Containing classroom discussions of current social and political issues

Garrett, H. James

doi:10.1080/00220272.2020.1727020

Cited by 25 publications

(24 citation statements)

References 39 publications

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“…İncelenen araştırmaların bazılarında politik gündemlerin programları ve okul ortamlarını etkilediği öne sürülmüştür (Akrom, 2015;Garrett, 2020;Ito vd., 2015;Jang, 2017;Wu, 2012). Oysaki bugün ve geleceğe yönelik çözümler üretmek kaostan uzak, isabetli eğitim politikaları ve uygulamaları ile mümkündür.…”

Section: Tartışma Sonuç Ve öNerilerunclassified

Analysis of the Subjects and Reasons of Curriculum Studies

Ataş¹,

Baysal²,

Aykol

et al. 2021

Batı Anadolu Eğitim Bilimleri Dergisi

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Öz. Bu çalışma 2010 -2020 yılları arasında Türkiye'de ve yurt dışında program araştırmalarına ilişkin yayımlanmış makale ve doktora tezlerinin konularını, gerekçelerini ve eğilimlerini ortaya koyarak gelecekteki araştırmalara temel oluşturmayı amaçlamaktadır. Bu amaçla 65 makale; 26 doktora tezi olmak üzere toplam 91 araştırma incelenmiştir. Araştırmada betimsel içerik analizi yöntemi kullanılmıştır. Eğitim programları alanında yayımlanan araştırmalar konu, gerekçe, dergi seçimi, dünyanın farklı yerlerinden örneklemleri kapsaması, programın herhangi bir boyutunu içermesi, araştırma yönteminin izlenmesi ölçütleri dikkate alınarak çalışmaya dâhil edilmiştir. Analiz sonucunda politik etmenler, program -paydaş etkileşimi, program değerlendirme, toplumsal etmenler ve yeniden kavramsallaştırma temalarına ulaşılmıştır. Araştırma sonuçlarına göre, yurtdışındaki araştırmalar yönetim biçiminin ve politik gündemin etkisi, programa bağlılık, göçün etkisi, ırksal ve cinsel eşitlik konularında yoğunlaşmaktadır. Türkiye'de ise araştırmalar merkezi yaklaşım, programa bağlılık, örtük program, program değerlendirmede ölçüt geliştirme konularına ağırlık vermektedir. Bu sonuçlar doğrultusunda ilerideki program araştırmalarında sosyal adalet, dijital yeterlilikler, çok kültürlü eğitim, küresel salgının etkisiyle değişen öğretmenlik mesleki yeterlilik alanları, uzaktan eğitimin öğrenciler üzerindeki etkileri, öz düzenleme, ekoloji ve gölge program gibi konularına ağırlık verilmesi önerilmiştir.

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Section: Tartışma Sonuç Ve öNerilerunclassified

Analysis of the Subjects and Reasons of Curriculum Studies

Ataş¹,

Baysal²,

Aykol

et al. 2021

Batı Anadolu Eğitim Bilimleri Dergisi

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“…One might think of the plague in the context of discussions around topics imbued with what Deborah Britzman (1998Britzman ( , 2013 conceptualized as difficult knowledge. Multiple educators and theorists have written about how students might wish to avoid a careful consideration of events like war, slavery, genocide, racism, famine, climate catastrophe, bigotry, and other injustices that reveal suffering caused by human indifference or disdain (See, for example : Britzman, 1992: Britzman, , 1998: Britzman, , 2013Garrett, 2017Garrett, , 2020Gaudelli et al, 2012;Rodríguez & Salinas, 2019;Stanley, 1999;van Kessel, 2019). Difficult knowledge can lead to a range of challenging emotions related to the uncertainty anyone might feel as educators strive for more harmonious relations in society: "the pushes, pulls, and emotional boundaries of learning" (Britzman, 2013, p. 101), which can provoke a "sense of crisis, burden, discomfort, or trauma" (Garrett, 2019, p. 612).…”

Section: Difficult Knowledgementioning

confidence: 99%

Fighting the plague: “Difficult” knowledge as sirens’ song in teacher education

Kessel

Saleh

2020

JCSR

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Of the many plagues that affect communities today, a particularly insidious one is indifference and depersonalization. This plague has been articulated by Albert Camus and then taken up in an educational context by Maxine Greene. In this article we, the authors, respond to Greene’s call to co-compose curricula with our students to fight this plague. Recognizing the role of difficult knowledge as well as conscious and unconscious defenses, we develop an approach to “diversity” harmonious with radical love during these troubled times of conflict and increased visibility of hatred. Through a weaving of our experiential, embodied knowledge with theory, we consider how we might invite students to consider contemporary, historical, and ongoing inequity and structural violence. Like Sirens luring sailors to precarious shores, we seek to entice teachers and students to the difficult knowledge they might otherwise avoid as all of us together consider our ethical responsibilities to each other.

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“…Many of the studies reviewed above speculate about how young people feel during classroom discussions, but do not actually investigate their experiences (e.g., Garrett, 2020;Garrett & Alvey, 2020;Netz, 2014). Yet parallel strands of research in democratic education and P4C have explored young people's own perspectives on discussions, usually through interviews (e.g., Gasparatou & Ergazaki, 2015;Lim, 2020;Saetra, 2021b).…”

Section: Emotional Experiences During Classroom Discussionmentioning

confidence: 99%

“…Indeed, most of the studies reviewed in part I come from the collaborative learning literature. Despite growing recognition in democratic education and P4C that disagreement is inherently emotional and social (e.g., Bleazby, 2013;Garrett, 2020;Garrett & Alvey, 2020;Keegan, 2021), little research has explored these dimensions of young people's interactions (Hauver, 2019;Reznitskaya & Glina, 2013) Consequently, more research is needed to map out the emotional and social dynamics of disagreement in democratic education, and in the CPI more specifically. My study aims to contribute to this effort, thus helping to address the interactional gap.…”

Section: Discussionmentioning

confidence: 99%

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Navigating disagreement in democratic education: The potential of the Community of Philosophical Inquiry

Roucau¹

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Democracy is premised on disagreement, yet polarisation, passion and populism are everywhere on the rise. In this troubled political context, democratic educators face the daunting challenge of educating young people to navigate disagreement. The theory that provides the framework for this thesis—agonism—understands political disagreement as ineradicable, inherently passionate and enmeshed in relations of power, and it offers an innovative approach to democratic education with the potential to reduce polarisation and promote political renewal. However, the agonistic approach lacks clear pedagogical methods and empirical research investigating how young people engage with, and experience, agonistic democratic education. This thesis seeks to address these gaps by developing a novel educational framework and by offering the Community of Philosophical Inquiry (CPI)—the dialogical method at the heart of the Philosophy for Children (P4C) programme—as a promising pedagogy to advance the objectives of agonistic democratic education. Yet the CPI faces two sets of challenges: the dangers of mentalisation, harmony and apoliticism jeopardise its agonistic potential, while the dangers of distress and antagonism cast doubt on the suitability of the CPI and existing agonistic pedagogies for young people living in a volatile political context. To explore the CPI’s agonistic potential, a qualitative case-study was conducted with 76 young people (aged 8-17) involved in CPI dialogues in formal and informal educational settings, in Canada and New Zealand. This exploratory study combined interviews, video observation and body mapping to investigate how participants navigated disagreements and addressed political issues in CPI dialogues, and how they emotionally experienced these exchanges. In most cases, participants managed to sustain disagreement, in part by toggling between amicable and heated disagreement dynamics through moves that defused or stoked the emotional atmosphere of the dialogue. However, the amicable and heated dynamics each had an associated drift—the avoidant and the antagonistic drifts—which threatened to derail disagreement. In CPI dialogues, young people examined the abstract and concrete aspects of multiple political issues, envisioned society as it ought to be and reported feeling powerful political emotions. Yet the primarily philosophical way in which they approached political issues did not emphasise relations of power or political action. Lastly, while most participants enjoyed CPI dialogues, a few had strong negative experiences. Overall, these findings suggest that the CPI can only partially advance the objectives of agonistic democratic education, revealing the need to historicise, politicise and supplement the CPI with other pedagogies to empower young people to navigate disagreement and take political action. This study also underscores the importance of careful facilitation to support inclusive and productive dialogues, particularly when discussing complex political issues. Finally, it highlights the pedagogical and theoretical importance of recognising the entanglement of the emotional, epistemic and social aspects of dialogue.

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Containing classroom discussions of current social and political issues

Cited by 25 publications

References 39 publications

Analysis of the Subjects and Reasons of Curriculum Studies

Analysis of the Subjects and Reasons of Curriculum Studies

Fighting the plague: “Difficult” knowledge as sirens’ song in teacher education

Navigating disagreement in democratic education: The potential of the Community of Philosophical Inquiry

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