ERIC Number: EJ1017287
Record Type: Journal
Publication Date: 2013
Reference Count: 10
They Ask, Should We Tell? Thoughts on Disclosure in the Classroom
King, Rosamond S.
Thought & Action, v29 p101-111 Fall 2013
Regardless of whether or how one discloses personal information to one's students, the process is often difficult. This article compares the authors' decisions about and experiences around identity disclosure in the classroom to some of her colleagues' approaches. She explains the concept of strategic disclosure, the revelation of identity based on context rather than predetermined decisions. All of the various approaches mentioned here, and the discussion of them, benefit from and grow out of innovative pedagogical approaches, especially critical, queer, and performative pedagogies, that have developed in the last twenty years. By detailing a number of pedagogical options, the author hopes that instructors find ways of presenting themselves in the classroom without sacrificing their well-being in the process.
Descriptors: Self Disclosure (Individuals), Teacher Responsibility, Identification (Psychology), Sexual Identity, Teacher Student Relationship, Privacy, Teacher Rights, Social Attitudes, Higher Education, College Faculty
National Education Association. 1201 16th Street NW Washington, DC 20036. Tel: 202-833-4000; Fax: 202-822-7974; Web site: http://www.nea.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A