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

Sara Clarke-Vivier, Clio Stearns


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.

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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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