Pursuing Their Purpose: Oklahoma Educators Teaching What They Believe to Be Right in Contentious Times

Abstract Drawing on a study of Oklahoma teachers’ reactions to and understandings of a divisive content law (House Bill or HB1775) passed 2 years ago, this chapter explores the ways in which teachers create space where they continue to both inspire students and discuss potentially forbidden curricular content. Veteran educators share the importance and value of what they see as accurate and meaningful teaching: a biology teacher stubbornly continuing to teach the science of evolution, and; a social studies teacher defiantly embraces multiple narratives to combat the whitewashing of history. Teaching from a place of commitment is their way of resisting legislation like HB1775 and rebelling against the overwhelming de-professionalization of the field. Despite regular reminders that violating HB1775 could threaten their districts’ accreditation status and/or their individual teaching certification, these teachers not only endure but also remain actively committed to their profession and students. Drawing courage and insight from their experience, professional relationships, and community bonds, they navigate the tensions of teaching in divisive contexts while joyfully promoting teaching as resistance.