Practicing truth-telling inquiry: Parrhesia in daily lived experiences

Abstract

In this article, we entangle with Aaron Kuntz’s book The Responsible Methodologist, extending the conversation beyond research into the realms of teaching, learning, and daily lived practices as twenty-first century academics. Kuntz advocates for parrhesiastic living and inquiry, defined as truth-telling and intervention toward ends of disrupting normative practices of knowing and being and enacting socially just ends. We grapple with three philosophical ∼ theroetical propositions made by Kuntz: entangled knowing ∼ being; citizenship; and logics of extraction. Utilizing examples from our own lived experiences, pedagogy, and inquiry, we open a series of philosophical and theoretical dialogues around these three topics to better understand their possibilities and limitations, grappling, and debating how they are jumping off points for living more parrhesiastically.

Keywords:

• Parrhesia
• onto-epistemology
• pedagogy
• curriculum

Declaration of interest

We have no known conflict of interest to disclose.

Additional information

Notes on contributors

Paul William Eaton

Paul Eaton is an Associate Professor of Higher Education Leadership. His research examines philosophical and humanities-based inquiry in higher education; curriculum theorizing-philosophy; digitized college student experiences; critical digital pedagogy; postqualitative and posthumanist inquiry; and the work of James Baldwin.

Kirsten Robbins

Kirsten Robbins is an Assistant Professor of Curriculum and Instruction of Elementary Education at Ball State University. Her research centers around issues of social justice. Recent projects include exploring how physical spaces impact entanglements as well as examining the impact of equitable grading practices.