Helping Teachers Navigate Georgia’s HB 1084
Abstract
Georgia passed House Bill 1084 (HB 1084) in 2022, a law that frames how controversial topics can be addressed and taught in Georgia public classrooms. Although the phrase “controversial topics” is a catch-all phrase, it specifically frames how educators should address race and the teaching of racism in the classroom. Also known as the Divisive Concept Legislation, this policy assumes that a problem has emerged when teachers address racism in the teaching and learning paradigm, and this policy is designed to fix said problem. However, research shows that this is not true. No problem emerged before GA senators initiated the law; instead, they suggested that should a problem arise, a policy will be in place to address it. It is a policy in search of a problem. Georgia is not alone in passing divisive concept legislation; several states have passed or propelled this type of legislation. How many states depends on the research question. What is missing from this discussion is practicing classroom teachers who never had a chance to weigh in on these policies. Research also suggests that many districts do not attempt to address some of the conflicting components or the ambiguities of the legislation. So, what can teachers do? This presentation attempts to answer this question by deconstructing Georgia’s HB 1084 while posing possible suggestions for classroom teachers and teacher preparation programs. These suggestions are grounded in “fugitive pedagogy” (Givens, 2021; see also Lozenski, 2022). This pedagogy has a long history in the African American community and hopefully can be helpful to ELA practitioners during these turbulent times.
Presentation Description
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Location
Room 1
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Stephens, Angelann, "Helping Teachers Navigate Georgia’s HB 1084" (2025). Curriculum Studies Summer Collaborative. 7.
https://digitalcommons.georgiasouthern.edu/cssc/2025/2025/7
Helping Teachers Navigate Georgia’s HB 1084
Room 1
Georgia passed House Bill 1084 (HB 1084) in 2022, a law that frames how controversial topics can be addressed and taught in Georgia public classrooms. Although the phrase “controversial topics” is a catch-all phrase, it specifically frames how educators should address race and the teaching of racism in the classroom. Also known as the Divisive Concept Legislation, this policy assumes that a problem has emerged when teachers address racism in the teaching and learning paradigm, and this policy is designed to fix said problem. However, research shows that this is not true. No problem emerged before GA senators initiated the law; instead, they suggested that should a problem arise, a policy will be in place to address it. It is a policy in search of a problem. Georgia is not alone in passing divisive concept legislation; several states have passed or propelled this type of legislation. How many states depends on the research question. What is missing from this discussion is practicing classroom teachers who never had a chance to weigh in on these policies. Research also suggests that many districts do not attempt to address some of the conflicting components or the ambiguities of the legislation. So, what can teachers do? This presentation attempts to answer this question by deconstructing Georgia’s HB 1084 while posing possible suggestions for classroom teachers and teacher preparation programs. These suggestions are grounded in “fugitive pedagogy” (Givens, 2021; see also Lozenski, 2022). This pedagogy has a long history in the African American community and hopefully can be helpful to ELA practitioners during these turbulent times.
