Abstract
As teachers and educational researchers navigate this tumultuous moment in history, they must critically examine the policies and practices shaping the experiences of their adolescent citizens. While some teachers may feel apprehensive about fostering critical media literacy, or encouraging students to question and analyze dominant narratives, they urge educators not to self-censor but to resist the chilling effect. They recognize that teachers from historically marginalized backgrounds face unequal opportunities and increased risks when resisting, but they believe that through creative insubordination, using approved curricula and teaching mandated standards, educators can challenge biases in policy-sanctioned instructional materials. By doing so, educators uphold a commitment to equity and justice, ensuring that students are not passive recipients of information but active participants in their own learning and in shaping the world around them.