Locating Our Role in the Struggle: Lessons from the Past and Present on Teachers’ Persistence, Solidarity, and Activism for the Common Good

Abstract

The recent onslaught of educational censorship measures is the latest and most extreme manifestation of the perennial struggle over curriculum and politics in schools. Lessons from past and present teacher resistance, solidarity, and activism can inspire and galvanize teachers in this moment within the long struggle for educational justice. This article describes three orientations that may help teachers avoid self-censorship and take action: teachers as classroom-level judges, teachers as part of a collective, and teachers as historical actors. We also present reflective questions that can help teachers identify supports available to them and actions they can take in light of their particular contexts. Our hope is that these tools for thinking about the role of the teacher and taking action will offer both teachers and teacher educators critical hope in our collective struggle for the common good and a more democratic future.