Perspectives of Truth and Teaching: Reflecting on Implications and Our Responsibility

• In Event: Teacher Activism for Equity

Abstract

This study is part of a larger-scale study exploring teacher profiles with regards to their conception of truth. This qualitative case study interviewed twelve practicing teachers in the American southeast who self-describe themselves as holding a critical view of truth were interviewed. Interview questions focused on teacher perceptions about their responsibility with regards to truth and their instructional practice as well as what they prioritize. The emergent findings of this investigation suggest that teachers who adhere to a critical view of truth feel a moral responsibility to integrate social activism into their instructional practice and to prioritize challenging dominant meta-narratives in the classroom. Reflections on the implications of these views are offered as well as recommendations for subsequent research.

Author

• Kevin Scott Krahenbuhl, Middle Tennessee State University