Jay Shuttleworth, Long Island University, Brooklyn
Accommodating the Role of Emotion and Affect in Classroom-based Political Discussion and Deliberation
Discussant:Patricia Avery, University of Minnesota
This paper builds on the authors' empirical research and transdisciplinary literature to challenge assumptions and approaches currently underlying social studies' approach toward discussions and deliberations on public issues. The authors present three ways of exploring and accommodating the role of affect and emotion in social studies education.
H. James Garrett, University of Georgia; Margaret Crocco, Michigan State University; Avner Segall, Michigan State University
Affective Listening: Conceptualizing a Silent Skill and the Democratic Orientations it Fosters
The skill of listening is a vital but elusive democratic competency. Drawing upon scholarly literature and a recent civic education study, we conceptualize the democratic orientations that affective listening fosters. We propose mechanisms to measure both the outcomes of affective listening and the process by which these outcomes are cultivated.
Hilary Conklin, DePaul University; Molly Andolina, DePaul University
Designing for Difficult Discourses: Using Simulated Encounters in a Social Studies Literacies Teacher Education Course
This paper reports on and analyzes a three-year effort that used live-actor simulated encounters to enable teachers to confront the complexity of engaging in difficult discourses in the social studies classroom, specifically when exploring judicial decisions that have (re)shaped the social landscape of our nation.
Elizabeth Self, Vanderbilt University; Andrew Hostetler, Vanderbilt University; Barbara Stengel, Vanderbilt University
Learning to Teach Controversial Issues in Troubling Times
This qualitative research project on learning to teach controversial issues was conducted in Northern Ireland, England, and the United States. It analyz