Pub Date : 2023-06-13DOI: 10.1080/00933104.2023.2215178
Jada Kohlmeier
Authentic pedagogy is a complex enterprise for students and teachers. Planning and developing the instructional procedures and scaffolds for student success is daunting. In addition, the teacher implementing the lesson makes dozens of quick decisions as they attend to student thinking and decide how to respond. These spontaneous decisions can have large impacts in the level of student thinking demanded in an authentic pedagogy lesson. This two-year project integrated video teacher noticing reflection with scaffolded Lesson Study in a professional development project with two U.S. Government teachers. I investigated what teachers would notice while reflecting on six video cases of authentic pedagogy lessons, four of which they developed as a team. I also analyzed what teachers noticed during the lesson implementations, including the two research lessons and two independently developed lessons at the start and end of the project. Data revealed shifts in teacher attentiveness to student thinking in video reflection. However, the increased attention to student thinking did not play a significant role in decision-making while implementing independently developed lessons after two years. This article explores these findings and raises questions for future studies.
{"title":"Incorporating teacher noticing video case reflection into scaffolded Lesson Study to encourage authentic pedagogy in social studies","authors":"Jada Kohlmeier","doi":"10.1080/00933104.2023.2215178","DOIUrl":"https://doi.org/10.1080/00933104.2023.2215178","url":null,"abstract":"Authentic pedagogy is a complex enterprise for students and teachers. Planning and developing the instructional procedures and scaffolds for student success is daunting. In addition, the teacher implementing the lesson makes dozens of quick decisions as they attend to student thinking and decide how to respond. These spontaneous decisions can have large impacts in the level of student thinking demanded in an authentic pedagogy lesson. This two-year project integrated video teacher noticing reflection with scaffolded Lesson Study in a professional development project with two U.S. Government teachers. I investigated what teachers would notice while reflecting on six video cases of authentic pedagogy lessons, four of which they developed as a team. I also analyzed what teachers noticed during the lesson implementations, including the two research lessons and two independently developed lessons at the start and end of the project. Data revealed shifts in teacher attentiveness to student thinking in video reflection. However, the increased attention to student thinking did not play a significant role in decision-making while implementing independently developed lessons after two years. This article explores these findings and raises questions for future studies.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136066171","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-28DOI: 10.1080/00933104.2023.2199682
Tadashi Dozono
ABSTRACT Using discourse analysis, this article traces the persistence of eugenic ideology through the narrative structures of world history in the California Department of Education’s history/social science K-12 framework. This article excavates the hidden depths at which scientific racism has become embedded into the curriculum and asks, “How do eugenic beliefs continue to shape world history in schools?” Analysis revealed the persistence of eugenic beliefs in how civilization, modernity, reason, and intelligence are articulated and circulated across grades six, seven and ten. This study’s application of discourse analysis serves as a useful tool in continuing to improve curricular frameworks beyond static narratives that reproduce outdated ideologies of race and human development. The study directs social studies education toward helping students confront history’s scientific overlaps with eugenics, as well as recognizing how eugenic ideology persists today.
{"title":"Eugenic ideology and the world history curriculum: How eugenic beliefs structure narratives of development and modernity","authors":"Tadashi Dozono","doi":"10.1080/00933104.2023.2199682","DOIUrl":"https://doi.org/10.1080/00933104.2023.2199682","url":null,"abstract":"ABSTRACT Using discourse analysis, this article traces the persistence of eugenic ideology through the narrative structures of world history in the California Department of Education’s history/social science K-12 framework. This article excavates the hidden depths at which scientific racism has become embedded into the curriculum and asks, “How do eugenic beliefs continue to shape world history in schools?” Analysis revealed the persistence of eugenic beliefs in how civilization, modernity, reason, and intelligence are articulated and circulated across grades six, seven and ten. This study’s application of discourse analysis serves as a useful tool in continuing to improve curricular frameworks beyond static narratives that reproduce outdated ideologies of race and human development. The study directs social studies education toward helping students confront history’s scientific overlaps with eugenics, as well as recognizing how eugenic ideology persists today.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47057181","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/00933104.2023.2193137
Delandrea Hall, Cinthia S. Salinas
James
詹姆斯
{"title":"Chronicling sankofa: The evolution of the work of James Banks and civic education","authors":"Delandrea Hall, Cinthia S. Salinas","doi":"10.1080/00933104.2023.2193137","DOIUrl":"https://doi.org/10.1080/00933104.2023.2193137","url":null,"abstract":"James","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44990106","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-13DOI: 10.1080/00933104.2022.2164233
Delandrea Hall
ABSTRACT Hip Hop is a cultural phenomenon deeply rooted in the collective knowledge and resistance of Black and Latina/o(x) youth, who are often silenced or missing from the traditional social studies curriculum. Even as the culture’s presence has spread within schools, the social studies has yet to engage with the civic identities and critical understandings of teachers and students who participate in Hip Hop culture. This critical qualitative study utilizes the politics of recognition and belonging as lenses to examine how the use of Hip Hop culture by four Black and Latina/o(x) teachers disrupts dominant notions of citizenship. These teachers’ critical Hip Hop pedagogical practices revealed a critical civicness that worked to trouble the social studies curriculum by making visible and resonant the civic identity, agency, and membership of systemically marginalized communities. Their work demonstrates how Hip Hop culture can be used to foster more civically inclusive and engaging spaces, as well as the importance of civic recognition and belonging in social studies classrooms.
{"title":"“Come as you are. We are a family.”: Examining Hip Hop, belonging, and civicness in social studies","authors":"Delandrea Hall","doi":"10.1080/00933104.2022.2164233","DOIUrl":"https://doi.org/10.1080/00933104.2022.2164233","url":null,"abstract":"ABSTRACT Hip Hop is a cultural phenomenon deeply rooted in the collective knowledge and resistance of Black and Latina/o(x) youth, who are often silenced or missing from the traditional social studies curriculum. Even as the culture’s presence has spread within schools, the social studies has yet to engage with the civic identities and critical understandings of teachers and students who participate in Hip Hop culture. This critical qualitative study utilizes the politics of recognition and belonging as lenses to examine how the use of Hip Hop culture by four Black and Latina/o(x) teachers disrupts dominant notions of citizenship. These teachers’ critical Hip Hop pedagogical practices revealed a critical civicness that worked to trouble the social studies curriculum by making visible and resonant the civic identity, agency, and membership of systemically marginalized communities. Their work demonstrates how Hip Hop culture can be used to foster more civically inclusive and engaging spaces, as well as the importance of civic recognition and belonging in social studies classrooms.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43255729","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-23DOI: 10.1080/00933104.2022.2163948
Charlot Cassar, I. Oosterheert, P. Meijer
ABSTRACT This study examines teachers’ justifications for addressing unplanned controversial issues in the classroom. It builds on the premise that controversial issues arise unexpectedly in the classroom context and that some teachers actively choose to address such issues rather than avoid them. Through a series of semi-structured interviews with teachers from different school contexts in Europe, we found that the justifications need to be understood within a temporal framework characterized by the immediacy of the situation, encompassing the teachers’ past experiences and a desired future, unfolding in a specific context in which emotions play a significant role. The justifications are, at the same time, intricately embedded in teachers’ personal and professional beliefs and their task perception. Participants’ justifications were also guided by their moral convictions so that their actions may be understood as morally motivated responses to what they perceive to be unjust. The results suggest that the extent to which teachers’ personal and professional beliefs are aligned and anchored to a justice and equity framework, and what teachers understand by justice and equity, has implications in the classroom. The study proposes a model that can support teachers to reflect on their pedagogical decision-making when addressing unplanned controversial issues in the classroom.
{"title":"Why teachers address unplanned controversial issues in the classroom","authors":"Charlot Cassar, I. Oosterheert, P. Meijer","doi":"10.1080/00933104.2022.2163948","DOIUrl":"https://doi.org/10.1080/00933104.2022.2163948","url":null,"abstract":"ABSTRACT This study examines teachers’ justifications for addressing unplanned controversial issues in the classroom. It builds on the premise that controversial issues arise unexpectedly in the classroom context and that some teachers actively choose to address such issues rather than avoid them. Through a series of semi-structured interviews with teachers from different school contexts in Europe, we found that the justifications need to be understood within a temporal framework characterized by the immediacy of the situation, encompassing the teachers’ past experiences and a desired future, unfolding in a specific context in which emotions play a significant role. The justifications are, at the same time, intricately embedded in teachers’ personal and professional beliefs and their task perception. Participants’ justifications were also guided by their moral convictions so that their actions may be understood as morally motivated responses to what they perceive to be unjust. The results suggest that the extent to which teachers’ personal and professional beliefs are aligned and anchored to a justice and equity framework, and what teachers understand by justice and equity, has implications in the classroom. The study proposes a model that can support teachers to reflect on their pedagogical decision-making when addressing unplanned controversial issues in the classroom.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47895901","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-20DOI: 10.1080/00933104.2022.2162466
Geena Kim
ABSTRACT This study is an exploration of how U.S. middle school students interacted with different topics in world history, and how their specific understandings of topics were connected to both sociocultural and instructional contexts. I observed two world history classrooms in a Midwestern Catholic school for 10 months and conducted task-based group interviews on 6 topics with 66 students. Findings indicate that students interacted differently with different topics, and their understandings of the given topics aligned with prior conceptions, situated in their sociocultural contexts, and teacher instruction in a complicated process. At times, the teachers’ instruction accommodated students’ prior conceptions, strengthening their misunderstandings. Certain instructional strategies also evoked students’ awareness of their current contextual values, such as democracy, human rights, and nonviolence, hindering them from rationally understanding different contexts in history. There were times, however, when the teachers’ intentional instruction overshadowed prevailing discourses, allowing students to successfully construct new understandings. From these findings, I argue that to be prepared for the world of their future, U.S. students need to go beyond the parameters of their sociocultural contexts and develop a comprehensive understanding, both nationally and globally, of the world.
{"title":"“Because the United States is a great melting pot”: How students make sense of topics in world history","authors":"Geena Kim","doi":"10.1080/00933104.2022.2162466","DOIUrl":"https://doi.org/10.1080/00933104.2022.2162466","url":null,"abstract":"ABSTRACT This study is an exploration of how U.S. middle school students interacted with different topics in world history, and how their specific understandings of topics were connected to both sociocultural and instructional contexts. I observed two world history classrooms in a Midwestern Catholic school for 10 months and conducted task-based group interviews on 6 topics with 66 students. Findings indicate that students interacted differently with different topics, and their understandings of the given topics aligned with prior conceptions, situated in their sociocultural contexts, and teacher instruction in a complicated process. At times, the teachers’ instruction accommodated students’ prior conceptions, strengthening their misunderstandings. Certain instructional strategies also evoked students’ awareness of their current contextual values, such as democracy, human rights, and nonviolence, hindering them from rationally understanding different contexts in history. There were times, however, when the teachers’ intentional instruction overshadowed prevailing discourses, allowing students to successfully construct new understandings. From these findings, I argue that to be prepared for the world of their future, U.S. students need to go beyond the parameters of their sociocultural contexts and develop a comprehensive understanding, both nationally and globally, of the world.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45736651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-09DOI: 10.1080/00933104.2022.2159595
Gapcheol Kim
ABSTRACT This study aims to articulate how the language of the geography curriculum privileges modernist discourses of global citizenship at the expense of others. Drawing on the work of two critical scholars, empirical data from South Korea reveals how geography education professionals (GEPs) engaged closely with the (re)production of geographical knowledge that perpetuates totalizing and non-inclusive discourses about the world. To achieve a more just geography curriculum, this study suggests that GEPs engage with a contextualized, empirical understanding of students’ engagement with knowledge concerning global others and discuss the politics and ethics of curriculum knowledge, in addition to the responsibilities involved in “writing the world.”
{"title":"Geography education professionals’ understanding of global citizenship: Insights for a more just geography curriculum","authors":"Gapcheol Kim","doi":"10.1080/00933104.2022.2159595","DOIUrl":"https://doi.org/10.1080/00933104.2022.2159595","url":null,"abstract":"ABSTRACT This study aims to articulate how the language of the geography curriculum privileges modernist discourses of global citizenship at the expense of others. Drawing on the work of two critical scholars, empirical data from South Korea reveals how geography education professionals (GEPs) engaged closely with the (re)production of geographical knowledge that perpetuates totalizing and non-inclusive discourses about the world. To achieve a more just geography curriculum, this study suggests that GEPs engage with a contextualized, empirical understanding of students’ engagement with knowledge concerning global others and discuss the politics and ethics of curriculum knowledge, in addition to the responsibilities involved in “writing the world.”","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42498116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/00933104.2022.2158149
Brett L. M. Levy, C. Busey, Alexander Cuenca, R. Evans, A. Halvorsen, Li-Ching Ho, Joseph Kahne, M. Kissling, Jane C. Lo, P. McAvoy, Sarah McGrew
ABSTRACT Social studies education and research can and must play a central role in sustaining democratic societies. As we commemorate the 50th anniversary of this vital journal that aims to strengthen social studies education, democratic societies face numerous serious challenges. Although today’s circumstances are unique, many of our current challenges have existed (and will continue to exist) in some form throughout the history of democracy. In this article, scholars from various sub-fields of social studies education explore how research, scholarship, and practice in the field can address seven of these persistent civic challenges: ecological sustainability, media literacy, equity and inclusion, civic engagement, political pluralism, civic competency, and sociohistorical change. Essays on each of these topics analyze relevant prior research and offer suggestions for how future research and scholarship can explore how educators can help to address these persistent civic challenges, with the goal of supporting robust participatory democracy.
{"title":"Social studies education research for sustainable democratic societies: Addressing persistent civic challenges","authors":"Brett L. M. Levy, C. Busey, Alexander Cuenca, R. Evans, A. Halvorsen, Li-Ching Ho, Joseph Kahne, M. Kissling, Jane C. Lo, P. McAvoy, Sarah McGrew","doi":"10.1080/00933104.2022.2158149","DOIUrl":"https://doi.org/10.1080/00933104.2022.2158149","url":null,"abstract":"ABSTRACT Social studies education and research can and must play a central role in sustaining democratic societies. As we commemorate the 50th anniversary of this vital journal that aims to strengthen social studies education, democratic societies face numerous serious challenges. Although today’s circumstances are unique, many of our current challenges have existed (and will continue to exist) in some form throughout the history of democracy. In this article, scholars from various sub-fields of social studies education explore how research, scholarship, and practice in the field can address seven of these persistent civic challenges: ecological sustainability, media literacy, equity and inclusion, civic engagement, political pluralism, civic competency, and sociohistorical change. Essays on each of these topics analyze relevant prior research and offer suggestions for how future research and scholarship can explore how educators can help to address these persistent civic challenges, with the goal of supporting robust participatory democracy.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42197183","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-07DOI: 10.1080/00933104.2022.2150590
Camila Jara Ibarra, Macarena Sánchez Bachmann, Cristián Cox, Daniel Miranda
ABSTRACT Based on evidence from a 2019 survey of a sample of Chilean secondary education teachers responsible for citizenship education, this article examines their beliefs regarding citizenship and how these beliefs relate to their justifications of both legal and illegal protest actions in a societal context of wide socio-political crisis and mobilization. Using exploratory factor analysis, two types of citizenship are identified as structuring the beliefs of teachers: duty-based citizenship, related to what the literature conceives of as a minimalist or personally responsible-type of citizen, and activism-based citizenship, or the citizen type defined in the literature as justice-oriented. Then, exploring bivariate correlations with teachers’ justification of different protest actions, we found that duty-based citizenship beliefs are related to a pattern in which protest (legal or illegal) is considered less justifiable, whereas activism-based beliefs correlate positively with a greater justification of both legal and illegal (blockades of streets and strikes) protest actions. We examine these findings, distinguishing between teachers’ beliefs and justifications as educators and as citizens, arguing that the context of socio-political crisis and mobilization is a key factor for interpreting the tensions and dilemmas of teaching citizenship in Chile.
{"title":"The meaning of citizenship: Identifying the beliefs of teachers responsible for citizenship education in Chile","authors":"Camila Jara Ibarra, Macarena Sánchez Bachmann, Cristián Cox, Daniel Miranda","doi":"10.1080/00933104.2022.2150590","DOIUrl":"https://doi.org/10.1080/00933104.2022.2150590","url":null,"abstract":"ABSTRACT Based on evidence from a 2019 survey of a sample of Chilean secondary education teachers responsible for citizenship education, this article examines their beliefs regarding citizenship and how these beliefs relate to their justifications of both legal and illegal protest actions in a societal context of wide socio-political crisis and mobilization. Using exploratory factor analysis, two types of citizenship are identified as structuring the beliefs of teachers: duty-based citizenship, related to what the literature conceives of as a minimalist or personally responsible-type of citizen, and activism-based citizenship, or the citizen type defined in the literature as justice-oriented. Then, exploring bivariate correlations with teachers’ justification of different protest actions, we found that duty-based citizenship beliefs are related to a pattern in which protest (legal or illegal) is considered less justifiable, whereas activism-based beliefs correlate positively with a greater justification of both legal and illegal (blockades of streets and strikes) protest actions. We examine these findings, distinguishing between teachers’ beliefs and justifications as educators and as citizens, arguing that the context of socio-political crisis and mobilization is a key factor for interpreting the tensions and dilemmas of teaching citizenship in Chile.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2022-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43359194","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-01DOI: 10.1080/00933104.2022.2145923
S. L. Parra, B. Wansink, C. Bakker, L. M. van Liere
ABSTRACT 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.
{"title":"Teachers stepping up their game in the face of extreme statements: A qualitative analysis of educational friction when teaching sensitive topics","authors":"S. L. Parra, B. Wansink, C. Bakker, L. M. van Liere","doi":"10.1080/00933104.2022.2145923","DOIUrl":"https://doi.org/10.1080/00933104.2022.2145923","url":null,"abstract":"ABSTRACT 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.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41382381","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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