Teachers stepping up their game in the face of extreme statements
A qualitative analysis of educational friction when teaching sensitive topics
Bibliographic Data
| ID | 11624209 |
|---|---|
| Authors | Saro Lozano Parra (0000-0003-1654-8612, Schlumberger (Ireland), corresponding author), Bjorn Wansink (0000-0002-5486-5793, Utrecht University), Cok Bakker (0000-0003-1746-9449, Utrecht University), Lucien Van Liere (0000-0002-0450-8288), L M van Liere |
| Year | 2022 |
| Volume | 51 |
| Issue | 2 |
| Pages | 201-232 |
| Publication date | 2022-12-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Theory & Research in Social Education (JOURNAL) |
| Journal identifiers | ISSN: 0093-3104 • E-ISSN: 2163-1654 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00933104.2022.2145923 |
| OpenAlex | W4311139539 |
| Language | EN |
| Citations received | 15 |
| References cited | 47 |
Friction in the classroom may create useful tension for teachers when they attempt to discuss sensitive topics as part of democratic learning. Due to the openness and indeterminacy of these topics, students can experience what it is like to be (political) subjects in a diverse society and become aware of other people’s subjectness in a charged classroom. To better understand how to handle educational friction in the classroom, we observed and interviewed nine Dutch expert teachers and analyzed the empirical data by using our Educational Friction Modelling Framework as a heuristic lens. This study shows how teachers allowed extreme statements and used the subsequent friction during their lessons, challenged and provoked their students, made room for their pupils in several ways to enhance their participation, and made a distinction between rationality and emotions in the classroom. We argue that our framework sheds light on what charges the classroom and contributes to the further development of contained risk-taking as part of democratic education
Consistency (knowledge bases · Democracy · Epistemology · Face (sociological concept · Indeterminacy (philosophy · Mathematics education · Openness to experience · Pedagogy · Political science · Politics · Social science · Sociology · Computer Science · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Innovative Teaching Methodologies in Social Sciences · Psychology · Social Psychology
Multiperspectivity in the EU Project Eccops ‘Education for Citizenship Competence to Participation and Sustainability’
Navigating Multiple Perspectives in Discussing Controversial Topics
Teacher responses to explosive student comments
Peer-to-peer-talk in whole-classroom discussions
Deciding to engage
Mediating between advocacy and freedom of thought
Exploring third spaces during pre‐service teacher online intercultural conversations
The professional significance of subjectification
Discussing controversial issues in the classroom
Facilitating citizenship-related classroom discussion
What do I say Now?”
Between maintaining teacher impartiality and protecting student dignity
Conversation is everything”
Discursive, Relational, and Pedagogical With-Ness
I Just Get a Different Feeling in This Class
Radicalisation
Hard Questions
Civil Disorder, Domestic Terrorism and Education Policy
Controversy in the Classroom
Auditing Quality of Research in Social Sciences
Informed Grounded Theory
Controversial issues ‐ teachers' attitudes and practices in the context of citizenship education
When to shut students up
Learning to claim power in a contentious public sphere
Learning in and for collective action
Practicing democracy in the playground
Risking Ourselves in Education
The Narrative Paradigm
Controversial History Education in Asian Contexts
Learning Democracy in School and Society
Terrorism in the Classroom
Parental reaction towards radicalization in young people
Taboo Topics
Contained risk-taking
Trying to “See Things Differently”
A Study of Pre-Service Teachers' Conceptualizations of Academic Freedom and Controversial Issues
Exploring the emotional dynamics of a political discussion
The Teaching of Controversial Issues During Elementary-Level History Instruction
Elementary Curriculum about Conflict Resolution
Where Does Teaching Multiperspectivity in History Education Begin and End? An Analysis of the Uses of Temporality
Educating Political Adversaries
Experience and Education
Voice in the Classroom
Homo ludens
Can schools teach citizenship
| Citations per year | 5 |
|---|---|
| Citation span | 2023 - 2026 (4) |
| Highly cited | No |