Just Talk? Learning across Political Divides on College Campuses

Autor/in	Wahl, Rachel
Titel	Just Talk? Learning across Political Divides on College Campuses
Quelle	In: Theory and Research in Education, 17 (2019) 2, S.139-164 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wahl, Rachel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1477-8785
DOI	10.1177/1477878519862546
Schlagwörter	Political Attitudes; Learning Processes; Universities; Dialogs (Language); Student Attitudes; Presidents; Voting; Elections; Speech Communication; Listening Skills; Peer Relationship; Hermeneutics; Political Science; Democracy; Graduate Students; Undergraduate Students; Christianity; Church Related Colleges; Persuasive Discourse; Pennsylvania + Suchen Sie Ihr Suchwort? Political attitude; Politische Einstellung; Learning process; Lernprozess; University; Universität; Dialog; Dialogs; Dialogue; Dialogues; Schülerverhalten; President; Präsident; Abstimmung; Election; Wahl; Peer-Beziehungen; Hermeneutik; Staatslehre; Politikwissenschaft; Politische Wissenschaft; Demokratie; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Christentum; Kirchliche Hochschule; Persuasion; Persuasive Kommunikation
Abstract	How can universities cultivate students' capacity to learn across political divides? While many universities affirm the importance of open exchange between people who hold different views, it is unclear whether, what, and how students learn through such conversations. This article draws on observations of a deliberative dialogue between college students who cast a presidential vote for Trump or Clinton as well as on interviews with those students to identify what and how they learn through the conversation as well as what supports that learning. Recent political theorists have argued for including diverse forms of speech in order to expand what deliberation can accomplish. This inquiry suggests, first, that diversifying speech within deliberation can also strengthen traditional forms of deliberative learning (such as the willingness to listen to each others' reasons). Moreover, deliberative speech as it has been traditionally conceived can also accomplish some of what theorists hope alternative speech forms could cultivate, such as shifting relationships between interlocuters. Finally and most simply, the study shows that it is possible for students to learn from politically diverse peers even during a one-time event that occurs outside of the classroom. Three forms of content learning were identified: learning that is 'hermeneutic' deepened students' understanding of other people; 'deliberative' learning increased understanding of political issues and views; and 'process' learning honed students' capacity for these conversations. Learning also varied in quality: it was 'additive' when students added to their existing framework of knowledge or entailed 'new insight' when students shifted in their relationship to a person or idea. These forms of learning are interdependent and provide important support for each other. In particular, universities may enhance students' capacity for hermeneutic and deliberative learning by intentionally combining elements of both in academic settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01