From safe spaces to communities of disagreement

Iversen, Lars Laird

doi:10.1080/01416200.2018.1445617

Cited by 42 publications

(27 citation statements)

References 17 publications

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“…Thus, the space needs to be safe in terms of those present within it being valued and respected, but it may not feel safe if one's ideas are challenged and begin to evolve. This notion of a safe space is challenged by Iversen (2019) as it can suggest the ambiguity of safety as being either risk-seeking or risk-averse. Rather it suggests an environment in which 'well-managed disagreement' (Iversen 2019, p. 324) is scaffolded.…”

Section: Creating Appropriate Environmentsmentioning

confidence: 99%

“…Herein lies a tension when tackling controversial issues in the classroom. As Iversen (2019) notes, the pupils in our classrooms are in the process of learning. They are not yet fully formed and they need the opportunity to be able to change their minds, try things out and develop their thinking.…”

Section: Creating Appropriate Environmentsmentioning

confidence: 99%

“…Further, Barrett (2010) and Callan (2016) argue that the term safe space should be replaced with an emphasis on civility. Thus, the focus is not on developing a group with shared values and a sense of cohesion, but rather on developing interactions between learners who are able to deal with disagreement and controversy (Iversen 2019). Iversen defines such a community of disagreement as 'a group with identity claims, consisting of people with different opinions, who find themselves engaged in a common process, in order to solve shared problems or challenges' (Iversen 2019, p. 324).…”

Section: Creating Appropriate Environmentsmentioning

confidence: 99%

See 2 more Smart Citations

Tackling Controversial Issues in Primary Education: Perceptions and Experiences of Student Teachers

Woolley

2020

Religions

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This paper considers the nature and definition of controversial issues in primary education, exploring how they may be deemed controversial in different ways according to context. Drawing on research undertaken with student teachers in their final year of study at universities in England, it explores the issues that they feel apprehensive about facing in their first teaching post and those that they feel it is important to explore with children. It identifies issues relating to relationships, religion and belief and bereavement as being of significant concern, suggesting priorities for teacher training courses and contrasting these with research undertaken a decade earlier.

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Section: Creating Appropriate Environmentsmentioning

confidence: 99%

Section: Creating Appropriate Environmentsmentioning

confidence: 99%

Section: Creating Appropriate Environmentsmentioning

confidence: 99%

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Tackling Controversial Issues in Primary Education: Perceptions and Experiences of Student Teachers

Woolley

2020

Religions

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“…There is some recent research from German and Austrian researchers which has focused on the overlap between science and religion, in the context of the faith-choice based model of religious education (Basel, Harms, & Prechtl, 2013;Basel et al, 2014;Schmidt, Grube, & Rothgangel, 2017). Instead, much research in religious education has tended to focus on establishing classroom dialogue between those of different views, in the light of demands for social cohesion (e.g., Iversen, 2018;ter Avest et al, 2009).…”

Section: Discussionmentioning

confidence: 99%

Argumentation and interdisciplinarity: reflections from the Oxford Argumentation in Religion and Science Project

Erduran

Guilfoyle

Park

et al. 2019

Discip Interdscip Sci Educ Res

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Argumentation has emerged as a key area of research and development in science education in recent years. Simply defined, argumentation is about the justification of knowledge claims with evidence and reasons. Although there is now a vast amount of work in argumentation, much research remains to be pursued. Given the interdisciplinary nature of argumentation, the dialogue between science education and other relevant domains can potentially produce constructive research agendas that could profit argumentation research and lead to practical applications. Following an overview of the relevant interdisciplinary investigations that can be pursued in science education, the paper subsequently focuses on the interphase of science and religion. Although science education research has witnessed considerable debate about particular issues related to science and religion such as the teaching and learning of evolution and creationism, the role of argumentation remains an uncharted territory. Hence, the paper focuses on how argumentation may be explored in science and religious education in comparison. Some preliminary observations from the Oxford Argumentation in Religion and Science (OARS) Project are reported including a comparative analysis of curricula and teachers' views. Implications for interdisciplinarity in the context of argumentation in science education are discussed.

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“…Jackson (2014) believes students need to experience the classroom as a 'safe space' where all opinions can be expressed in a civil way without judgement, ridicule or exclusion. However, Iversen (2018) finds the term 'community of disagreements' more useful in describing the classroom, arguing groups do not need to share key values to experience cohesion and inclusion.…”

Section: Discussionmentioning

confidence: 99%

‘Why can’t you just eat pork?’ Teachers’ perspectives on criticism of religion in Norwegian religious education

Hammer

Schanke

2018

j. relig. educ.

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Over the last 20 years, religious education in Norway has received massive public and academic attention, due in part to clashing opinions regarding the role of such education in a generally secular society. As a result, the subject's name and curricula have been changed or modified several times. Currently, the curricula for 'Christianity, Religion, Philosophies of Life and Ethics' (KRLE) states the teaching must be critical. This empirical study examines how teachers themselves interpret this requirement. We particularly emphasise the role of criticism of religion, including both the teachers' planned teaching about criticism of religion and the criticism spontaneously uttered by students. The findings demonstrate students' criticism of religion often is of a moral, secular or ridiculing character, and is frequently based on prejudice, stereotypes, generalisations or essentialist notions. This article discusses how teachers can use students' spontaneously uttered criticism of religion as a starting point to develop intercultural competence through education.

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From safe spaces to communities of disagreement

Cited by 42 publications

References 17 publications

Tackling Controversial Issues in Primary Education: Perceptions and Experiences of Student Teachers

Tackling Controversial Issues in Primary Education: Perceptions and Experiences of Student Teachers

Argumentation and interdisciplinarity: reflections from the Oxford Argumentation in Religion and Science Project

‘Why can’t you just eat pork?’ Teachers’ perspectives on criticism of religion in Norwegian religious education

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