MeToo and the Problematic Valor of Truth: Sexual Violence, Consent, and Ambivalence in Public Pedagogy

Sara Clarke-Vivier, Clio Stearns

Abstract


In this paper, the authors consider the #MeToo movement as an act of public pedagogy. They read #MeToo as an example of a public curriculum that speaks back to, and simultaneously participates in, the posttruth era associated with the Trump presidency. What are the public pedagogical and curricular implications of this outcry against sexual assault and harassment? What about understanding education’s complicated relationships with truth and consent? Using the Time Magazine article, The Silence Breakers, and the curriculum documents organized under the hashtag #MeTooK12, Clarke-Vivier and Stearns explore the relationship between public conversations about sexual violence and notions of truth, consent, and education.


Full Text:

PDF



JCT: Journal of Curriculum Theorizing is an interdisciplinary journal of curriculum studies. It offers an academic forum for scholarly discussions of curriculum. Historically aligned with the "reconceptualist" movement in curriculum theorizing and oriented toward informing and affecting classroom practice, JCT presents compelling pieces within forms that challenge disciplinary, genre, and textual boundaries.

The journal is published by the Foundation for Curriculum Theory and is associated with the Bergamo Conference on Curriculum Theory and Classroom Practice, held in the autumn of each year. JCT is indexed in The Education Index.

NOTICE: As of December 2008, the Journal of Curriculum Theorizing (Volume 24, Issue 1) and all future issues
are available freely and exclusively online to all individuals and institutions. More Information...

Contributors to the Journal of Curriculum Theorizing retain copyright to their work.

All other content: Copyright © Foundation for Curriculum Theory. All rights reserved.

ISSN: 1942-2563