Pedagogical Honesty

I have been thinking a lot about honesty this week and how honesty appears in both pedagogy and everyday academe. 

My first train of thought is about how an emphasis on authentic connection in our learning spaces and assessments is a movement towards pedagogical honesty. Both instructor and student can speak from their lived experience, show how the course and the content are making connections to what they encounter in their every day, and find some common ground for continued discussion. In short pedagogical honesty, is good contextual practice. It opens space for more, it sets a tone for what happens in the educational space. Pedagogical honesty also opens a discussion about academic integrity and the role of citational practices in the work we do. Acknowledging thought that comes from outside academe, thought that has been present in community and grassroots work for years is crucial. Practicing non-exclusionary citational practices is pedagogical honesty. 

My second train of thought is that while there is a lot of this pedagogical honesty happening in classes, in discussions, there is in fact a ton of pedagogical dishonesty happening. What I mean in particular is that choices and communications are put out suggesting a reason for something to happen, when it is very clear that there is an ulterior motive. It also assumes that folk will not be clever enough to see right through to that ulterior motive. That is setting up a framework of distrust. Because basically we notice what is happening, and it directly affects instructors, staff, and student work. Assuming folk will not be able to glean why a thing is happening and assume you have successfully fooled folk is pedagogical dishonesty. This is the same kind of thing we see in political speak and directly leads to the harm of so many folk and it is always marginalized folk who are harmed the most. (This is a great time to remind you to read what Indigenous folk, Black folk, and Trans folk are saying about these harms this week and to amplify those voices and that information). 

This disconnect and dissonance is really incredible. You cannot promote a need for pedagogical honesty on one level, but then release communication and marketing speak that buries the lede. So this shorter post for this week is basically a very important plea for honesty in what we do at every level of what we do and say. I am always one speaking about ethical pedagogy and pedagogical ethics, pedagogical honesty is a big part of that. Maybe what needs to happen is more calling out (calling in) of the dishonesty we see and holding folk accountable to their words and actions. If you follow me on Twitter, that is basically what I do every day, especially in terms of organizations, associations, and institutions that should know better. The only way to move forward towards a holistic pedagogical honesty is to name the dishonesty we see. Here's to a more pedagogically honest future.