Constructive Conflict Talk in Classrooms: Divergent Approaches to Addressing Divergent Perspectives

Autor/inn/en	Bickmore, Kathy; Parker, Christina
Titel	Constructive Conflict Talk in Classrooms: Divergent Approaches to Addressing Divergent Perspectives
Quelle	In: Theory and Research in Social Education, 42 (2014) 3, S.291-335 (45 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0093-3104
DOI	10.1080/00933104.2014.901199
Schlagwörter	Conflict; Democracy; Citizenship Education; Urban Schools; Case Studies; Middle School Teachers; Elementary School Teachers; Dialogs (Language); Teaching Methods; Public Schools; Communication Skills; Pedagogical Content Knowledge; Student Diversity; Equal Education; Learner Engagement; Elementary School Students; Middle School Students; Foreign Countries; Peace; Qualitative Research; Observation; Canada + Suchen Sie Ihr Suchwort? Konflikt; Demokratie; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Case study; Fallstudie; Case Study; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Dialog; Dialogs; Dialogue; Dialogues; Teaching method; Lehrmethode; Unterrichtsmethode; Public school; Öffentliche Schule; Kommunikationsstil; Pädagogische Kompetenz; Student; Students; Schüler; Schülerin; Ausland; Frieden; Qualitative Forschung; Beobachtung; Kanada
Abstract	Dialogue about social and political conflicts is a key element of democratic citizenship education that is frequently advocated in scholarship but rarely fully implemented, especially in classrooms populated by ethnically and economically heterogeneous students. Qualitative case studies describe the contrasting ways 2 primary and 2 middle-grade teachers in urban Canadian public schools infused conflict dialogue pedagogies into their implemented curricula. These lessons, introducing conflict communication skills and/or content knowledge embodying conflicting viewpoints as learning opportunities, actively engaged a wide range of students. At the same time, even these purposively selected teachers did "not" often facilitate sustained, inclusive, critical, and imaginative exchange or deliberation about heartfelt disagreements, nor did they probe the diversity and equity questions surrounding these issues. The case studies illustrate a democratic education dilemma: Even in the classrooms of skilled and committed teachers, opportunities for recognition of contrasting perspectives and discussion of social conflicts may not necessarily develop into sustained democratic dialogue nor interrupt prevailing patterns of disengagement and inequity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10