Conversation and Conflict: Supporting Authentic Dialogue in the Classroom

Autor/inn/en	Fleck-Henderson, Ann; Melendez, Michael Paul
Titel	Conversation and Conflict: Supporting Authentic Dialogue in the Classroom
Quelle	In: Journal of Teaching in Social Work, 29 (2009) 1, S.32-46 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0884-1233
Schlagwörter	Graduate Students; Masters Programs; Social Work; Self Concept; World Views; Student Attitudes; Political Attitudes; Religious Factors; Censorship; Alienation; Interviews; Self Expression; Student Empowerment; Action Research; Perspective Taking; Disproportionate Representation + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Magister course; Magisterstudiengang; Soziale Arbeit; Selbstkonzept; World view; Weltanschauung; Schülerverhalten; Political attitude; Politische Einstellung; Politische Zensur; Entfremdung; Interviewing; Interviewtechnik; Ausdruck; Studienberechtigung; Projektforschung; Zukunftsperspektive
Abstract	This paper presents an exploratory study of MSW students who self-identified as having political/religious world views differing from what they perceived to be dominant at their school. A goal was to learn about conditions that fostered or inhibited authentic speech for those students. A secondary goal was to learn how students dealt with their political views differing from political positions taken by the profession. Eleven student volunteers participated in structured interviews. Qualitative analysis of these allowed the construction of themes concerning both how faculty may discourage and how faculty support expression of minority views. (Contains 1 table and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10