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Teaching under scrutiny: Social studies teachers' negotiation, resistance and fatigue with early anti-critical race theory resolutions
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DOI：10.1016/j.tate.2026.105521.png)
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Abstract
En 中文
Since 2021, anti-CRT legislation has proliferated across the United States, creating new pressures for teachers navigating discussions of race and inequality. This qualitative study examines how Georgia's anti-CRT resolution influenced two first-year social studies teachers during the 2021-2022 school year. Using trans-formative teacher professionalism as a theoretical framework, we analyzed data from four semi-structured interviews to understand how these policies affected teachers' willingness to discuss divisive topics and their professional identity. Findings reveal that both teachers modified their practice in response to the resolution-one retreating significantly due to administrative non-support and parental complaints, the other resisting more actively while strategically avoiding conspicuous language. Regardless of approach, both experienced the resolution as a threat to their equity-oriented professional identity and their ability to prepare students for democratic citizenship. These findings suggest anti-CRT policies actively suppress transformative professionalism and may exacerbate challenges facing new teachers.
Keywords:
anti-CRT legislation
social studies teachers
transformative teacher professionalism
racial equity
teacher resistance
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