A Constructive Controversy Approach to "Case Studies"

Autor/inn/en	Bird, Sharon R.; Erickson, Karla A.
Titel	A Constructive Controversy Approach to "Case Studies"
Quelle	In: Teaching Sociology, 38 (2010) 2, S.119-131 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0092-055X
DOI	10.1177/0092055X10364014
Schlagwörter	Undergraduate Study; Course Content; Case Studies; Difficulty Level; Gender Bias; Student Attitudes; Controversial Issues (Course Content); Interpersonal Relationship; Context Effect; Organizational Culture; Discussion (Teaching Technique) + Suchen Sie Ihr Suchwort? Grundstudium; Kursprogramm; Case study; Fallstudie; Case Study; Schwierigkeitsgrad; Geschlechterstereotyp; Schülerverhalten; Controversial issues; Kontroverse; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Unternehmenskultur
Abstract	On the basis of analysis of student responses to a case study titled "Drinks and Dinner," the authors evaluate the pedagogical potential of using constructive controversy case studies to teach about inequality. "Drinks and Dinner" is designed to capture the complexity of social interactions that defy simple solutions to engage students in increasingly sophisticated discussions of subtle gender bias and the practical contingencies of power in the workplace. Having taught the case several times in two distinct institutional cultures, the authors use student reactions to this classroom exercise to consider some of the pedagogical payoffs of constructive controversy case studies. The intentional ambiguities written into "Drinks and Dinner" defy simple solutions and require students to discuss while incorporating, honoring, and addressing differences of opinion, not only among the characters in the story but also among the students in the classroom. In the authors' preliminary implementations of the case, they found that students applied course concepts, considered multiple viewpoints, and, in some cases, moved from individualized explanations to structural analysis of how inequality is reproduced. The authors conclude with ideas for how to implement similar cases in other courses that could benefit from requiring students to actively and collectively solve problems related to inequality and the routine use of power. (Contains 5 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10