Deliberation in the Classroom , livre ebook

Kettering Foundation - Stacie Molnar-Main Dr.

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90 pages

English

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From the first appearance of the National Issues Forums in 1982, teachers have recognized the usefulness of both the NIF issue guides and the process of framing issues for deliberation as models for the role and work of citizens in a democracy. In 2006, the foundation began a series of learning exchanges-known as Teaching with Deliberation-with teachers interested in using deliberation with their students. Those learning exchanges, and the reports teachers and administrators produced over the past ten years, helped identify the key benefits and challenges teachers experienced when introducing deliberative practices into their classrooms and documented teachers' observations about the impact deliberation had on their students' sense of themselves as democratic citizens. Deliberation in the Classroom, by Kettering research deputy Stacie Molnar-Main, is the product of that research. The book's insights, presented in terms that resonate with educators, support both the wider use of deliberative practices and the goal of growing the number of students who recognize a role for themselves as citizens in a democracy. It highlights the work of educators who place civic education at the heart of their work by choosing to teach their students an alternative to the divisive, zero-sum politics advanced by interest groups and portrayed in the media. These educators embrace participatory models of learning and decision making and work hard to expose students to difficult issues and varied perspectives, including unpopular and marginalized points of view. They understand that critical thinking and community building are not mutually exclusive terms, and that citizens need to learn how to talk, listen, and work with others so they can tackle complex issues that affect their communities.

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Publié par	Kettering Foundation
Date de parution	01 octobre 2017
Nombre de lectures	0
EAN13	9781945577246
Langue	English

Informations légales : prix de location à la page 0,0474€. Cette information est donnée uniquement à titre indicatif conformément à la législation en vigueur.

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DELIBERATION
IN THE CLASSROOM
FOSTERING CRITICAL THINKING, COMMUNITY, AND CITIZENSHIP IN SCHOOLS
Stacie Molnar-Main
PROGRAM OFFICERS: Libby Kingseed, Mindy LaBreck
COPY EDITORS: Maura Casey, Joey Easton, Jared Namenson
MANAGING EDITOR: Joey Easton
PROOFREADER: Lisa Boone-Berry
ART DIRECTION AND PRODUCTION: Laura Halsey
© 2017 by the Kettering Foundation
ALL RIGHTS RESERVED
Deliberation in the Classroom: Fostering Critical Thinking, Community, and Citizenship in Schools is published by Kettering Foundation Press.
The interpretations and conclusions contained in this book represent the views of the author. They do not necessarily reflect the views of the Charles F. Kettering Foundation, its directors, or its officers.
For information about permission to reproduce selections from this book, write to:
Permissions
Kettering Foundation Press
200 Commons Road
Dayton, Ohio 45459
This book is printed on acid-free paper.
First edition, 2017
Manufactured in the United States of America
ISBN: 978-1-945577-24-6
Library of Congress Control Number: 2016956336
Table of Contents

ACKNOWLEDGEMENTS
FOREWORD
PREFACE
CHAPTER ONE
An Introduction to Deliberation in the Classroom
CHAPTER TWO
Why Teach Deliberation?
CHAPTER THREE
Engaging Citizen-Students
CHAPTER FOUR
Mentoring Citizens
CHAPTER FIVE
Historic Decisions and Citizens’ Work
CHAPTER SIX
Teachers Institutes: More than Professional Development
AFTERWORD
David Mathews
APPENDICES
APPENDIX A
NIF Issue Framework ( 1776: What Should We Do? )
APPENDIX B
Educator-Developed Issue Framework ( Bullying: How Do We Prevent It? )
APPENDIX C
Teaching Tools and Strategies
APPENDIX D
Issue Deconstruction Worksheet
APPENDIX E
Historic Decisions and Related Resources
APPENDIX F
Learning to Use Public Deliberation in the Classroom with NIF: Some Common Phases
APPENDIX G
Explanation of Terms
NOTES
BIBLIOGRAPHY
Acknowledgements

Deliberation in the Classroom would not have been possible without the generosity and support of many people. Educators who use deliberation and support one another’s experimentation with the practice contributed to the insights I share here, and have been a constant source of inspiration to me and to one another. This book is a testament to the passion and dedication of educators like Joseph Leavy, Carmela Leonardi, Nicole Mulholland, Deborah Francis, Jon Lodge, Lori McGarry, Donnan Stoicovy, Robert Furmanek, Deb Poveromo, JohnMark Edwards, Zakiya Jenkins, Jessica Wedgeworth, Peggy Sparks, Curtis Sparks, Jacqueline Jackson, Kevin Kreig, Sarah Schneck, Tolea Kamm-Peissig, John Greenwood, Susan Miller, Carol Lee Pyfer, Phil Kane, Ken Donovan, James Gilmartin, Michael D’Innocenzo, Bernie Stein, David Huitt, Yannabah Lewis, Karen Schmidt, Simon Spelling, Barry McNealy, Brenda Guyton, Ronnie McCallum, William Medlock, Jerry Strickland, Elkin Terry Jack, John Sampson, Janice Christian, Sher’ron Hardwick, Paul Hoomes, Jerry Ingram, Wilena McCarter, Tracey Williams, Gregory Fields, Linda Givan, Tasha Gray, Latoya Posey, Christopher McCauley, Gerald Ott, and Cristina Alfaro.
I owe a debt of gratitude to the teachers and mentors who helped to cultivate my passion for civic learning and deliberation. Harris Sokoloff and Rick Battistoni were early mentors as I explored methods and practices for engaging young people as citizens in their schools and communities. Later, David Mathews taught me about community politics, and modeled the type of inquiring, listening, and learning citizenship that deliberation can engender, and Myrna Shure helped me recognize that very young children can practice deliberation if we are committed to teaching social problem solving as a developmental activity.
Deciding how to give voice to the teachers’ experiences was my greatest challenge. Because I was trained in academic institutions, I was inclined to write for academic audiences. I owe thanks to Maura Casey for her expert editorial assistance in the early stages of writing this book, and to Libby Kingseed, Mindy LaBreck, Bill Muse, Etana Jacobi, John Doble, Shira Eve Epstein, and Alex Lovit for reading drafts and/or engaging in critical conversations with me. Libby’s continual presence and shepherding kept me focused on the goal of creating a piece that could be easily read and digested by the public, while helping me decide when the manuscript was ready to release. In the final stages, Joey Easton provided expert copy editing and counsel, and Laura Halsey offered an attractive design that, I think, complements and strengthens the text.
Stacie Molnar-Main
Foreword

The Kettering Foundation is a nonprofit operating foundation rooted in the American tradition of cooperative research. Kettering’s primary research question is, what does it take to make democracy work as it should? Kettering’s research is distinctive in that it is conducted from the perspective of citizens and focuses on what people can do collectively to address problems that affect their lives, their communities, and their nation.
One of the problems of democracy that Kettering has identified is that many people do not pursue an active role in the decision-making life of their communities and country. They don’t see their concerns represented in the politics around them; they don’t think they can make a difference in solving their community’s problems; and sometimes they make hasty or poor decisions about what needs to be done. Few people seem to identify roles or responsibilities for citizens other than voting and obeying laws.
The research behind Deliberation in the Classroom grew out of Kettering’s recognition that the education of young people could include a space for them to learn about the kind of politics that will help them solve problems in their lives. The research focused on classroom teachers as one of the keys to educating young people about their roles as citizens in a democracy and teaching the practice of deliberative politics.
As a research foundation, Kettering works primarily through learning exchanges and other collaborative research with individuals, as well as civic organizations, communities, and institutions, who are experimenting with ways to strengthen democracy. The foundation learns by exchanging ideas and experiences from people and organizations who are trying to effect change in their own communities with insights that Kettering has collected from past exchanges.
From the first appearance of the National Issues Forums in 1982, Kettering became aware of teachers who recognized the usefulness of both the NIF issue guides and the process of framing issues for deliberation as models for the role and work of citizens in a democracy. In 2006, the foundation began a series of learning exchanges—known as Teaching with Deliberation—with teachers interested in using deliberation with their students. Those learning exchanges, and the reports teachers and administrators produced over the past ten years, helped identify the key benefits and challenges teachers experienced when introducing deliberative practices into their classrooms, and documented teachers’ observations about the impact deliberation had on their students’ sense of themselves as democratic citizens.
Deliberation in the Classroom is the product of that research. Kettering believes the book’s insights, presented in terms that resonate with educators, will support both the wider use of deliberative practices and the goal of growing the number of students who recognize a role for themselves as citizens in a democracy.

Libby Kingseed, Program Officer and Archivist
Mindy LaBreck, Program Officer and Director of Administrative Services
Kettering Foundation
Preface

When I began writing this book, I could not have predicted that it would be published after one of the most polarizing presidential campaigns in recent memory. The 2016 campaign and election season have given voice to perspectives that many would rather ignore, and it has uncovered deep ideological divisions in American society. It is an opportune time to be advocating for public deliberation in schools: it is clear that Americans need ways of talking and learning about public issues—ways that can bridge divides and contribute to a more informed and engaged citizenry. Yet I would be remiss if I did not acknowledge that deliberation is only one approach to practicing the active and informed citizenship that is important to our democracy and to our schools.
Deliberation in the Classroom highlights the work of educators who place civic education at the heart of their work by choosing to teach their students an alternative to the divisive, zero-sum politics advanced by interest groups and portrayed in the media. These educators embrace participatory models of learning and decision making and work hard to expose students to difficult issues and varied perspectives, including unpopular and marginalized points of view. They understand that critical thinking and community building are not mutually exclusive terms, and that citizens need to learn how to talk, listen, and work with others so they can tackle complex issues that affect their communities. These teachers understand that civic education should be nonideological, pragmatic, and rooted in democracy. While it encompasses a wide range of skills and knowledge, civic education should at least provide students with the practical skills and dispositions they need to analyze information, ask questions, build arguments, express agreement and dissent, understand others, and work across divides for the common good.
I focused on the National Issues Forums (NIF) Teachers Network because I had access to this group through my participation in a learning exchange at the Kettering Foundation. Like the teachers who are described here, I had worked with NIF-style deliberation as an educator, and began to adapt the practice over time for different