Voices From the Classroom: U.S. Veteran Teachers’ Sensemaking of Their Professional Responsibility During the 2020+ Conflict Campaign

Abstract

Political polarization has long disrupted the educational landscape, with recent events of 2020+ fueling intensified discussions over controversial subject matter in schools. Drawing on sensemaking theory and professional responsibility literature, we analyze 23 U.S. veteran teacher interviews to explore how they made sense of, and in turn enacted, their professional responsibilities entering the summer of 2022. Our findings reveal that these veteran teachers emphasize fostering students’ critical thinking and socioemotional growth while navigating complex relationships with families and school communities. By centering the voices of veteran educators, this study offers valuable insights and strategies for both experienced and novice teachers navigating a politically tumultuous environment.

Keywords

teacher sensemaking professional responsibility veteran teachers controversial issues

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