ABSTRACT
This chapter acknowledges the shifting nature of sociopolitical climates and how teachers might navigate them. An opening vignette examines current pressures and the way they echo historical patterns. The chapter then explores ways to design culturally proactive literacy instruction by using a figured worlds framework to assist teachers in analyzing the cultural artifacts and discourses that make up their schools and districts. It then prompts teachers to examine their identities as educators by first determining their positionalities in their educational contexts. Teachers are given the options of accepting, rejecting, or negotiating their positionalities in order to consider new ways of teaching through a space for authoring, which can lead to world making and creating a more decolonial educational world. The chapter ends with a vignette to encourage discussion around ways to approach challenges to changes in curriculum, questions to consider when navigating tight spaces, and resources to assist educators in learning more about organizations that can support world making.
