Empowering Students to Have Difficult Conversations
Datos Bibliográficos
| ID | 12379873 |
|---|---|
| Autores | Ioana Emy Matesan (0000-0003-4588-2900, Wesleyan University, autor de correspondencia) |
| Año | 2025 |
| Volumen | 58 |
| Número | 4 |
| Páginas | 711-716 |
| Fecha de publicación | 2025-04-02 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | PS Political Science & Politics (JOURNAL) |
| Identificadores de la revista | ISSN: 1049-0965 • E-ISSN: 1537-5935 |
| Editorial | Cambridge University Press (CUP) (PUBLISHER) |
| DOI | 10.1017/s1049096525000265 |
| OpenAlex | W4409081762 |
| Idioma | EN |
| Citas recibidas | 1 |
| Referencias citadas | 19 |
Classroom discussions of current events and controversial topics can devolve into unproductive and highly charged debates. This article describes an in-class exercise used to foster respect during difficult conversations by encouraging students to design rules for discussions and guidelines to create a safe space for dialogue. This activity relies on three underlying principles: trust, empowerment, and empathy. These principles can be integrated into a broader pedagogical approach that emphasizes a democratic classroom and active learning. Student feedback shows that the intervention can be useful for promoting respectful and engaging discussions during moments of tension and polarization. However, an emphasis on civility also may undermine the diversity of opinions and require respecting students’ silences
Media studies · Pedagogy · Political science · Public relations · Sociology · Communication in Education and Healthcare · Education and Critical Thinking Development · Innovative Teaching Methodologies in Social Sciences
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| Velocidad de citación | historical |
|---|---|
| Altamente citado | No |