Public Discourses in Schools: Purposes, Problems, Possibilities

Abstract

Classroom discussion can play an important role in the formation of citizens, and in more ways than one. Yet recitation persists as the discursive norm in classrooms, and the literature on discussion lacks clarity as to purpose. This article contributes a delineation of two purposes—interpretation (enlightenment) and decision making (engagement)—and argues that they are elemental to both discussion pedagogy and citizen formation. As practices, they upend recitation and offer an occasion for liberal education, including opening oneself to difference. The author aims to show that classroom discussion is useful both pedagogically and politically when the two purposes are articulated in a diverse school setting, and that critics risk their own interests when they dismiss the possibilities of discussion.

Educating for Democracy in a Partisan Age

“…As a means of pursuing these goals, civic education scholars have, for example, highlighted ways that controversial issue discussions can deepen understanding, promote political interest, and help students develop skills needed to craft well-warranted arguments (e.g., Campbell, 2008;Hess & McAvoy, 2015;Parker, 2006;Torney-Purta, 2002).…”

Shifting the future? Teachers as agents of social change in South African secondary schools

“…And finally, while this form of debate promoted reflection on certain issues of social justice, it did not ultimately translate into forms of social activism. Similar to Parker's (2006) study of the use of critical teaching methods such as the Socratic Circle, these debates encouraged students to take charge of their learning but it did not necessarily foster 'action-in-the-world'. The history of the country was contemplated and students later reflected on how they should act as individuals, but discussion of how to change social inequities was masked by the emphasis on reconciliation.…”

The Civic Achievement Gap: A Study of the Civic Knowledge, Skills, and Attitudes of Hispanic Students in Miami-Dade County Public Schools

“…Furthermore, Parker (2006) believes classroom discussions, in which teachers and students are open to differences of opinion, can lead to enlightenment and engagement. Parker (2001) acknowledged that civic education "is a remarkable and daring undertaking" due to the fact that the citizen identity does not develop because of age and the school system is not the only factor in molding citizens (p. 6).…”

“…Schools are able to develop public citizens who can better their community (Parker, 2005). Furthermore, schools can deter idiocy (Parker, 2005), which in turn, leads to enlightened and engaged citizens (Parker, 2006). …”