On Ideological Transparency

An issue of: Pedagogy

On Ideological Transparency
Journal Issue Pages: 204 Volume 20, Number 1 Published: January 2020 An issue of Pedagogy
Special Issue Editor(s): Daniel P Richards, Louise Wetherbee Phelps
The contentions of “everything is political” or “everything is an argument” have a distinct end point, after which must be asked: “So what?” While we might have consensus in the belief that there simply is no teaching without ideology, indeed that ideology is inherently inescapable, there is still ample room for conversation about the degrees to which we make our commitments and political affiliations apparent and what role these various approaches play in the larger conversation of public perception of higher education and the changing nature and forms of student resistance in our current sociopolitical moment. Overall, the essays in this special issue seek to re-examine discussions about, approaches to, rationales of, and the emotions generated around pedagogical ideological transparency and/or performativity in order to encourage more explicit discussions of how and why teachers do or do not inflect their politics in the classroom.

Contributors: Laura Aull, Gena E. Chandler, Miriam Marty Clark, Joshua Daniel-Wariya, Eric Detweiler, Glenn Michael Gordon, Dana Harrington, Ai Binh Ho, Stephanie L. Kerschbaum, Karen L. Kopelson, Lynn Lewis, Kristopher Lotier, Kate Navickas, Kate Lisbeth Pantelides, Louise Wetherbee Phelps, Melody Pugh, Daniel P. Richards, Valerie Ross, Rebecca Sanchez, Jennifer Sano-Franchini, James Chase Sanchez, Shawna Shapiro, Jerry Stinnett, Anne C. Wheeler, Melanie Yergeau

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