Teachers Without Borders? is the story of four Indian teachers who came to the United States in the face of tremendous personal and professional odds to teach in urban schools. Their experiences are brought to life in this groundbreaking empirical study through interviews with their principals, district representatives in charge of recruitment and orientation, recruitment agency personnel, and union representatives, as well as in-depth classroom observations and student commentary. This well-researched work raises an essential question: If international teachers face daily exploitation, a lack of personal and professional support, and a lack of pedagogical and cultural preparation, are they able to give urban students the high-quality multicultural education they need and deserve?

Teachers Without Borders? is the story of four Indian teachers who came to the United States in the face of tremendous personal and professional odds to teach in urban schools. Their experiences are brought to life in this groundbreaking empirical study through interviews with their principals, district representatives in charge of recruitment and orientation, recruitment agency personnel, and union representatives, as well as in-depth classroom observations and student commentary. This well-researched work raises an essential question: If international teachers face daily exploitation, a lack of personal and professional support, and a lack of pedagogical and cultural preparation, are they able to give urban students the high-quality multicultural education they need and deserve?

What should teachers do on the days after major events, tragedies, and traumas, especially when injustice is involved? This beautifully written book features teacher narratives and youth-authored student spotlights that reveal what classrooms do and can look like in the wake of these critical moments. Dunn incisively argues for the importance of equitable commitments, humanizing dialogue, sociopolitical awareness, and a rejection of so-called pedagogical neutrality across all grade levels and content areas. By highlighting the voices of teachers who are pushing beyond their concerns and fears about teaching for equity and justice, readers see how these educators address negative reactions from parents and administrators, welcome all student viewpoints, and negotiate their own feelings. These inspiring stories come from diverse areas such as urban New York, rural Georgia, and suburban Michigan, from both public and private schools, and from classrooms with both novice and veteran teachers. Teaching on Days After can be used to support current classroom teachers and to better structure teacher education to help preservice teachers think ahead to their future classrooms.Book Features:Narratives from teachers and students that represent a diverse range of identities, locations, grade levels, and content areas. Examples of days after that teachers remember, including 9/11, elections, natural disasters, gun violence, police brutality, social uprisings, Supreme Court decisions, immigration policies, and more. Examples of days after that K–12 and college-aged students remember, including what their teachers did and didn't do and how they experienced these moments.

How can teachers support students on the days after major events, tragedies, and injustices?In a time of escalating polarization, classrooms are deeply impacted by the news cycle. In this urgent and fully updated second edition, Alyssa Hadley Dunn provides a practical, humanizing framework for how K–12 educators can teach in the hours, days, and months after social and political crises.Moving beyond “business as usual,” Dunn shows why teachers must center equity, reject claims of pedagogical neutrality, and create spaces for dialogue, community, and healing. This timely, expanded edition addresses today’s sociopolitical climate—including guidance for navigating political pressure, misinformation, and the nationwide attacks on DEI and public education—when every day feels like a day after.New to the Second Edition:Updated Narratives: New teacher and student reflections on international, national, state, and local events between 2021 and 2025, thus encapsulating teachers’ narratives about the two decades of days after.Expanded Guidance and Current Resources: Additional strategies and tools for school leaders, preservice teachers, and teacher educators in the form of online resource banks and sample lesson plans.Creative Inquiry Tools: Includes an ethnodrama designed to spark classroom dialogue and critical reflection, particularly useful for classes or professional development with pre- and inservice teachers.Through powerful teacher stories and youth-authored spotlights, Teaching on Days After illustrates how difficult moments can become opportunities for sociopolitical awareness, justice-oriented pedagogy, and sustaining hope during collective trauma. This second edition is an up-to-the-moment essential resource for educators committed to supporting students when the unthinkable happens—again.

Teachers Without Borders? is the story of four Indian teachers who came to the United States in the face of tremendous personal and professional odds to teach in urban schools. Their experiences are brought to life in this groundbreaking empirical study through interviews with their principals, district representatives in charge of recruitment and orientation, recruitment agency personnel, and union representatives, as well as in-depth classroom observations and student commentary. This well-researched work raises an essential question: If international teachers face daily exploitation, a lack of personal and professional support, and a lack of pedagogical and cultural preparation, are they able to give urban students the high-quality multicultural education they need and deserve?

Teachers Without Borders? is the story of four Indian teachers who came to the United States in the face of tremendous personal and professional odds to teach in urban schools. Their experiences are brought to life in this groundbreaking empirical study through interviews with their principals, district representatives in charge of recruitment and orientation, recruitment agency personnel, and union representatives, as well as in-depth classroom observations and student commentary. This well-researched work raises an essential question: If international teachers face daily exploitation, a lack of personal and professional support, and a lack of pedagogical and cultural preparation, are they able to give urban students the high-quality multicultural education they need and deserve?

What should teachers do on the days after major events, tragedies, and traumas, especially when injustice is involved? This beautifully written book features teacher narratives and youth-authored student spotlights that reveal what classrooms do and can look like in the wake of these critical moments. Dunn incisively argues for the importance of equitable commitments, humanizing dialogue, sociopolitical awareness, and a rejection of so-called pedagogical neutrality across all grade levels and content areas. By highlighting the voices of teachers who are pushing beyond their concerns and fears about teaching for equity and justice, readers see how these educators address negative reactions from parents and administrators, welcome all student viewpoints, and negotiate their own feelings. These inspiring stories come from diverse areas such as urban New York, rural Georgia, and suburban Michigan, from both public and private schools, and from classrooms with both novice and veteran teachers. Teaching on Days After can be used to support current classroom teachers and to better structure teacher education to help preservice teachers think ahead to their future classrooms.Book Features:Narratives from teachers and students that represent a diverse range of identities, locations, grade levels, and content areas. Examples of days after that teachers remember, including 9/11, elections, natural disasters, gun violence, police brutality, social uprisings, Supreme Court decisions, immigration policies, and more. Examples of days after that K–12 and college-aged students remember, including what their teachers did and didn't do and how they experienced these moments.

How can teachers support students on the days after major events, tragedies, and injustices?In a time of escalating polarization, classrooms are deeply impacted by the news cycle. In this urgent and fully updated second edition, Alyssa Hadley Dunn provides a practical, humanizing framework for how K–12 educators can teach in the hours, days, and months after social and political crises.Moving beyond “business as usual,” Dunn shows why teachers must center equity, reject claims of pedagogical neutrality, and create spaces for dialogue, community, and healing. This timely, expanded edition addresses today’s sociopolitical climate—including guidance for navigating political pressure, misinformation, and the nationwide attacks on DEI and public education—when every day feels like a day after.New to the Second Edition:Updated Narratives: New teacher and student reflections on international, national, state, and local events between 2021 and 2025, thus encapsulating teachers’ narratives about the two decades of days after.Expanded Guidance and Current Resources: Additional strategies and tools for school leaders, preservice teachers, and teacher educators in the form of online resource banks and sample lesson plans.Creative Inquiry Tools: Includes an ethnodrama designed to spark classroom dialogue and critical reflection, particularly useful for classes or professional development with pre- and inservice teachers.Through powerful teacher stories and youth-authored spotlights, Teaching on Days After illustrates how difficult moments can become opportunities for sociopolitical awareness, justice-oriented pedagogy, and sustaining hope during collective trauma. This second edition is an up-to-the-moment essential resource for educators committed to supporting students when the unthinkable happens—again.