How Attacks on Critical Race Theory Are Affecting Teachers

What’s the Deal with CRT?

So, let’s break it down: CRT. Three little letters that spark everything from anger to confusion. Just a few months ago, if you asked teachers what CRT meant, many would have said culturally responsive teaching. This approach aims to meet students’ needs based on their unique backgrounds. It’s far from the scary concept some people think it is.

In legal terms, CRT stands for critical race theory. But here’s the kicker: it’s not actually taught in K-12 schools. Still, political leaders and certain media outlets have seized on the term “CRT,” leaving everyone unsure of what it really means. It’s like turning three letters into a giant, shadowy figure that represents whatever people want it to. These politicians and media sources have manipulated CRT into something unrecognizable, claiming it covers concepts like white privilege and white guilt. Parents, influenced by these self-serving narratives, believe this “CRT boogeyman” lurks in their schools. In West Virginia, where I live, lawmakers even passed a bill feeding this fear. They claim the boogeyman is hiding on classroom bookshelves!

Creating Distrust Among Parents and Teachers

The recently passed Senate Bill 704 in West Virginia does nothing to foster trust between parents and teachers. It mandates that teachers must comply with parents’ requests to inspect instructional materials and books available in their classrooms.

One troubling component? If parents ask, teachers must explain how the books connect to educational standards. If teachers fail to follow these rules? Parents can file complaints with the county superintendent. This creates hefty burdens on educators! Think of all the teachers out there juggling multiple bookshelves packed with literature. They could be scrutinized for simply encouraging students to explore a wide range of books.

Though educators can request parents make appointments to review books in the classroom, the language of the bill lacks a vibe of trust. It’s almost like saying, “We don’t trust you.” This atmosphere of doubt stems from the fear of CRT.

Some might say, “What’s the big deal? Parents should know what their kids read!” And sure, I always want students to discuss their learning at home. I even give them lists of required readings. This ongoing conversation nurtures a trusting environment. However, when laws force this relationship, labeled as compliance, it screams suspicion and distrust.

The Response to Educators Teaching Certain Topics

Many educators, especially in social studies and English, have tried providing lessons on systemic racism. This pushback came from politicians who sensed their authority was being challenged. They saw teachers discussing real history and freaked out, claiming we were pushing CRT on kids. They even targeted those promoting books like “The Hate U Give” or “How to Be an Anti-Racist,” when they should be applauding us for broadening our students’ perspectives!

At a recent education conference, I attended a remarkable keynote by Principal Kafele. He addressed the absurdity of the CRT hysteria propagated by the news and certain politicians. He pointed out that teachers aren’t pushing CRT but are instead sharing American history. The truth is, many lessons and books that need to be taught are avoided because those in power fear facing their own biases. Rather than engaging with reality, they throw out fear-mongering language to distract from the real issues in education. While teachers attempt to soothe the fires of misinformation, we also rebuild trust and continue educating our students.

Personal Experiences with the CRT Debacle

When I stumbled upon the term “critical race theory” back in spring 2021, I must admit, I had to look it up. After 17 years shaping young minds as an elementary art teacher in rural West Tennessee, I never encountered it. Initially, I thought, “Why on earth is this a point of contention? We don’t even teach this in elementary school.”

To my surprise, my state representative backed an anti-CRT bill that sped through the Tennessee Legislature faster than most educators could wrap their heads around what it meant for their classrooms, leading to widespread panic.

Concerned educators like myself banded together, signing a letter via the Tennessee Educators of Color Alliance urging our governor to veto the bill. At the time, I couldn’t fully grasp how intense this issue would get or what backlash I might face for speaking out. Sure enough, the bill became law.

Facing the Fallout

As summer 2021 rolled in, I found myself bombarded with harassing messages from local GOP leaders. They hurled accusations at me for opposing the bill, insisting I was promoting CRT in our schools. I clarified that we weren’t teaching CRT, but they baited me and called me stupid. They claimed I was blind to the so-called “woke Marxism” supposedly infiltrating our education system.

As we headed back to school in August 2021, the atmosphere felt heavy. The COVID-19 delta variant was spreading like wildfire, school mask policies were in flux, and political polarization intensified. I felt anxious about my safety, especially as I was nine months pregnant with my first child. Threatening messages kept pouring in. A friend handed me pepper spray. The local NAACP president even urged GOP leaders to back off me, while my husband became my unwavering sidekick in public spaces. The superintendent wrote opinion pieces in local papers, trying to reassure the community that our school curriculum was far from the so-called “liberal indoctrination” they feared.

Adapting in a Hostile Environment

As the hostility towards educators mounted, I felt pressured to alter my teaching methods. With the new law hanging over my head, I knew I’d be a target. I shifted my class focus from art history to just art techniques. Without context, my lessons felt empty. I removed modern art prints from my walls, sticking only to classical landscapes. I went as far as to publish all my lesson plans online. I wanted to be transparent and ready to defend myself if any disputes arose. I even stashed away my classroom library, hiding it from my curious students before entering maternity leave.

Emerging from Chaos

Upon returning from maternity leave that fall, things in my community had calmed a bit. People had found new targets, and even the local GOP tried to mend fences with teachers after receiving negative press. But the anti-CRT bill remained, now joined by the Age Appropriate Materials Act, which slashed classroom libraries nationwide.

Now, I can’t teach like I used to. I miss sharing the inspiring stories of artists who overcame injustice—stories that resonate deeply with my students. Instead, I feel trapped under the fear stemming from this outrage culture. I worry about losing my job before I’m even able to pay off my student loans. Many teachers, including myself, contemplate leaving the profession. Yet, I know change isn’t possible from the outside. So, I choose to stay and fight for what’s right.

Finding Support in the Community

Erica Buchanan-Rivera, an educational equity scholar, shares her experience leading equity efforts in a district in Indianapolis. Despite facing anti-CRT movements in neighboring counties, she feels relatively sheltered from aggressive backlash.

In the past year, her district proactively addressed misunderstandings surrounding CRT. Educators learned how to respond to critics with facts and awareness, dispelling misinformation in a community-focused way. They even issued statements that highlighted the importance of acknowledging students’ racial experiences and histories.

Erica emphasizes that school communities thrive when leaders commit to honoring students’ humanity and advocate for anti-racist practices. Their focus on proactivity helps create a climate where educators feel supported rather than attacked.

Empowering Students to Engage

One teacher reflects on how the attacks on CRT have influenced her seventh-grade classroom. Instead of sidestepping the topic, she dives in. Her students crave the truth about CRT and why it’s under fire. This curiosity leads them to meaningful discussions about power dynamics and equity.

Through conversations about critical thinkers like Kimberlé Crenshaw and the concept of intersectionality, she introduces her students to systemic inequalities. By examining the disparities within our legal system, they see firsthand why discussing these issues matters.

As they navigate these conversations, her students learn the value of understanding differing perspectives. They grasp how misinformation spreads and recognize the importance of finding common ground. It’s about building the skills needed for tackling “difficult” conversations later in life.

Conclusion

In this ever-changing educational landscape, teachers face significant challenges but also opportunities to advocate for the truth. The fight against the fallout from CRT attacks continues, but educators know one thing: they’re in this together. By fostering open dialogue and nurturing trust, they can keep educating future generations to grapple with complex social issues. So, let’s keep the conversations real and relevant!