Making a Case for Teacher Political Disclosure

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Wayne Journell, Assistant Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: 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.

Additional Information

Journal of Curriculum Theorizing, 2016, 31 (1), 100-111.
Language: English
Date: 2016
social studies education, disclosure

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