K-12 teachers in the United States are often discouraged from disclosing their political opinions in the classroom, and those that do are often accused of indoctrinating their students. In this essay, the author attempts to make a case for teacher political disclosure, specifically the “committed impartiality” stance described by Kelly (1986), based on the potential pedagogical and civic benefits of disclosure. In short, this essay argues that teacher political disclosure should not be associated with the negative stigma often attached to it, and the decision whether to disclose one’s political views in the classroom should be an open issue that requires further study.
In every case, copyright of work appearing in JCT is retained by the author. In accordance with its mandate to promote discussion on matters of curriculum, the Foundation for Curriculum Theory permits limited reproduction of parts of JCT. Individual articles may be reprinted for educational purposes, provided that no fees (other than copying costs) are charged.
For information regarding more extensive copying or reproduction for other purposes, contact:
editors@jctonline.org
