دورية أكاديمية
Teachers Stepping up Their Game in the Face of Extreme Statements: A Qualitative Analysis of Educational Friction When Teaching Sensitive Topics
| العنوان: | Teachers Stepping up Their Game in the Face of Extreme Statements: A Qualitative Analysis of Educational Friction When Teaching Sensitive Topics |
|---|---|
| اللغة: | English |
| المؤلفون: | Parra, S. Lozano (ORCID |
| المصدر: | Theory and Research in Social Education. 2023 51(2):201-232. |
| الإتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 32 |
| تاريخ النشر: | 2023 |
| نوع الوثيقة: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Secondary Education |
| Descriptors: | Classroom Environment, Controversial Issues (Course Content), Student Participation, Risk, Democratic Values, Foreign Countries, Conflict, Secondary School Teachers, Classroom Techniques, Teaching Methods, Social Problems, Political Issues, Expertise, Student Attitudes, Consciousness Raising, Student Behavior, Discussion (Teaching Technique) |
| مصطلحات جغرافية: | Netherlands |
| DOI: | 10.1080/00933104.2022.2145923 |
| تدمد: | 0093-3104 2163-1654 |
| مستخلص: | 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. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| رقم الأكسشن: | EJ1393132 |
| قاعدة البيانات: | ERIC |
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