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• W284314560 abstract "I. INTRODUCTION Deb Mayer taught a multi-age fourth, fifth, and sixth grade classroom in a college town in the middle of Indiana. (2) Using the magazine, Time for Kids, Ms. Mayer taught a school approved unit on the Iraq war. (3) An age appropriate conversation ensued in which Ms. Mayer facilitated the students' discussion of war and the possible alternatives--including peace. (4) A student asked Ms. Mayer if she had ever done anything to support peace. (5) Ms. Mayer responded, [w]hen I drive past the courthouse square and the demonstrators are picketing I honk my horn for peace because their signs say, '[h]onk for peace.' (6) Ms. Mayer was ultimately discharged because of her classroom discussion. (7) David Chila-Nakai read Hockey Fever in Gogan Falls (8) with his elementary school classroom. (9) After reading the part of the book that discussed the disparity in uniforms between two teams, Mr. Chila-Nakai facilitated a classroom discussion of how people position each other in classist ways based on the clothes [they] wear[]. (10) The discussion grew into a classroom curricular project involving Nike, fair wages, and child labor. (11) Students participated in inquiry projects; a guest speaker spoke to the class about the treatment of factor workers in Third World countries. (12) Mr. Chila-Nakai found his role in the classroom [] blurred; [he] was both a resource and a learner. He shared his teaching experience in an education journal and celebrated how the classroom could offer space for conversations using the daily texts that students meet at school. (13) The difference between the above scenarios lies mainly in the outcome. Ms. Mayer lost her job for her classroom speech. Mr. Chila-Nakia was lauded in an education journal for using an exemplary teaching methodology. Everyday in elementary and secondary classrooms throughout the United States, teachers facilitate active engagement in activities that promote democratic (14) ways of thinking. While such teaching has a strong pedagogical basis, it is unlikely that most courts would constitutionally protect the teacher's speech. II. OVERVIEW This note will examine the legal basis and educational framework for First Amendment protection of classroom speech. The Supreme Court of the United States has not directly addressed the constitutional issues implicated in teacher classroom speech. As a result, the circuit courts are split in the application of an appropriate analysis. (15) In most circuits, teacher curricular speech is not protected speech. (16) Among the circuit courts, teacher curricular speech is governed by three competing doctrines: public employee speech, student speech, and academic freedom. (17) While the Fourth, Fifth, Sixth, and Seventh Circuits have applied the Pickering public employee analysis, (18) the First, Second, Eighth, and Tenth Circuits have expanded the Hazelwood student speech analysis to include teacher curricular speech. (19) While the teacher, as speaker, is a public employee, the public employee speech doctrine does not fully account for additional protections that may exist within the classroom, nor does it fully account for the distinction between the government as employer and the government as sovereign provider of education. However, to analogize teacher speech with student speech disregards the different roles of students and teachers within the school environment. It is unclear whether academic freedom protections alluded to by the Supreme Court apply to elementary and secondary classrooms. (20) Although the Supreme Court has applied the public employee speech doctrine to elementary and secondary teachers, the Court has applied the academic freedom doctrine almost exclusively to university professors and their institutions. (21) Some circuit courts have based their decisions on academic freedom, but those decisions have laid dormant for over thirty years, ignored (but not explicitly overruled) as those circuits have applied the public employee or student speech doctrine to curricular speech. …" @default.
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• W284314560 title "Preparing Students for Democratic Participation: Why Teacher Curricular Speech Should Sometimes be Protected by the First Amendment" @default.
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