Voting instruction typically provided to students is focused on educating for informed voting, but we believe it is essential that schools educate for informed and equitable voting. Indeed, in a well-functioning democratic society, participants need to be prepared to engage in critical, but civil, discourse with and about people who look and think differently from themselves, which necessitates learning about issues of equity. Drawing on the efforts of 20 in-service educators to promote equitable voting ahead of the 2020 election, this study examines the ways in which participants incorporated issues of equity into their instruction and the conditions that supported or limited these efforts. We also discuss our concerns with how voting was taught by participants and provide recommendations for what educating for equitable voting might look like, a goal that has taken on added importance given recent challenges to how K–12 teachers can talk about issues of equity in the classroom.

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