Florida’s Banyan School District attempts to implement culturally responsive teaching (CRt) in the midst of critical race theory (CRT) challenges. This case illustrates how negotiations among the superintendent and stakeholders are multifaceted and fraught with the dynamics of political pressures, funding issues, personal beliefs, professional goals, and students’ preferences. When given the opportunity to listen and respond to the requests of students of color and their families while implementing new state policies, what factors influence educators’ abilities to serve all stakeholders well? This case explores CRt and CRT as frames for educators to use as they reflect on personal and systemic beliefs and practices at their school site.
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