“We Have A Responsibility To Each Other In This Room and To [the] Country.”: White Social Studies Teachers’ Professional Commitments To Teaching Ethnic Studies In Indiana

This paper explores the professional commitments and positionality of six white secondary social studies teachers teaching Ethnic Studies in Indiana. Our findings indicate that teachers are drawn to Ethnic Studies through justice- and civic-oriented commitments. However, these commitments are shaped and constrained by whiteness and political surveillance.