The Day the Department of Education Invaded My Classroom

Recent legislation in Tennessee regarding “divisive concepts” or policing books and topics in classrooms has created a tense environment for educators throughout the state. Through autoethnographic reflections on these policies and their direct impact on the author as a secondary teacher, he explores the greater impact of such policies and the potential “chilling effect” they can have in silencing educators nationwide. He then discusses the implications of either choosing to speak out about these experiences in hopes of inspiring social activism to curb invasive educational legislation or choosing to remain silent, instead growing numb to policies educators often feel helpless to substantially impact. Ultimately, he argues for the former course of action despite the potential risks.