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I Don't Feel Noways Tired: Why Black Teachers Will Persevere through the Anti-Truth Movement

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Bibliographic Details
Title: I Don't Feel Noways Tired: Why Black Teachers Will Persevere through the Anti-Truth Movement
Language: English
Authors: Kristen E. Duncan, Alex E. Chisholm, Terrance J. Lewis
Source: Critical Education. 2025 16(2):155-170.
Availability: Institute for Critical Education Studies. 2125 Main Mall, EDCP, University of British Columbia, Vancouver, BC, V6T 1Z4 Canada. Tel: 604-822-2830; Web site: https://ices.library.ubc.ca/index.php/criticaled/
Peer Reviewed: Y
Page Count: 17
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Racism, Elementary Secondary Education, African American Teachers, African American Students, Controversial Issues (Course Content), United States History, Critical Race Theory, Educational Legislation, African American History, Educational Policy
ISSN: 1920-4175
Abstract: The current anti-truth context, in which discussions of race and racism in K-12 schools are rendered illegal, is just the latest iteration of anti-Black legislation that impacts schools. In this article, we historicize the contemporary moment by using BlackCrit and fugitive pedagogies to discuss how Black teachers have navigated discussions of race and racism with Black students through previous anti-Black contexts, noting that we believe contemporary Black teachers will continue in this rich tradition, despite current legislation.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1469967
Database: ERIC
Description
Abstract:The current anti-truth context, in which discussions of race and racism in K-12 schools are rendered illegal, is just the latest iteration of anti-Black legislation that impacts schools. In this article, we historicize the contemporary moment by using BlackCrit and fugitive pedagogies to discuss how Black teachers have navigated discussions of race and racism with Black students through previous anti-Black contexts, noting that we believe contemporary Black teachers will continue in this rich tradition, despite current legislation.
ISSN:1920-4175