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

Kristen Duncan; Alex Chisholm; Terrance Lewis

doi:10.14288/ce.v16i2.186982

I Don't Feel Noways Tired

Why Black Teachers Will Persevere through the Anti-Truth Movement

Authors

Kristen Duncan Clemson University
Alex Chisholm Clemson University
Terrance J. Lewis University of Alabama

DOI:

https://doi.org/10.14288/ce.v16i2.186982

Keywords:

Black teachers, BlackCrit, Black education, fugitive pedagogy, anti-CRT laws

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.

Author Biographies

Kristen Duncan, Clemson University

Kristen E. Duncan is an Assistant Professor of Social Studies Education at Clemson University. Her research focuses on the ways Black teachers help Black students navigate civic estrangement and the ways race is presented in curriculum and media.

Alex Chisholm, Clemson University

Alex E. Chisholm is an Assistant Professor of Social Studies Education at Clemson University. His research focuses on the pedagogical practices of Black teacher-coaches through civic action, athlete activism, and sports participation.

Terrance J. Lewis, University of Alabama

Terrance Lewisis an Assistant Professor of Social Studies Education at The University of Alabama. Terrance studies the historiography and pedagogical practices of Black teachers in the American South and the role of public art in the meaning-making of citizenship.

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Published

2025-04-30

Issue

Vol. 16 No. 2 (2025)

Section

Teaching in Contentious Times: Black Consciousness, History Education, and Policy

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