Less arguing, more listening: Improving civility in classrooms

Today’s youth increasingly are being expected to engage in civil deliberation in classrooms while simultaneously living in a society with a high level of political incivility. However, teaching students to argue — particularly in oral form — is enormously complex and challenging work. In this articl...

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Bibliographic Details
Published in:Phi Delta Kappan 2018-02, Vol.99 (5), p.67-71
Main Authors: Crocco, Margaret, Halvorsen, Anne-Lise, Jacobsen, Rebecca, Segall, Avner
Format: Article
Language:English
Subjects:
Argumentation
Children & youth
Civility
Class discussion
Classroom Environment
College instruction
Controversial Issues (Course Content)
Democracy
Gender Differences
Group Discussion
High School Students
High Schools
Immigration
Immigration policy
Interpersonal Relationship
Persuasive Discourse
Political discourse
Politics
Public Policy
R&D
Secondary School Teachers
Social Studies
Student Attitudes
Teacher Role
Teachers
Teaching
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Summary:Today’s youth increasingly are being expected to engage in civil deliberation in classrooms while simultaneously living in a society with a high level of political incivility. However, teaching students to argue — particularly in oral form — is enormously complex and challenging work. In this article, the authors report on a study of four high school social studies classrooms in which teachers facilitated argumentation via deliberations on immigration policy. Based on their research, they provide recommendations related to argumentation, deliberation, and the promotion of civility in classrooms.
ISSN:0031-7217
1940-6487
DOI:10.1177/0031721718754818