High School Democratic Dialogues: Possibilities for                Praxis

Hemmings, Annette

doi:10.3102/00028312037001067

Cited by 34 publications

(22 citation statements)

References 15 publications

(15 reference statements)

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“…This situation can create a circumstance similar to that described by Hemmings (2000), where teachers' practice lead not to planned advances in student learning, but provided "contradictory results and inverted desired ends" (p. 88). The teacher-centered narrative provided to college preparatory students at Eastern and Jensen high schools fits a stereotype of high school and college history, and conforms to students' and parents' vision of "real school" (Metz, 1990).…”

Section: Discussionmentioning

confidence: 87%

“…"A school-is-not-a-school-is-not-aschool, from the students' vantage point" (McLaughlin & Talbert, 1993, p. 222). Researchers address this issue from the perspective of the department (Siskin, 1994), or the individual teacher (Hemmings, 2000;Insinnia & Skarecki, 1998;Ladson-Billings, 2001). Teachers themselves are also becoming more involved in systematically examining the specific contexts and practices in their own classrooms through action research (Tabachnick & Zeichner, 1999).…”

Section: Student Social Class As Contextmentioning

confidence: 98%

“…This becomes apparent in a variety of ways. Teachers adjust curriculum, expectations for student work in and out of school, and classroom management techniques based on their students (Hemmings, 2000;Metz, 1978Metz, , 1993Stodolsky, 1988). Teachers also consider students as their primary source of rewards in the work of teaching (Lortie, 1975).…”

Section: Student Social Class As Contextmentioning

confidence: 99%

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Dividing the Digital Divide: Instructional Use of Computers in Social Studies

DeWitt

2007

Theory & Research in Social Education

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This article explores the impact of social class setting on the instructional decisions made by four high school social studies teachers in utilizing computers in their classrooms. First, teachers in different settings had dissimilar views of the educational futures of their students. Second, the students with the highest and lowest social class status used computers more for school assignments than other students. Third, teachers in the two higher social class settings provided instruction that gave their students more access to higher status knowledge than did the teachers in the two lower social class settings.

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Section: Discussionmentioning

confidence: 87%

Section: Student Social Class As Contextmentioning

confidence: 98%

Section: Student Social Class As Contextmentioning

confidence: 99%

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Dividing the Digital Divide: Instructional Use of Computers in Social Studies

DeWitt

2007

Theory & Research in Social Education

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“…For professors who want to make discussions of controversial issues part of their pedagogy, Hemmings' (2000) research raises a troubling challenge, especially given the ways in which the belief that diversity is a deliberative asset underpins much of the theory on issues discussions (e.g. Gutmann, 1999;Parker, 2003).…”

Section: Diversity and Tolerancementioning

confidence: 99%

Putting politics where it belongs: In the classroom

Heß

Gatti

2010

New Drctns Hghr Edu

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Teaching university students through discussing controversial issues has the potential to build civic capacity and political tolerance.Putting Politics Where It Belongs: In the Classroom Diana Hess, Lauren GattiThroughout the last 50 years, the debate over engaging politics in the college classroom has raged on, sparked in part by the belief that liberal biases saturate scholarship and teaching in universities, which in turn lays the bedrock for the left-wing indoctrination of students. Polarizing and vitriolic debates abound regarding if, when, and how professors should disclose their political stances, whether or not they bear the responsibility to balance their curricular choices, and if and how they should approach teaching controversial issues. Frequently the pedagogical consequence of these debates has been to expunge politics from the classroom: politics are too dangerous, the thinking goes, too divisive for students and professors. In this chapter, we argue against this logic, asserting instead that politics indeed have a place in the classroom. Classrooms are rich sites for the discussion of controversial issues in large part because the students who populate them bring with them a diversity of perspectives, ideologies, and experiences. Classrooms can and should be places where students build deep knowledge about important controversies facing the body politic and where they learn how to talk and disagree about political controversies in ways that are inclusive and productive. When professors intentionally frame controversial issues, leverage diversity in the classroom, and are intentional (or not) about disclosing their own positions, they can facilitate rich controversial issues discussions in ways that work for student learning and democracy.

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“…An open classroom climate means that diverse students can freely participate in respectfully exchanging divergent perspectives with peers and teachers (also Fine, 1993). In contrast, a competitive debate approach seems to marginalize less-confident and lower-status students, compared to a more cooperative and open discussion approach (Hemmings, 2000). One study (Larson, 2003) suggests that some high school students who were quiet in inperson class discussions gained a voice in online discussions.…”

Section: Conflict and Difference As Learning Opportunities In Classroomsmentioning

confidence: 99%

Conflict Management and Dialogue with Diverse Students: Novice Teachers’ Approaches and Concerns

Parker

Bickmore

2012

Journal of Teaching and Learning

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Education, in settings with globalized migrant populations, does not automatically lead to peace: for instance, Othering narratives (in interpersonal interaction or curriculum texts) may exacerbate destructive social conflict when uncontested. Paradoxically, in pedagogies that do invite discussion of conflicting viewpoints, marginalized students may be reluctant to voice divergent perspectives, or may be treated disrespectfully. We probed this puzzle through an exploratory quantitative and qualitative survey of how 68 novice teachers approached conflict and ethnocultural diversity in their classrooms. Most expressed some confidence in their capacities to address conflict, though many reported feeling alone, intimidated, or unwilling to engage students in constructive conflict talk. Several emphasized that responding to students' diversities was an important part of their conflict management, while others said they treated all students the same way. Most said they needed more education and support in order to address conflict educatively in their classrooms.How do novice teachers address (or ignore) conflicts and differences with and among diverse students? How might these approaches to conflict shape implicit and explicit learning opportunities? How might various kinds of conflict dialogue in classrooms help to build (or impede) positive peace, for diverse students in particular? We probed these questions with an exploratory survey of 35 preservice teacher candidates and 33 first-year teachers trained in the Greater Toronto Area. Most of these diverse novice teachers were teaching in culturally diverse urban settings; however, some of these settings were relatively comfortable while others were resource-deprived, which evidently influenced the conflict cultures of their classrooms. Study participants' perceptions of ethnocultural diversity and the role of the teacher in conflict education informed the choices they made in addressing classroom conflict-and were informed by their initial teacher education experiences-in contrasting ways. Many understood conflict as primarily a discipline problem, for which some disproportionately blamed their lowest status students. Few reported intentionally introducing or guiding dialogue about conflict, such as questions of social

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High School Democratic Dialogues: Possibilities for Praxis

Cited by 34 publications

References 15 publications

Dividing the Digital Divide: Instructional Use of Computers in Social Studies

Dividing the Digital Divide: Instructional Use of Computers in Social Studies

Putting politics where it belongs: In the classroom

Conflict Management and Dialogue with Diverse Students: Novice Teachers’ Approaches and Concerns

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