Building Political Discourse Skills: Students as Teachers
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| Title: | Building Political Discourse Skills: Students as Teachers |
|---|---|
| Language: | English |
| Authors: | Lynne Chandler Garcia (ORCID |
| Source: | Journal of Political Science Education. 2024 20(2):218-239. |
| Availability: | 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: | 22 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Students, Political Issues, Teacher Role, Discourse Modes, Persuasive Discourse, Skill Development, Political Science, Peer Relationship, Interpersonal Relationship, Peer Teaching, College Faculty, Perspective Taking, Controversial Issues (Course Content) |
| DOI: | 10.1080/15512169.2023.2267150 |
| ISSN: | 1551-2169 1551-2177 |
| Abstract: | In a highly polarized political environment, political discourse on divisive topics is all the more important. Heeding the many calls for higher education to teach political discourse skills, this study investigates the impact of political discourse lessons in a college-level, political science classroom. Further, it explores the effectiveness of student-peers as teachers. The study finds peers, compared to faculty, are better able to relate to students, and this strength is ideal for teaching subjects that require social connections such as the active listening and perspective taking techniques. Discussion of sensitive political topics can easily lead to discomfort and uneasiness. Our findings suggest that student learners may be more receptive to peer-leaders than to instructors when it comes to such situations. Further peer-teachers experienced increased comfort levels when involved in controversial political discussions and increased ability to engage in political dialogue. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1423510 |
| Database: | ERIC |
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| Abstract: | In a highly polarized political environment, political discourse on divisive topics is all the more important. Heeding the many calls for higher education to teach political discourse skills, this study investigates the impact of political discourse lessons in a college-level, political science classroom. Further, it explores the effectiveness of student-peers as teachers. The study finds peers, compared to faculty, are better able to relate to students, and this strength is ideal for teaching subjects that require social connections such as the active listening and perspective taking techniques. Discussion of sensitive political topics can easily lead to discomfort and uneasiness. Our findings suggest that student learners may be more receptive to peer-leaders than to instructors when it comes to such situations. Further peer-teachers experienced increased comfort levels when involved in controversial political discussions and increased ability to engage in political dialogue. |
|---|---|
| ISSN: | 1551-2169 1551-2177 |
| DOI: | 10.1080/15512169.2023.2267150 |
