Teacher Political Disclosure in Contentious Times: A "Responsibility to Speak Up" or "Fair and Balanced"?

Autor/in	Geller, Rebecca Cooper
Titel	Teacher Political Disclosure in Contentious Times: A "Responsibility to Speak Up" or "Fair and Balanced"?
Quelle	In: Theory and Research in Social Education, 48 (2020) 2, S.182-210 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Geller, Rebecca Cooper)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0093-3104
DOI	10.1080/00933104.2020.1740125
Schlagwörter	Ethics; Civics; Citizenship Education; Controversial Issues (Course Content); Political Attitudes; Social Problems; Group Discussion; High School Teachers; Social Studies; Teacher Attitudes; Decision Making; Disclosure; Teaching Methods; Guidelines + Suchen Sie Ihr Suchwort? Ethik; Staatsbürgerkunde; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Controversial issues; Kontroverse; Political attitude; Politische Einstellung; Social problem; Soziales Problem; Gruppendiskussion; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Gemeinschaftskunde; Lehrerverhalten; Decision-making; Entscheidungsfindung; Teaching method; Lehrmethode; Unterrichtsmethode; Richtlinien
Abstract	Quality civic education is often understood as involving discussions of controversial social and political issues, a task made more difficult for teachers amidst the kind of political polarization that characterizes the current political climate. This study explores high school social studies teachers' thinking and sensemaking related to disclosing their personal political beliefs in the classroom in light of the challenges posed by increased contentiousness. In this article, I present data from three rounds qualitative interviews conducted in 2017, 2018, and 2019 with social studies teachers nationwide that illustrate the complicated, contextual nature of teachers' decisions about political disclosure. Teachers described varied, sometimes shifting stances toward disclosure today and identified factors that both encouraged and discouraged their willingness to share their opinions in the classroom. This study illuminates the complex, contextual nature of pedagogical decisions on disclosure and the conditions that complicate some of the assumptions in the literature. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01