Skip to content Skip to navigation

Controversial Issues and Difficult Dialogues: Democratic Pedagogy in an Era of Polarization

Thu Nov 29 3:30 pm to 4:45 pm
Room: 
Columbus H, Ballroom Level, East Tower

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

64

Affective Listening: Conceptualizing a Silent Skill and the Democratic Orientations it Fosters


Discussant:,

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

64

Designing for Difficult Discourses: Using Simulated Encounters in a Social Studies Literacies Teacher Education Course


Discussant:,

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

64

Learning to Teach Controversial Issues in Troubling Times


Discussant:,

This qualitative research project on learning to teach controversial issues was conducted in Northern Ireland, England, and the United States. It analyz

Presenters: 
Share