Reframing the Disclosure Debate: Confronting Issues of Transparency in Teaching Controversial Content.
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| Title: | Reframing the Disclosure Debate: Confronting Issues of Transparency in Teaching Controversial Content. |
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| Authors: | James, Jennifer H.1 jjames4@kent.edu |
| Source: | Social Studies Research & Practice (Board of Trustees of the University of Alabama). 2009, Vol. 4 Issue 1, p82-94. 13p. |
| Subject Terms: | *Transparencies in education, *Educational psychology, Truthfulness & falsehood, Nondisclosure, Organizational transparency |
| Abstract: | I contend that traditional ways of conceptualizing the "disclosure dilemma" are limited due to a lack of attention to the more subtle ways teachers' personal experiences and understandings help shape their practices. The decision to "disclose" personal opinions on a controversial issue is, perhaps, less important than the exploration of what those personal opinions are and the degree of influence on pedagogy regardless of the decision to make those opinions public. In this way, disclosure can be understood as simply a willingness to be transparent about positionality with regard to the content being taught. As context for this conversation, I offer discussion of my experiences as an elementary social studies teacher educator in which I strived to engage such transparency as both method and content. In the end, I offer reflections about what is difficult, yet critically important about engaging in this work. [ABSTRACT FROM AUTHOR] |
| Copyright of Social Studies Research & Practice (Board of Trustees of the University of Alabama) is the property of Board of Trustees of the University of Alabama and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 40825916 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Reframing the Disclosure Debate: Confronting Issues of Transparency in Teaching Controversial Content. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22James%2C+Jennifer+H%2E%22">James, Jennifer H.</searchLink><relatesTo>1</relatesTo><i> jjames4@kent.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Social+Studies+Research+%26+Practice+%28Board+of+Trustees+of+the+University+of+Alabama%29%22">Social Studies Research & Practice (Board of Trustees of the University of Alabama)</searchLink>. 2009, Vol. 4 Issue 1, p82-94. 13p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Transparencies+in+education%22">Transparencies in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+psychology%22">Educational psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Truthfulness+%26+falsehood%22">Truthfulness & falsehood</searchLink><br /><searchLink fieldCode="DE" term="%22Nondisclosure%22">Nondisclosure</searchLink><br /><searchLink fieldCode="DE" term="%22Organizational+transparency%22">Organizational transparency</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: I contend that traditional ways of conceptualizing the "disclosure dilemma" are limited due to a lack of attention to the more subtle ways teachers' personal experiences and understandings help shape their practices. The decision to "disclose" personal opinions on a controversial issue is, perhaps, less important than the exploration of what those personal opinions are and the degree of influence on pedagogy regardless of the decision to make those opinions public. In this way, disclosure can be understood as simply a willingness to be transparent about positionality with regard to the content being taught. As context for this conversation, I offer discussion of my experiences as an elementary social studies teacher educator in which I strived to engage such transparency as both method and content. In the end, I offer reflections about what is difficult, yet critically important about engaging in this work. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Social Studies Research & Practice (Board of Trustees of the University of Alabama) is the property of Board of Trustees of the University of Alabama and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=40825916 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1108/ssrp-01-2009-b0007 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 13 StartPage: 82 Subjects: – SubjectFull: Transparencies in education Type: general – SubjectFull: Educational psychology Type: general – SubjectFull: Truthfulness & falsehood Type: general – SubjectFull: Nondisclosure Type: general – SubjectFull: Organizational transparency Type: general Titles: – TitleFull: Reframing the Disclosure Debate: Confronting Issues of Transparency in Teaching Controversial Content. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: James, Jennifer H. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: 2009 Type: published Y: 2009 Identifiers: – Type: issn-print Value: 19335415 Numbering: – Type: volume Value: 4 – Type: issue Value: 1 Titles: – TitleFull: Social Studies Research & Practice (Board of Trustees of the University of Alabama) Type: main |
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