Racism, Genocide, and Social Hatreds: How Do We Teach Knowledge That Hurts? Exploring a Community of Practice for Educator Support

Abstract

Difficult knowledge refers to information with the potential to stir a range of emotional reactions and can include racism, genocide, social hatreds, as well as learning about traumatic events in history. Educators need sustained support to continually develop their skill for teaching difficult knowledge, especially during a time of societal division and political polarization. This qualitative study explored the experiences of English and history teachers across grades 6-12 in a community of practice over a single academic year. The study also focused on the teaching and collaboration practices of participants. Data collected included open-ended surveys from participants, focus group discussions, casual conversations, and a research journal. Documents, such as lesson or unit plans and student survey responses shared by participants were also collected. Data was thematically coded and inductively analyzed to uncover findings. Findings indicate educators experienced a range of emotions throughout the community of practice including feelings of solidarity, support, and shared concerns about oversimplified student perceptions. Participants found considerable value in concrete strategies to teach difficult knowledge and engaged in both organic, real time collaborative problem solving as well as collaborative work and reflection to improve future lessons.