Tori K. Flint is assistant professor of literacy education and early childhood education at the University of Louisiana at Lafayette. Natalie Keefer is assistant professor of social studies education at the University of Louisiana at Lafayette.

• Part 1: Sociohistorical FoundationsChapter 1: Introduction: The Sociohistorical Context of Public Education in the Southern United States-Natalie Keefer and Tori K. FlintChapter 2: Theorizing Education and Human Rights in the Southern United States-Natalie KeeferPart 2: Reflections from the FieldChapter 3: Through their Eyes: Promoting Voice and Multiple Perspectives to Facilitate Social Justice Advocacy in the South-Gregory L. Samuels and Brandon J. HaasChapter 4: ‘Unscripting’ the Curriculum: A Teacher’s Reflections on Moving toward Culturally Relevant Pedagogy-Allison M. Bernard and Tori K. FlintChapter 5: Disrupting the Silence: Teaching about Racism in Higher Education in the Deep South-Amy SamuelsChapter 6: “It’s Like Boiling a Frog": Deintellectualization and Devaluation through the Eyes of a Black Woman Academician in the Deep South-Valin S. JordanChapter 7: Swimming Against the Current in a Sea of Low Expectations: Louisiana Teachers Building Their Own Professional Capital-Melissa A. Gallagher and Catherine J. MelanconChapter 8: Politically Charged Classroom Conversations: A Duoethnographic Exploration of Teaching in a Swing State-Andrea Watson-Canning and Sarah M. DenneyPart 3: Pedagogy and ContentChapter 9: “It Hasn’t Happened Yet, It Hasn’t even Begun Yet”: Teaching about Southern Politics-Mark Pearcy and Jeremiah ClaboughChapter 10: “Isn’t it peachy?”: The Successes and Pitfalls of Teaching Complicated Topics in 8th Grade Georgia Studies-Scott L. Roberts, Brandon M. Butler, Charles J. Elfer, David T. Kendrick, and Valerie WiddallChapter 11: Real Stories, Real People: Foot Soldiers Laboring for the Civil Rights Movement in Alabama-Janie Hubbard and Cory CallahanPart 4: Borders and Boundaries: Language, Immigration, and IdentityChapter 12: A Self-Study through Video Portraiture: The Emotional Dimensions of Funds of Knowledge in the Southeastern Borderlands-Eliza D. Butler and Jessica EspinosaChapter 13: “In school I really feel American”: Complicating American Identity-In-Practice in a Rural Southern Elementary School-Matthew M. GreenChapter 14: “The New Diversity Challenge”: Exploring Louisiana Educators’ Preparedness to Teach English Learners-Maria Isolina Bravo-RuizAppendicesAbout the Contributors

In this historical moment, this volume allows us to re-conceptualize how teaching can become a space for countering enduring and entrenched narratives around race, identity, poverty, and social justice. The volume situates the Southern United States within a unique sociohistorical context and uncovers transformative pedagogies that are deeply responsive to communities and to students. This is a book that is bold in its stance and that allows the voices of educators to define the landscape of teaching and learning.

Tori K. Flint is assistant professor of literacy education and early childhood education at the University of Louisiana at Lafayette. Natalie Keefer is assistant professor of social studies education at the University of Louisiana at Lafayette.

• Part 1: Sociohistorical FoundationsChapter 1: Introduction: The Sociohistorical Context of Public Education in the Southern United States-Natalie Keefer and Tori K. FlintChapter 2: Theorizing Education and Human Rights in the Southern United States-Natalie KeeferPart 2: Reflections from the FieldChapter 3: Through their Eyes: Promoting Voice and Multiple Perspectives to Facilitate Social Justice Advocacy in the South-Gregory L. Samuels and Brandon J. HaasChapter 4: ‘Unscripting’ the Curriculum: A Teacher’s Reflections on Moving toward Culturally Relevant Pedagogy-Allison M. Bernard and Tori K. FlintChapter 5: Disrupting the Silence: Teaching about Racism in Higher Education in the Deep South-Amy SamuelsChapter 6: “It’s Like Boiling a Frog": Deintellectualization and Devaluation through the Eyes of a Black Woman Academician in the Deep South-Valin S. JordanChapter 7: Swimming Against the Current in a Sea of Low Expectations: Louisiana Teachers Building Their Own Professional Capital-Melissa A. Gallagher and Catherine J. MelanconChapter 8: Politically Charged Classroom Conversations: A Duoethnographic Exploration of Teaching in a Swing State-Andrea Watson-Canning and Sarah M. DenneyPart 3: Pedagogy and ContentChapter 9: “It Hasn’t Happened Yet, It Hasn’t even Begun Yet”: Teaching about Southern Politics-Mark Pearcy and Jeremiah ClaboughChapter 10: “Isn’t it peachy?”: The Successes and Pitfalls of Teaching Complicated Topics in 8th Grade Georgia Studies-Scott L. Roberts, Brandon M. Butler, Charles J. Elfer, David T. Kendrick, and Valerie WiddallChapter 11: Real Stories, Real People: Foot Soldiers Laboring for the Civil Rights Movement in Alabama-Janie Hubbard and Cory CallahanPart 4: Borders and Boundaries: Language, Immigration, and IdentityChapter 12: A Self-Study through Video Portraiture: The Emotional Dimensions of Funds of Knowledge in the Southeastern Borderlands-Eliza D. Butler and Jessica EspinosaChapter 13: “In school I really feel American”: Complicating American Identity-In-Practice in a Rural Southern Elementary School-Matthew M. GreenChapter 14: “The New Diversity Challenge”: Exploring Louisiana Educators’ Preparedness to Teach English Learners-Maria Isolina Bravo-RuizAppendicesAbout the Contributors

In this historical moment, this volume allows us to re-conceptualize how teaching can become a space for countering enduring and entrenched narratives around race, identity, poverty, and social justice. The volume situates the Southern United States within a unique sociohistorical context and uncovers transformative pedagogies that are deeply responsive to communities and to students. This is a book that is bold in its stance and that allows the voices of educators to define the landscape of teaching and learning.

Tori K. Flint is assistant professor of literacy education and early childhood education at the University of Louisiana at Lafayette. Natalie Keefer is assistant professor of social studies education at the University of Louisiana at Lafayette.

• Part 1: Sociohistorical FoundationsChapter 1: Introduction: The Sociohistorical Context of Public Education in the Southern United States-Natalie Keefer and Tori K. FlintChapter 2: Theorizing Education and Human Rights in the Southern United States-Natalie KeeferPart 2: Reflections from the FieldChapter 3: Through their Eyes: Promoting Voice and Multiple Perspectives to Facilitate Social Justice Advocacy in the South-Gregory L. Samuels and Brandon J. HaasChapter 4: ‘Unscripting’ the Curriculum: A Teacher’s Reflections on Moving toward Culturally Relevant Pedagogy-Allison M. Bernard and Tori K. FlintChapter 5: Disrupting the Silence: Teaching about Racism in Higher Education in the Deep South-Amy SamuelsChapter 6: “It’s Like Boiling a Frog": Deintellectualization and Devaluation through the Eyes of a Black Woman Academician in the Deep South-Valin S. JordanChapter 7: Swimming Against the Current in a Sea of Low Expectations: Louisiana Teachers Building Their Own Professional Capital-Melissa A. Gallagher and Catherine J. MelanconChapter 8: Politically Charged Classroom Conversations: A Duoethnographic Exploration of Teaching in a Swing State-Andrea Watson-Canning and Sarah M. DenneyPart 3: Pedagogy and ContentChapter 9: “It Hasn’t Happened Yet, It Hasn’t even Begun Yet”: Teaching about Southern Politics-Mark Pearcy and Jeremiah ClaboughChapter 10: “Isn’t it peachy?”: The Successes and Pitfalls of Teaching Complicated Topics in 8th Grade Georgia Studies-Scott L. Roberts, Brandon M. Butler, Charles J. Elfer, David T. Kendrick, and Valerie WiddallChapter 11: Real Stories, Real People: Foot Soldiers Laboring for the Civil Rights Movement in Alabama-Janie Hubbard and Cory CallahanPart 4: Borders and Boundaries: Language, Immigration, and IdentityChapter 12: A Self-Study through Video Portraiture: The Emotional Dimensions of Funds of Knowledge in the Southeastern Borderlands-Eliza D. Butler and Jessica EspinosaChapter 13: “In school I really feel American”: Complicating American Identity-In-Practice in a Rural Southern Elementary School-Matthew M. GreenChapter 14: “The New Diversity Challenge”: Exploring Louisiana Educators’ Preparedness to Teach English Learners-Maria Isolina Bravo-RuizAppendicesAbout the Contributors

In this historical moment, this volume allows us to re-conceptualize how teaching can become a space for countering enduring and entrenched narratives around race, identity, poverty, and social justice. The volume situates the Southern United States within a unique sociohistorical context and uncovers transformative pedagogies that are deeply responsive to communities and to students. This is a book that is bold in its stance and that allows the voices of educators to define the landscape of teaching and learning.