With a broad notion of protest in mind, this roundtable seeks presenters who, in their capacity as educators, have engaged in protest in or outside of their classrooms and institutions. The roundtable seeks a range of presentations, from personal narrative to pedagogy to practical strategies such as organizing and lesson plans.
While
not for the first time, educators are finding themselves at the center of
political controversies as their pedagogies, content, and even profession is
questioned, critiqued, and in some cases, banned. Also not the first
occurrence, protesting has become one way targeted educators, students, and
community members respond to and resist these top-down attacks. For some, these
involve taking to the streets, organizing or joining protest efforts with high,
public-facing visibility. For others, protests manifest as the books and
content they continue to teach or the use of a student’s preferred pronouns.
Not only, though, do protests provide actionable steps for affected educators
to take when confronted with censorship; protests as historical, current, and
future events are curricular topics, taught in classrooms, sometimes in tandem
with their real-life counterparts. With this broad notion of protest in mind,
this roundtable seeks presenters who, in their capacity as educators, have engaged
in protest in or outside of their classrooms and institutions. The roundtable seeks
a range of presentations, from personal narrative to pedagogy to practical
strategies such as organizing and lesson plans.