more substantial steps to address white supremacy in the curriculum. This qualitative study investigates how social studies teachers are reacting to laws that restrict the teaching of history and deny Texas students the right to be represented in their education. The findings demonstrate a link between teachers’ understanding of Culturally Relevant Pedagogy and their solidarity with students of color. Through this lack of understanding, teachers in turn have a fear to teach students histories. This has little to do with a law stopping them, and more with a lack of understanding a key methodological approach to helping students gain agency in their learning.
Recommended Citation
Jaskinia, Clayton, "“MY JOB IS TO TEACH”: HOW TEACHERS APPROACH STATE LAWS IN A CULTURALLY RELEVANT CLASSROOM" (2023). Masters Theses. 7.
https://digitalcommons.tamusa.edu/masters_theses/7