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Abstract
This dissertation presents findings from an inquiry into secondary English language arts (ELA) teachers in Georgia who were working to enact justice and equity-oriented pedagogies. The study collected narratives related to how they conceptualize their responsibilities as educators, how they enact their pedagogical commitments, and whether they experience tension in those efforts. This is particularly important to consider as Georgia has enacted legislation that may be interpreted as a constraint on these pedagogical goals. Multiple other states have similarly enacted some form of legislation against discussing so-called “divisive” concepts, and recent years have seen a rise in bans against a wide range of literature centering diverse characters. In this climate, some teachers may feel that asset-based or justice-oriented pedagogies that intentionally center marginalized identities may be discouraged, or even that they are actively under attack. Amidst this challenging context, this study has turned intentionally to teacher narratives to look beyond the political discourse and into teachers’ lived experiences. Findings are presented through the lens of complexity theory to demonstrate that teachers’ pedagogical goals are enacted within layered systems that include their personal histories and identities, ideological values, classroom needs and interests, institutional expectations and norms, and the sociopolitical climate in their communities. Teachers also exert their own influence within each of these systems, as they adapt external expectations to fit with their personal ideologies. Findings demonstrate that teachers enact goals of justice and equity through their pedagogies in various ways, and have found support for that work within the expectations of their discipline, and through colleagues and administrators. When teachers experienced challenges to their pedagogical goals, they made adaptations within their systems to find a better sense of alignment between their values and their practices. This study also found that while the sociopolitical climate worked on teachers’ pedagogies in many ways, the educational legislation was not the only factor influencing teachers’ pedagogy. To understand how teachers might be better supported in enacting goals of justice and equity, it is necessary to consider the legislative context amidst the many other contexts that surround and shape educators’ work.