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This qualitative investigation about Latinx K-12 teachers in South Carolina fills a gap in the academic literature because there is a dearth of research examining Latinx teachers’ spatial/racial experiences in the U.S. South. Centering an explicitly spatial frame, I map out three broad relations to what many participants described as hostile school spaces. First, participants described working with/in spatialized relations that were explicitly prohibitive, racialized, and/or exclusionary. Second, I sketch the blurry boundaries of relations that resulted from efforts to (re)make, negotiate, and improve such hostile spaces. Third, I outline a set of instances when teachers refused normative spatial practices and purposely sought to create hostile spaces. The findings highlight, or at least (un/re)blur, the localized and interdependent racial/spatial relations, knowledges, and discourses that simultaneously limit and reveal the potentiality for different relations. I suggest that in mapping the shifting, contingent, and fluid spaces of Latinx teachers in South Carolina we can identify a variety of entry points to challenge the spatialized and racialized practices of power that (re)produce exclusion and marginality while also highlighting the ingenuity and creativity of teachers’ own spatial interventions.

“Here Being in School Is Worse”: How Latinx Teachers Navigate, Recreate, and Instigate Hostile Spaces in the U.S. South