Conversation is everything”
How teachers and students create environments where open discussion can thrive
Bibliographic Data
| ID | 11070993 |
|---|---|
| Authors | Kelly Siegel-Stechler (0000-0003-0974-3524, Tufts University, corresponding author) |
| Year | 2023 |
| Volume | 51 |
| Issue | 4 |
| Pages | 626-660 |
| Publication date | 2023-10-02 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory & Research in Social Education (JOURNAL) |
| Journal identifiers | ISSN: 0093-3104 • E-ISSN: 2163-1654 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00933104.2023.2219638 |
| OpenAlex | W4380446415 |
| Language | EN |
| Citations received | 4 |
| References cited | 66 |
This article draws on qualitative case studies of student-centered classroom activities to consider how pedagogy and classroom climate interact with students’ emotional experiences in the classroom. Findings suggest that teachers’ beliefs about the purpose of classroom discussion influence their attendance to students’ emotions in a way that affects levels of safety, trust, and respect within the classroom, which affects students’ willingness to participate in class. These case studies provide examples of what open classroom environments look like in liberal, social constructivist settings and what happens when teachers attempt to incorporate more radical pedagogies. They also demonstrate the challenges that might make it difficult to maintain an open climate in light of the complex and dynamic relationships students have with one another, with their teacher, and with their social role in the classroom group
Conversation · Mathematics education · Pedagogy · Communication · Digital Storytelling and Education · Educator Training and Historical Pedagogy · Literacy, Media, and Education · Psychology
Controversy in the Classroom
No Citizen Left Behind
The Coding Manual for Qualitative Researchers
Empowering Minority Students
Other People's Children
Teaching and Learning about Controversial Issues and Topics in the Social Studies
Case Study Research
Collaborative deliberation in the classroom
Containing classroom discussions of current social and political issues
Qualitative Research
The spiral of silence
Other people's children
“We have those kinds of conversations here …”
Deliberation in citizenship education
Let’s Talk Politics
Qualitative Case Study Methodology
Classroom discussion
Teaching with and for discussion
Teachers stepping up their game in the face of extreme statements
Managing an unpopular opinion in a controversial political issue discussion
Students' Conceptual Knowledge and Process Skills in Civic Education
Teacher political disclosure in contentious times
The primacy of relation
A Social Studies Teacher's Sense Making of Controversial Issues Discussions of Race in a Predominantly White, Rural High School Classroom
Thinking Deeply, Thinking Emotionally
Tools of Deliberation
Teaching for citizenship
Deliberation can wait
Social studies education research for sustainable democratic societies
Exploring the emotional dynamics of a political discussion
College, career, and civic readiness
Profiles of Adolescents’ Perceptions of Democratic Classroom Climate and Students’ Influence
What Do New Views of Knowledge and Thinking Have to Say about Research on Teacher Learning
Bringing the Background to the Foreground
High School Democratic Dialogues
Democratizing Conversations
Voice in the Classroom
Sticking Together
Improving Impact Studies of Teachers' Professional Development
Theorizing "Difficult Knowledge" in the Aftermath of the "Affective Turn
The Silenced Dialogue
What We Know About Engendering Civic Identity
Hannah Arendt's political thinking on emotions and education
Student Resistance
Race, social class, and student engagement in middle school English classrooms
| Citations per year | 4 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |