Helping Teachers Navigate Georgia’s HB 1084

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

First-Year College Experience and Student Motivation

The purpose of this project was to explore how metacognitive learning strategies can enhance intrinsic motivation, social development, and well-being among 33 freshman students in a First-Year Seminar (FYS). Grounded in the Self-Determination Theory (Deci & Ryan, 2020; Flanigan et al., 2023; Ormrod, 2020) and the Expectancy-Value Theory of Achievement Motivation (Eccles & Wigfield, 1994, 2000), this study examined students’ engagement and motivation through a video recording assignment. By analyzing their reflections and learning experience, we evaluate the effectiveness of student\u27s motivation by reducing digital distraction and fostering self-regulated learning and academic motivation

Inez Lucille Loadholt Jenkins

https://digitalcommons.georgiasouthern.edu/willowhillheritage-obituaries/11696/thumbnail.jp

Araminta Williams Barnes

Araminta_Williams_Barnes.pdf - Funeral program for Araminta Barneshttps://digitalcommons.georgiasouthern.edu/willowhillheritage-obituaries/11756/thumbnail.jp

Bernice Thompson Eliga

https://digitalcommons.georgiasouthern.edu/willowhillheritage-obituaries/11689/thumbnail.jp

The history of statesboro Business and Professional Women\u27s Club 1947-1985.

Title page of the history of Statesboro Business and Professional Woman\u27s clubhttps://digitalcommons.georgiasouthern.edu/pub-hist-clubs-orgs/1123/thumbnail.jp

Ruth Bryan Owen speaks at Georgia Teachers College

Ruth Bryan Owen, whom is America\u27s first woman diplomat came and spoke at the Georgia Teachers college auditorium.https://digitalcommons.georgiasouthern.edu/pub-hist-clubs-orgs/1076/thumbnail.jp

Past govenors of the Loyal order of Moose.

A page containing information about the past govenors for the Loyal order of Moose.https://digitalcommons.georgiasouthern.edu/pub-hist-clubs-orgs/1065/thumbnail.jp

Senior Woman\u27s Club christmas party

https://digitalcommons.georgiasouthern.edu/pub-hist-clubs-orgs/1022/thumbnail.jp