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Abstract

This study examines Georgia social studies teachers' perceptions of House Bill 1084, which seeks to limit the teaching of divisive topics in K–12 classrooms. With growing concerns nationwide about how educators address controversial subjects, this bill represents Georgia's stance in the debate, potentially affecting social studies teaching in the state.

The research employs a survey-methods approach, focusing on Georgia's social studies teachers. Using a Delphi method, a pilot survey was first distributed to gather feedback and refine the survey. The study aims to understand teachers' views on House Bill 1084, its impact on their teaching practices, and its broader implications for Georgia's social studies education.

The structured survey, sent to a representative sample of K–12 social studies teachers, includes questions on their awareness of the bill, understanding of its provisions, and opinions on its effects on their professional autonomy and curriculum choices.

Findings from the survey reveal diverse opinions among Georgia social studies teachers. The study highlights the complexities of legislative efforts to regulate social studies content and underscores the need for ongoing dialogue and research.

This research contributes to the discourse on social studies education's role in developing informed, engaged citizens. It offers valuable insights into how Georgia teachers perceive and navigate the challenges posed by House Bill 1084, informing policymakers, educators, and stakeholders seeking to balance critical thinking promotion with appropriate classroom discussions on contentious topics.

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