Chalking the Profession: Unintended Lessons about Teaching

Jacqueline Bach, Jennifer Jolly


Chalk, a mockumentary about teaching, goes against the more mainstream portrayal of teachers as educators as heroes. It employs the post-modern strategies of the mockumentary to challenge the notion that teachers in the cinematic world quit, are fired, or persevere in the profession because of one or a series of life-changing events. Chalk's use of the mockumentary to examine teaching complicates the ways other school films portray teaching. In order to discuss this engagement, we turn to post-modern curriculum theory to explain how high school films can make meaningful representations about students, schools, and in the case of this film, some of the reasons why 50% of teachers quit during the first three years. 

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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.

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ISSN: 1942-2563