Managing the paradoxes of discussion pedagogy
Discussion pedagogy is part of a larger curricular goal that intersects the two aspirations of diversity of perspectives and democratic inquiry in that it challenges stereotypes and assumptions through student discourse. Yet, teaching with discussion is a complex and sometimes ambiguous endeavor tha...
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| Veröffentlicht in: | Cogent education 2015-12, Vol.2 (1), p.1045220 |
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| creator | Piro, Jody S. Anderson, Gina |
| description | Discussion pedagogy is part of a larger curricular goal that intersects the two aspirations of diversity of perspectives and democratic inquiry in that it challenges stereotypes and assumptions through student discourse. Yet, teaching with discussion is a complex and sometimes ambiguous endeavor that leaves instructors feeling pulled between desirable, but seemingly contradictory, goals. This article discusses these paradoxes of instructional choices and student outcomes that instructors may negotiate through polarity management, a theoretical framework that focuses on values that are diametrically opposed, yet interdependent upon each other. Implications of polarity management for discussion pedagogy are highlighted. |
| doi_str_mv | 10.1080/2331186X.2015.1045220 |
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| subjects | Classroom management curriculum Curriculum development Democracy discussion Discussion (Teaching Technique) Educational research Guidelines Multicultural education Outcomes of Education Pedagogy polarity management Teaching Methods |
| title | Managing the paradoxes of discussion pedagogy |
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