Accommodating Emotion and Affect in Political Discussions in Classrooms
Bibliographic Data
| ID | 11593223 |
|---|---|
| Authors | H James Garrett (0000-0003-1674-1404, Department of Educational Theory and Practice,University of Georgia/Teachers College Columbia University, Athens, GA, USA, corresponding author), Avner Segall (Michigan State University), Margaret Smith Crocco (Columbia University) |
| Year | 2020 |
| Volume | 111 |
| Issue | 6 |
| Pages | 312-323 |
| Publication date | 2020-06-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | The Social Studies (BOOK_SERIES) |
| Journal identifiers | ISSN: 0037-7996 • E-ISSN: 2152-405X |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00377996.2020.1758015 |
| OpenAlex | W3033688128 |
| Language | EN |
| Citations received | 10 |
| References cited | 39 |
This article calls for greater attention to the role of emotion and affect in classroom discussions where theoretical models of discussion and deliberation tend to emphasize the rationalistic elements called for in such pedagogical strategies. Using two examples drawn from secondary classrooms, the authors highlight the role of emotion and affect in student exchanges about controversial public issues. Given the contemporary climate of national political discourse, being prepared for and accommodating these elements will be essential to taking up these strategies as a form of inquiry-oriented teaching and learning that seeks to address public issues with students across the curriculum
Affect (linguistics · Curriculum · Deliberation · Mathematics education · Pedagogy · Political science · Politics · Sociology · Critical Race Theory in Education · Educator Training and Historical Pedagogy · Innovative Teaching Methodologies in Social Sciences · Law · Psychology
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| Citations per year | 2 |
|---|---|
| Citation span | 2021 - 2026 (6) |
| Highly cited | No |