Empowering Students to Have Difficult Conversations
Bibliographic Data
| ID | 12379873 |
|---|---|
| Authors | Ioana Emy Matesan (0000-0003-4588-2900, Wesleyan University, corresponding author) |
| Year | 2025 |
| Volume | 58 |
| Issue | 4 |
| Pages | 711-716 |
| Publication date | 2025-04-02 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | PS Political Science & Politics (JOURNAL) |
| Journal identifiers | ISSN: 1049-0965 • E-ISSN: 1537-5935 |
| Publisher | Cambridge University Press (CUP) (PUBLISHER) |
| DOI | 10.1017/s1049096525000265 |
| OpenAlex | W4409081762 |
| Language | EN |
| Citations received | 1 |
| References cited | 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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Teaching the Middle East
Classroom Deliberation in an Era of Political Polarization
Teaching and Learning about Controversial Issues
Discussing Controversial Issues in the Classroom
Against Deliberation
Minority Politics Courses
Controversies about Controversial Issues in Democratic Education
Teaching Politics in a Call-Out and Cancel Culture
| Citation velocity | historical |
|---|---|
| Highly cited | No |