Identity, Context, and Solidarity: Examining Departmental Dynamics and Social Studies Teacher Responses To White Christian Nationalist Educational Policy

This case study examines how Texas social studies teachers across political ideologies navigate restrictive legislation, surveillance, and ideological pressures. Using relational spatial theory and Jason Stanley's Erasing History, it compares two departments, highlighting delegitimization, self-censorship, intersectional impacts, and solidarity within educational ecologies shaping pedagogy and professional relationships.