When during WW-II in 1941 the Nazi occupiers of the Netherlands required that all academic teachers sign, under oath, that they would never teach anything opposed to the Fuhrer and the Nazi Occupation Forces or else would lose their jobs and their tenure, they almost unanimously refused and walked out rather than becoming Nazi accomplices. Most of them privately continued teaching out of their homes. The prime task for a teacher is to bear witness to the truth, not to ignore it or look the other way when, for instance, one's fellow teachers are fired and sent to death camps with their families. Yes, teaching is a vocation that not only requires knowledge, but courage and solidarity as well. And if applying the arts to research, or if, for instance, allowing for Indigenous ways of knowing, or presenting data in alternative ways will do something to help clean our air, stop wars and global warming, reduce prejudice and greed, then the courage and solidarity I have seen at this conference must spread like a wildfire before it is too late. (p. 248)
Jacobs, D. T. (2008). The authentic dissertation: alternative ways of knowing, research, and representation. London; New York: Routledge, 2008.
