[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-601686-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-601686-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","teaching-the-truth-social-justice-and-social-class-in-graduate-school","Teaching the Truth - Social Justice and Social Class in Graduate School","","Teaching the Truth examines how courage, keenness, skill, judgement, and cunning shape efforts to speak truth and to teach social justice in graduate education. The work reflects on teaching practices and learning dynamics to identify where students and teachers fail to enact justice and perpetuate social class norms. It connects graduate education and adult education with critiques and debates about political, contested knowledge within higher education, using established scholars and theory to frame practical analysis.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/teaching-the-truth-social-justice-and-social-class-in-graduate-school/601686/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/teaching-the-truth-social-justice-and-social-class-in-graduate-school/601686.png","ImageObject",300,407,{"name":42,"@type":43},"ahduag","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What difficulties does the text connect to writing and teaching truth?","Question",{"text":62,"@type":63},"The introduction lists five difficulties for writing truth—courage, keenness, skill, judgement, and cunning—and argues teaching truth or social justice in graduate education involves more than five related difficulties. 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English and Carole Roy  \nLeona M. English is professor of adult education at St. Francis Xavier University. She is the author of Learning with Adults: A Critical Pedagogical Introduction (with Peter Mayo) and the editor of the International Encyclopedia of Adult Education. She is recipient of the Houle Award for Outstanding Literature in Adult Education (AAACE). Her areas of research include gender and learning, health and education, and spirituality. Her website is: [http://people.stfx.ca/lenglish/](http://people.stfx.ca/lenglish/)  \nCarole Roy is associate professor of adult education at St. Francis Xavier University. She is the author of The Raging Grannies: Wild Hats, Cheeky Songs, and Witty Actions fora Better World. Her areas of research include gender, the use of arts and creativity in social movements as well as in reflective practice, and documentary film festivals as tools for community building. Her website is: [http://people.stfx.ca/croy/](http://people.stfx.ca/croy/)  \nIntroduction  \nNowadays, anyone who wishes to combat lies and ignorance and to write the truth must overcome at least five difficulties. He must have the courage to write the truth when truth is everywhere opposed; the keenness to recognize it, although it is everywhere concealed; the skill to manipulate itas a weapon; the judgment to select those in whose hands it will be effective; and the cunning to spread the truth among such persons. (Brecht 1966, 133)  \nIn the same way that writing the truth entails these five difficulties, teaching the truth or teaching social justice in graduate education entails more than five difficulties. Some of these difficulties are inimical to the act of teaching: How to name and speak back to power (courage); Deciding what to teach and if it can be heard (keenness); Designing learning that can invite questions about truth (skill); Working with students to find out when to speak and when alternatives are called for (judgement); Deciding how best to make our points heard and acted on (cunning) . In many ways, it is the vocation of an educator (Collins 1991) to speak truth, call leaders to account, transform society, and facilitate learning. Yet at times we refuse to turn those challenges back on ourselves—to look at what we really do when we teach and when we learn in graduate education.  \nOur heroes, bell hooks (2000) and Paulo Freire (1970), were champions of speaking and teaching truth--that is, advocating social justice; as a consequence, we herald them repeatedly, though the degree to which we teach and intensify the effects of injustice have rarely been on our radar. Our education toolbox is full of devices to make social justice a reality in our classrooms–and for many of us it comes naturally to question structures (even if we are in a higher education institute); analyse texts (written and otherwise); and teach critical thinking (directly and indirectly). What we are less good at, we argue in this essay, is turning the camera on ourselves and seeing where we–as students and as teachers in graduate school–fail to enact justice and where we perpetuate social class norms and further social inequities. We argue here that  \n22 Vol. 43, No. 1, Fall 2015  \ncourage, keenness, skill, judgement, and cunning can be operationalized to more closely examine what we do about one of the major inequities in our society–social class, how we do it, and strategize on how it can be better. Like Bourdieu (1986), we see social class as comprised of a combination of economic, cultural, and social resources. Although educators, especially those in North America, have been concerned about injustices related to gender and race (social and cultural), they have been less concerned with how these interact with economic disparities. In this article, we reflect on and analyse our own experiences as graduate students and teachers to understand the place of soc","cbCaibhAFhTNQ3jE","https://ap.wps.com/l/cbCaibhAFhTNQ3jE","pdf",140852,"English","# Introduction\n# Social Justice, Higher Education, and Adult Education","[{\"question\":\"What difficulties does the text connect to writing and teaching truth?\",\"answer\":\"The introduction lists five difficulties for writing truth—courage, keenness, skill, judgement, and cunning—and argues teaching truth or social justice in graduate education involves more than five related difficulties. It further maps these challenges onto naming power, deciding what can be heard, designing learning, choosing when to speak, and making points acted on.\"},{\"question\":\"Who are presented as champions of speaking and teaching truth?\",\"answer\":\"The text highlights bell hooks (2000) and Paulo Freire (1970) as champions advocating social justice through speaking and teaching truth. It notes that their influence is frequently acknowledged, but the effects of injustice and how intensification happens are less often monitored.\"},{\"question\":\"How does the article describe social class in education?\",\"answer\":\"It treats social class as a combination of economic, cultural, and social resources, following Bourdieu. The authors argue that educators—particularly in North America—have paid more attention to gender and race than to how those concerns interact with economic disparities.\"}]","Teaching the Truth - Social Justice and Social Class in Graduate School | PDF",1792093241,18]