Hidden Politics: Implicit Disclosure Challenges Typical Conceptions of Open Classroom Climate

• In Event: Friday Roundtable Session 4:55 pm
  In Roundtable Session: Navigating Teacher Disclosure in Uncertain Times: Lessons From the Field (Table 19)

Abstract

Democratic education scholarship understands how teachers frame discourse in often partisan and political ways. This paper investigates when and how teacher sharing implicitly frames the sociopolitical, economic, or ideological learning. We argue civic education practitioners and researchers must integrate an awareness of this phenomenon of implicit disclosure in their methods to understand how teachers are, invariably, political actors in classroom discussion. By defining implicit disclosure, we hope to improve pre- and in-service teacher education as a lens for data analysis, observation, and in teacher education pedagogy to support educators grappling with polarized contexts. Doing so can reinforce a justice-oriented approach to promoting student voice in open classroom climates, particularly for marginalized students.

Authors

• Abigail Dym, Providence College

• Jenni Conrad, Oregon State University

• Andrew J. Schiera, University of Colorado - Boulder