Deliberating Public Policy Issues with Adolescents: Classroom Dynamics and Sociocultural Considerations

Autor/inn/en	Crocco, Margaret; Segall, Avner; Halvorsen, Anne-Lise; Jacobsen, Rebecca
Titel	Deliberating Public Policy Issues with Adolescents: Classroom Dynamics and Sociocultural Considerations
Quelle	In: Democracy & Education, 26 (2018) 1, Artikel 3 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1085-3545
Schlagwörter	Public Policy; Adolescents; Discussion (Teaching Technique); Civics; Controversial Issues (Course Content); Social Studies; Immigration; Immigrants; High Schools; Democracy; Citizenship; Citizen Participation; Decision Making; Learner Engagement; High School Students; Citizenship Education + Suchen Sie Ihr Suchwort? Öffentliche Ordnung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Staatsbürgerkunde; Controversial issues; Kontroverse; Gemeinschaftskunde; Immigrant; Immigrantin; Immigranten; High school; Oberschule; Demokratie; Staatsbürgerschaft; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Decision-making; Entscheidungsfindung; High schools; Student; Students; Schüler; Schülerin; Studentin; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung
Abstract	Classroom discussion and deliberation have been widely touted in the research literature as a centerpiece of high quality civic education. Empirical studies, however, of such processes are relatively few. In a public policy deliberation on immigration conducted in three Midwestern high schools during the academic year 2015-16, the authors found that analysis of a set of deliberations on the subject of immigration policy in the United States reveals the ways in which sociocultural identity aspects of the settings and participants influenced the processes and dynamics of these classroom events. Reflecting upon this analysis suggests a set of factors that reveal the degree to which classroom deliberations are shaped by factors other than rational consideration of the topic. (As Provided).
Anmerkungen	Lewis & Clark Graduate School of Education and Counseling. 0615 SW Palatine Hill Road MSC 93, Portland, OR 97219. Tel: 503-768-6054; Fax: 503-768-6053; e-mail: journal@lclark.edu; Web site: http://democracyeducationjournal.org/home
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01