Controversy in the Classroom. The Democratic Power of Discussion

doi:10.2390/JSSE-V9-I3-1136

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Controversy in the Classroom. The Democratic Power of Discussion

Journal Article•DOI•

Controversy in the Classroom. The Democratic Power of Discussion

19 Nov 2010-JSSE - Journal of Social Science Education-Vol. 9, Iss: 3

TL;DR: Hess as mentioned in this paper discusses the methods of democratic discussion in classroom and indicates its strong narrative quality including several teacher portraits and scenic vignettes, winning the 2009 Exemplary Research in Social Studies award from the National Council for the Social Studies.

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Abstract: “One warm day in the spring of 2006, I visited a U.S. History class at a public charter school in a large Midwestern city …” (p. 1) This is the beginning of Diana Hess’ book about the methods of democratic discussion in classroom and it indicates its strong narrative quality including several teacher portraits and scenic vignettes. The book is winner of the 2009 “Exemplary Research in Social Studies” award from the National Council for the Social Studies. In an interview with Kerry G. Hill for the campus journal (School of Education, University of Wisconsin http://campusconnections.education.wisc.edu/post/LEARNING-Diana-Hess.aspx) the author roots the book’s content back to her own biography and socialization: While growing up in northern Illinois, Diana Hess recalls members of her family engaging in lively, raucous political discussions. “Disagreement wasn’t a negative thing,” she remembers.

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Journal Article•DOI•

The psychology and practice of youth-adult partnership: bridging generations for youth development and community change.

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Shepherd Zeldin¹, Brian D. Christens¹, Jane Powers²•Institutions (2)

University of Wisconsin-Madison¹, Cornell University²

01 Jun 2013-American Journal of Community Psychology

TL;DR: Y-AP is proposed as a unifying concept, distinct from other forms of youth-adult relationships, with four core elements: authentic decision making, natural mentors, reciprocity, and community connectedness.

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Abstract: Youth-adult partnership (Y-AP) has become a phenomenon of interest to scholars and practitioners. Despite the potential of Y-AP to promote positive youth development, increase civic engagement, and support community change, the practice remains unfamiliar to many. Although research has increased over the past decade, the construct remains vague with an insufficient grounding in developmental theory and community practice. This article seeks to address these gaps by synthesizing data and insights from the historical foundations of Y-AP, community based research, and case study. We propose Y-AP as a unifying concept, distinct from other forms of youth-adult relationships, with four core elements: authentic decision making, natural mentors, reciprocity, and community connectedness. We conclude that Y-AP functions as an active ingredient and fundamental practice for positive youth development and civic engagement. Directions for future research are offered.

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246 citations

Cites background from "Controversy in the Classroom. The D..."

...It is through these processes that diverse groups can construct the shared meaning and intention that underlie democratic efforts and civil society (Hess 2009; Kirshner 2009)....
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...It is through these processes that diverse groups can construct the shared meaning and intention that underlie democratic efforts and civil society (Camino, 2005; Hess, 2009; Kirshner, 2009)....
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Book Chapter•DOI•

The Civic Empowerment Gap: Defining the Problem and Locating Solutions

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Meira Levinson¹•Institutions (1)

Harvard University¹

13 Aug 2010

211 citations

Additional excerpts

...…civic learning approaches (e.g. Amadeo, Torney-Purta, Lehmann, Husfeldt, & Nikolova, 2002; Carnegie Corporation of New York & CIRCLE, 2003; Hahn, 1998; Hess, 2009; Kahne & Westheimer, 2003; Kirshner, 2007; Rogers, Morrell, & Enyedy, 2007; Torney-Purta, et al., 2007; Westheimer & Kahne, 2002)....
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...…the research literature (e.g., Apple & Beane, 2007; Cammarota & Fine, 2008; Darling-Hammond, French, & Garcia-Lopez, 2002; Delgado & Staples, 2008; Hess, 2009; Kahne & Westheimer, 2003; Noguera, Ginwright, & Cammarota, 2006; Schultz, 2008; Weis & Fine, 2000; Westheimer & Kahne, 2002) and from…...
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Journal Article•DOI•

Classroom Deliberation in an Era of Political Polarization

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Paula McAvoy¹, Diana E. Hess¹•Institutions (1)

Spencer Foundation¹

01 Jan 2013-Curriculum Inquiry

TL;DR: This article conducted a longitudinal study of high school classes that included debates about controversial political issues, and found that high school students were engaged in a wide range of political discussion topics, from 2005 to 2009.

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Abstract: From 2005 to 2009, we were engaged in a longitudinal study of high school classes that included deliberations about controversial political issues. The purpose of the study was twofold: to examine ...

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172 citations

Cites background from "Controversy in the Classroom. The D..."

...As a case in point, in our study of controversial issues teaching and learning we have examined the degree and impact of ideological diversity present in high school social studies courses (Hess, 2009)....
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...DELIBERATION IN THE CLASSROOM Researchers and practitioners have identified classrooms as one of the most promising sites for teaching the skills and values necessary for deliberative democratic life (Dewey, 1916/2004; Gutmann, 1987; Hanson & Howe, 2011; Hess, 2009; Parker, 2003)....
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...Further, we have found that, when done with care, teachers can share their views in ways that are educational and not detrimental to learning or independent thought (Hess, 2009; Hess & McAvoy, in press)....
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...Instead of following our call to purposely create a political classroom, they may instead want to strip the curriculum of anything that could be remotely controversial, even when empirical evidence shows that some teachers can and do educate young people for enlightened political engagement in a way that fully respects and embodies the difference between political education and political proselytization (Hess, 2009; Rubin, 2012)....
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...…we have explained in some detail what teachers who are effective at teaching their students to engage in high-quality deliberations of controversial political issues do differently in response to the nature and range of ideological diversity within their classes (Hess, 2009; Hess et al., 2008)....
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Journal Article•DOI•

Different Pedagogy, Different Politics: High School Learning Opportunities and Youth Political Engagement

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Joseph Kahne¹, David Crow², Nam-Jin Lee³•Institutions (3)

Mills College¹, Centro de Investigación y Docencia Económicas², College of Charleston³

01 Jun 2013-Political Psychology

TL;DR: This article found that open discussion of societal issues promotes engagement with political issues and elections, and service learning opportunities increase community-based and expressive actions, and both kinds of opportunities promoted commitments to participatory citizenship.

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Abstract: Using data from an original two-wave panel survey of California high school students and a two-wave panel survey of high school students in Chicago, we find that different pedagogical approaches influence different forms of civic and political engagement. Specifically, controlling for prior levels of engagement and demographic factors, we find that open discussion of societal issues promotes engagement with political issues and elections. In contrast, service learning opportunities increase community-based and expressive actions. Both kinds of opportunities promoted commitments to participatory citizenship. These patterns can teach us about the kinds of opportunities (both in school and out) that can shape adolescents’ civic and political development.

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141 citations

Cites background from "Controversy in the Classroom. The D..."

...These factors, combined with the fact that discussions are often more engaging than other classroom activities, may lead students to care more about the issues being discussed and thus be motivated toward political engagement (see Campbell, 2008; Hess, 2009 for reviews that note these arguments)....
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...…systemic or political analysis (see Walker, 2000; Westheimer & Kahne, 2004), and since, in contrast, discussions of societal issues often focus on hot political topics (Hess, 2009), one might expect these two approaches to exert differing influences on commitments to civic and political engagement....
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...At their best, when engaging in such discussions, youth consider diverse perspectives, are respectful, and are informed by research and careful analysis (Hess, 2009; Oliver & Newmann, 1967)....
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..., policies Congress is debating) and highlight their importance (Hess, 2009)....
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...In particular, since service activities often focus on acts of volunteerism more than on systemic or political analysis (see Walker, 2000; Westheimer & Kahne, 2004), and since, in contrast, discussions of societal issues often focus on hot political topics (Hess, 2009), one might expect these two approaches to exert differing influences on commitments to civic and political engagement....
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Journal Article•DOI•

Redesigning Civic Education for the Digital Age: Participatory Politics and the Pursuit of Democratic Engagement

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Joseph Kahne¹, Erica Hodgin¹, Elyse Eidman-Aadahl²•Institutions (2)

Mills College¹, National Writing Project²

29 Feb 2016-Theory and Research in Social Education

TL;DR: The digital revolution has enabled important changes in political life as mentioned in this paper, and these changes require a response from civic educators, such as investigation, dialogue, circulation, production and mobilization, must be taught differently because they are now frequently enacted differently and in different contexts.

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Abstract: The digital revolution has enabled important changes in political life. Opportunities to engage in participatory politics have expanded significantly. Participatory politics differ from institutional politics in that they are peer-based, interactive, and not guided by deference to traditional elites and institutions. These changes require a response from civic educators. Core practices of civic and political engagement, such as investigation, dialogue, circulation, production, and mobilization, must be taught differently because they are now frequently enacted differently and in different contexts. This article conceptualizes these changes, draws on a nationally representative survey to assess the frequency and expansion of these new practices, and highlights examples of curricular reform to help frame an expanded agenda for civic education in the digital age.

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138 citations

Cites background from "Controversy in the Classroom. The D..."

...Thus, while providing opportunities for face to face discussions of controversial civic and political issues in contexts moderated by educators has long been and continues to be a best practice by civic educators (Hess, 2009), additional learning opportunities will be needed to support youth to navigate and address the risks, as well as take advantage of the expanded opportunities with online dialogue and feedback....
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...…of controversial civic and political issues in contexts moderated by educators has long been and continues to be a best practice by civic educators (Hess, 2009), additional learning opportunities will be needed to support youth to navigate and address the risks, as well as take advantage of the…...
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...Teachers have long found ways to productively discuss controversial content (Hess, 2009)....
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