Teachers’ Representations of and Experiences With Pedagogical Neutrality, Balance, and Nonpartisanship In A Hyper-Polarized and Eroding Democracy

This study addresses how humanities teachers understand and enact educational aims and activities associated with “neutrality” and “balance” in milieus increasingly shaped by affective polarization and democratic erosion. Authors explore how different stakeholders’ definitions of, idealizations of, expectations for, and contestations of these phenomena affect the work of teachers.