Promoting Civil Discourse through Coffee and Common Ground
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| Title: | Promoting Civil Discourse through Coffee and Common Ground |
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| Language: | English |
| Authors: | Alan English |
| Source: | Advocate. 2023 28(1). |
| Availability: | The Advocate. Available from: New Prairie Press, Center for the Advancement of Digital Scholarship, Kansas State University Libraries. 2123 College of Business Administration, Manhattan, KS 66506. Web site: https://atekan.weebly.com/journal.html; Web site: https://newprairiepress.org/advocate/ |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education Elementary Education |
| Descriptors: | Citizen Participation, Discourse Communities, Human Dignity, Political Issues, Cultural Influences, Educational Environment, Public Schools, Active Learning, Student Projects, Preservice Teachers, Empowerment, Racial Attitudes, Racial Relations, Conflict, Power Structure, Minority Group Students, Listening, Listening Skills, Schools of Education, Liberal Arts, Colleges, Elementary Education, Preservice Teacher Education |
| ISSN: | 2637-4552 |
| Abstract: | Research suggests that America today is more politically polarized and less capable of conducting civil public discourse than at least the last several decades. These greater cultural factors unsurprisingly seem to have trickled into American schools, as teachers report increased divisiveness and conflict, particularly directed toward historically-marginalized groups, in class. While it seems sensible that public schools should play a role in teaching American children how to civilly speak with people different than themselves, teachers are often unprepared to do so. This paper describes a project-based learning activity conducted during the Fall 2022 semester which was designed to empower pre-service teachers with practical tools to promote civil discourse in their future classrooms. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1458639 |
| Database: | ERIC |
| Abstract: | Research suggests that America today is more politically polarized and less capable of conducting civil public discourse than at least the last several decades. These greater cultural factors unsurprisingly seem to have trickled into American schools, as teachers report increased divisiveness and conflict, particularly directed toward historically-marginalized groups, in class. While it seems sensible that public schools should play a role in teaching American children how to civilly speak with people different than themselves, teachers are often unprepared to do so. This paper describes a project-based learning activity conducted during the Fall 2022 semester which was designed to empower pre-service teachers with practical tools to promote civil discourse in their future classrooms. |
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| ISSN: | 2637-4552 |
