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The Political Classroom: Evidence and Ethics in Democratic Education (Critical Social Thought), by Diana E. Hess, Paula McAvoy
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Helping students develop their ability to deliberate political questions is an essential component of democratic education, but introducing political issues into the classroom is pedagogically challenging and raises ethical dilemmas for teachers. Diana E. Hess and Paula McAvoy argue that teachers will make better professional judgments about these issues if they aim toward creating "political classrooms," which engage students in deliberations about questions that ask, "How should we live together?"
Based on the findings from a large, mixed-method study about discussions of political issues within high school classrooms, The Political Classroom presents in-depth and engaging cases of teacher practice. Paying particular attention to how political polarization and social inequality affect classroom dynamics, Hess and McAvoy promote a coherent plan for providing students with a nonpartisan political education and for improving the quality of classroom deliberations.
- Sales Rank: #152203 in Books
- Published on: 2014-11-15
- Original language: English
- Number of items: 1
- Dimensions: 8.90" h x .70" w x 5.90" l, .80 pounds
- Binding: Paperback
- 268 pages
Review
The authors raise many questions about ethical problems teachers confront, not only in terms of what issues they choose to discuss but also how they ensure that all sides of a controversy are presented fairly and decide whether to reveal their own political leanings. Learning to respect those who have different perspectives is an important component of students’ experience, as is using evidence appropriately. Readers of this book will gain a deeper understanding and appreciation of these complex issues. ... Summing Up: Highly recommended. Upper-division undergraduates and above.
- S. Sugarman, emerita, Vermont State Colleges, CHOICE, June 2015
How can schools prepare students to become knowledgeable and engaged citizens of our democracy? Hess and McAvoy provide a deeply researched and philosophically sophisticated answer to that challenge. In our increasingly polarized time, McAvoy and Hess show how the need for education in deliberation about controversial public issues has never been more urgent. This brilliant book could not be more timely.
- Lawrence Blum, Distinguished Professor of Liberal Arts and Education and professor of philosophy at the University of Massachusetts, Boston
This astute, rigorously researched, original, and timely book describes how teachers can effectively teach civic knowledge and skills in today’s highly polarized times. The vivid and engaging portraits of teachers and schools and the seamless ways in which it blends theory, research, and practice make this book a unique and compelling contribution to the literature on the civic engagement of youth. It is an indispensible reference for educators who want to strengthen democracy and increase the civic literacy and participation of youth.
- James A. Banks, Kerry and Linda Killinger Endowed Chair in Diversity Studies and Founding Director, Center for Multicultural Education University of Washington, Seattle
The Political Classroom uses powerful research to reveal the complexities of engaging students in "best practice" discussions of the controversial political issues they will confront throughout their lives. In doing so, Hess and McAvoy show how important teachers are to fulfilling the promise of democracy in our time.
- Michelle M. Herczog, President, National Council for the Social Studies
About the Author
Diana E. Hess is Senior Vice President of the Spencer Foundation and Professor of Social Studies Education at the University of Wisconsin-Madison, USA.
Paula McAvoy is a philosopher of education and an Associate Program Officer of the Spencer Foundation, USA.
Most helpful customer reviews
4 of 4 people found the following review helpful.
Your guide for teaching controversial topics in the classroom
By Cara L. Gallagher
This is a fantastic and incredibly resourceful text for practitioners (teachers, soon-to-be-teachers, and administrators) that picks up where Controversy in the Classroom leaves off. How do we teach the open questions to young people who have unique and often multiple and conflicting opinions on civic matters? This book answers that question. By the end of the first chapter I was excited to read the rest of the text in its entirety because I know the challenges I face tomorrow, in all of my classes, will be easier to address having learned from the teacher case studies and sources cited throughout the book. This book is the definitive guide teachers can read and apply to their civics curriculum immediately. The practical applications of it are viable, reading level engaging and thought-provoking, and case studies authentic and replicable. Reading the case studies is akin to being a fly on the wall in each classroom where teachers test-drive controversial questions and topics. Each study reveals the different approaches and results in each class so that the audience can discover the best approach for their students. I read this in a weekend and remain a more mindful educator for having done so.
2 of 2 people found the following review helpful.
Empowering teachers and students to deliberate about controversial issues
By KEVIN OREILLY
THE POLITICAL CLASSROOM is a great book. Hess and McAvoy argue that “democratic education requires teachers to create a political classroom in which young people develop the skills, knowledge and dispositions that allow them to collectively make decisions about how we ought to live together.” (p.11). In our increasingly polarized society, the authors show how to teach students to argue and listen to other points of view on controversial issues in what they term “deliberations” (“What should we do about this?”) (p.5). In short, they propose strategies for dialogue across the political divide, so crucial for the survival of our democracy. Improved dialogue will not be achieved by lecturing at students, no matter how entertaining. Their critique of lecturing, based on their own interviews of what students recall from classes, is devastating. It’s even more disturbing because many of the lecturers were extremely knowledgeable and entertaining, known as “legends” in their schools. Any teacher reading this book will have second thoughts about the efficacy of lecturing. The authors lay out a framework for professional judgment for teachers in coaching students how to deliberate. They show great respect for teachers, empowering them to shepherd students along in discussion. They “find it foolish to reduce the teacher’s role to one of simply enacting the curriculum decisions made by others.” (p.208) The authors take on tricky elements of running a deliberative classroom. For example, when if ever should teachers give their own views on these controversial subjects? Hess and McAvoy give examples and evidence about this dilemma, rather than recommendations about which way is best. If you care about democracy, if you want to improve the learning of your students, or if you want a book for professional development, this is the book for you. It is original, practical, carefully researched, well written and above all, insightful in pointing the way to improving the education of students in social studies.
2 of 2 people found the following review helpful.
A must-read for anyone who cares about educating democratic citizens
By Judith L. Pace
The Political Classroom, by Diana Hess and Paula McAvoy, is a must-read for anyone who cares about the education of democratic citizens. It presents a wealth of research findings, examples of ambitious practices, and examination of complex issues related to teaching with and for discussion of controversial issues. The book is based on a study with an ambitious goal: “to improve both the quality and quantity of democratic education during a political era marked by rapid change and significant challenges” (p. 204). I have no doubt that Hess and McAvoy will accomplish this goal, due to the power of this book and the discussions it has already begun to generate in the media, conferences, and classrooms.
Building on Hess’s earlier book, Controversy in the Classroom, the authors teach us why learning to discuss controversial issues across ideological differences is so crucial for strengthening our democracy. This is especially necessary in the current politically polarized climate. In fact, their argument is vital not just for those involved in education, but for political officials, and even for citizens at large.
The book shows us how good teachers think about and practice discussion of controversial issues with their students. It speaks to the importance of teachers as professionals, who are continually learning about their students, developing their expertise with colleagues, and using professional judgment. The terrain of controversial issues is highly complex and charged. The book showcases teachers who courageously venture into this terrain with knowledge, skill, and sensitivity. It deals with teachers’ anxieties about conflict, offensive speech, and safety for students, as well as ethical dilemmas surrounding teacher sharing of political views and determining what is a controversial issue. It also presents quantitative and qualitative data that inform us about students’ diverse political orientations and how they interpret and engage in these discussions. The findings point to the impact of controversial issues discussions on political engagement as well as students’ positive attitudes about them.
Two hallmarks of truly great books are their ability to 1) change the way people think, and 2) inspire people to be better. The Political Classroom does both. It convinces us that dialogue across differences, both in and outside of classrooms, is necessary, especially in polarized times. It inspires us as educators to do our best to conduct the kinds of discussions represented in the book. The authors write about complex matters with great insight, clarity, and conviction. This accessible, brilliant, and instructive book compels us to promote the kind of teaching and learning it describes in all kinds of settings so that we can talk with others about “How should we live together?”
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