[et_pb_section fb_built=\u00a0\u00bb1″ admin_label=\u00a0\u00bbSalon Article\u00a0\u00bb _builder_version=\u00a0\u00bb4.27.0″ da_disable_devices=\u00a0\u00bboff|off|off\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb da_is_popup=\u00a0\u00bboff\u00a0\u00bb da_exit_intent=\u00a0\u00bboff\u00a0\u00bb da_has_close=\u00a0\u00bbon\u00a0\u00bb da_alt_close=\u00a0\u00bboff\u00a0\u00bb da_dark_close=\u00a0\u00bboff\u00a0\u00bb da_not_modal=\u00a0\u00bbon\u00a0\u00bb da_is_singular=\u00a0\u00bboff\u00a0\u00bb da_with_loader=\u00a0\u00bboff\u00a0\u00bb da_has_shadow=\u00a0\u00bbon\u00a0\u00bb][et_pb_row _builder_version=\u00a0\u00bb4.27.4″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb][et_pb_column type=\u00a0\u00bb4_4″ _builder_version=\u00a0\u00bb4.27.4″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb][et_pb_post_nav in_same_term=\u00a0\u00bbon\u00a0\u00bb _builder_version=\u00a0\u00bb4.27.4″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb][\/et_pb_post_nav][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=\u00a0\u00bb3_5,2_5″ admin_label=\u00a0\u00bbrow\u00a0\u00bb _builder_version=\u00a0\u00bb4.27.4″ background_size=\u00a0\u00bbinitial\u00a0\u00bb background_position=\u00a0\u00bbtop_left\u00a0\u00bb background_repeat=\u00a0\u00bbrepeat\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb][et_pb_column type=\u00a0\u00bb3_5″ _builder_version=\u00a0\u00bb4.24.2″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb][et_pb_text admin_label=\u00a0\u00bbtitle\/author\u00a0\u00bb _builder_version=\u00a0\u00bb4.27.5″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb min_height=\u00a0\u00bb22.8px\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb]<\/p>\n
Shannon D.M. Moore, Kevin Lopuck & Kathleen Elgar<\/p>\n
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\n\u00ab\u202fLa d\u00e9mocratie commence par la conversation.\u202f\u00bb
<\/span><\/i>\u2013 John Dewey<\/i><\/h2>\n<\/blockquote>\n[\/et_pb_text][et_pb_text admin_label=\u00a0\u00bbDescription\u00a0\u00bb _builder_version=\u00a0\u00bb4.27.5″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb custom_padding=\u00a0\u00bb||0px|||\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb]<\/p>\n
Note : Il s\u2019agit d\u2019une version modifi\u00e9e de celle parue dans MB Speakers de la Manitoba Social Science Teachers\u2019 Association (vol. 50, no 1, automne 2025<\/a>).<\/p>\n
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Lignes directrices pour ancrer le dialogue en salle de classe <\/h4>\n
Les conversations en salle de classe commencent par une discussion explicite et intentionnelle sur notre fa\u00e7on de communiquer. Avant d\u2019entreprendre un dialogue ou une d\u00e9lib\u00e9ration, prenez le temps d\u2019\u00e9tablir des normes pour le groupe afin d\u2019entamer une discussion sur les attentes par rapport \u00e0 la communication. Pour certains \u00e9l\u00e8ves, il peut s\u2019agir de la premi\u00e8re fois qu\u2019on leur demande de r\u00e9fl\u00e9chir \u00e0 la fa\u00e7on dont ils communiquent avec les autres et \u00e0 comment leurs gestes peuvent \u00eatre per\u00e7us. Il peut aussi s\u2019agir de la premi\u00e8re fois qu\u2019on leur demande d\u2019\u00e9tablir des r\u00e8gles de base pour une conversation. En mettant en place des normes pour le groupe, vous favorisez non seulement des \u00e9changes fructueux dans votre classe, mais vous offrez aussi aux \u00e9l\u00e8ves une approche qu\u2019ils peuvent utiliser dans leur vie quotidienne. Par exemple, avant d\u2019entamer une conversation avec un ou une ami(e) ou un membre de la famille, ils pourraient proposer des balises, v\u00e9rifier si la personne a le temps de parler ou encore pr\u00e9ciser leurs pr\u00e9f\u00e9rences en mati\u00e8re de style de communication et demander celles de l\u2019autre. Les conversations peuvent rapidement se d\u00e9t\u00e9riorer lorsqu\u2019on ne prend pas le temps de consid\u00e9rer explicitement ces \u00e9l\u00e9ments. <\/p>\n
Voici quelques exemples de normes qu\u2019on peut \u00e9tablir pour le groupe : <\/p>\n
\n
- Une conversation n\u2019est pas une comp\u00e9tition.<\/li>\n
- \u00c9coutez pour \u00eatre capable de comprendre.<\/li>\n
- Ne pr\u00e9sumez-pas qu\u2019un mot ou un commentaire signifie que la personne a de mauvaises intentions.<\/li>\n
- Sensibilisez les autres plut\u00f4t que de les r\u00e9primander.<\/li>\n
- Pr\u00e9servez la confiance des personnes pr\u00e9sentes dans la classe. Les \u00e9changes tenus ici ne devraient pas se retrouver dans les r\u00e9seaux sociaux. <\/li>\n<\/ul>\n
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Prendre sa temp\u00e9rature <\/h4>\n
Je demande aussi souvent aux \u00e9l\u00e8ves de prendre leur \u00ab\u202ftemp\u00e9rature\u202f\u00bb face \u00e0 un sujet. S\u2019ils sont dans le rouge, ce n\u2019est probablement pas le bon moment pour un dialogue fructueux. Je reconnais toutefois que certains sujets maintiendront toujours certaines personnes dans le rouge \u2014 ce sont souvent des questions li\u00e9es \u00e0 leur humanit\u00e9 m\u00eame et \u00e0 leur droit d\u2019exister.<\/p>\n
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\u00catre conscient\u00b7e de sa perspective <\/h4>\n
Il peut \u00eatre utile de demander aux \u00e9l\u00e8ves de r\u00e9fl\u00e9chir \u00e0 leur propre point de vue avant une conversation. Ils peuvent ainsi prendre conscience de la fa\u00e7on dont leur perspective influence leur disposition \u00e0 \u00e9couter celles des autres. <\/p>\n
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Strat\u00e9gies pour stimuler les \u00e9changes en salle de classe <\/h3>\n
\u00a0<\/h4>\n
S\u00e9minaire socratique <\/h4>\n
Quoi <\/em>: Discussion structur\u00e9e dirig\u00e9e par les \u00e9l\u00e8ves \u00e0 partir d\u2019un texte, d\u2019une vid\u00e9o ou de sources connexes.
Comment <\/em>: Les \u00e9l\u00e8ves pr\u00e9parent la discussion en annotant le mat\u00e9riel, puis entament le dialogue en \u00e9changeant des observations, des id\u00e9es, des questions, des liens et les sujets qui portent \u00e0 confusion. L\u2019enseignant ou l\u2019enseignante observe et intervient seulement au besoin.
Pourquoi <\/em>: Approfondir la compr\u00e9hension et favoriser le raisonnement fond\u00e9 sur des preuves, l\u2019autonomie des \u00e9l\u00e8ves et l\u2019\u00e9coute active et respectueuse.<\/p>\nLa m\u00e9thode de l\u2019aquarium 1 <\/h4>\n
Quoi\u202f<\/em>: Discussion en groupe de deux utilisant deux cercles concentriques.
Comment <\/em>: Les \u00e9l\u00e8ves forment un cercle int\u00e9rieur et un cercle ext\u00e9rieur, jumel\u00e9s face \u00e0 face. Ils r\u00e9pondent \u00e0 une question pendant un temps donn\u00e9 puis changent de partenaire; la question peut rester la m\u00eame ou varier.
Pourquoi <\/em>: Favoriser des \u00e9changes cibl\u00e9s, la formulation d\u2019id\u00e9es \u00e0 plusieurs reprises et l\u2019exposition \u00e0 une diversit\u00e9 de perspectives. <\/p>\nLa m\u00e9thode de l\u2019aquarium 2 <\/h4>\n
Quoi <\/em>: Format o\u00f9 un petit groupe discute pendant que les autres \u00e9coutent.
Comment <\/em>: Le cercle int\u00e9rieur discute tandis que le cercle ext\u00e9rieur \u00e9coute et prend des notes. L\u2019enseignant ou l\u2019enseignante peut \u00ab\u202fvider l\u2019aquarium\u202f\u00bb et changer les groupes ou permettre aux observateurs et observatrices de participer \u00e0 la discussion.
Pourquoi <\/em>: Favoriser l\u2019\u00e9coute attentive, la r\u00e9flexion et la participation active. n.<\/p>\nParcours en galerie au moyen de papier graphique <\/h4>\n
Quoi<\/em> : Activit\u00e9 rotative visant \u00e0 g\u00e9n\u00e9rer des id\u00e9es et \u00e0 enrichir celles des autres.
Comment<\/em> : Des feuilles avec des consignes sont plac\u00e9es dans la classe. Les \u00e9l\u00e8ves \u00e9crivent des r\u00e9ponses puis circulent pour ajouter ou enrichir celles des autres.
Pourquoi<\/em> : Encourager le mouvement, l\u2019exposition \u00e0 diverses perspectives et la construction collective d\u2019id\u00e9es. <\/p>\nDiscussion \u00ab popcorn \u00bb \/ \u00ab boule de neige \u00bb <\/h4>\n
Quoi<\/em> : Activit\u00e9 dynamique d\u2019\u00e9change \u00e0 partir de r\u00e9ponses \u00e9crites.
Comment<\/em> : Les \u00e9l\u00e8ves \u00e9crivent pendant une minute, froissent leur feuille, la lancent au centre puis en ramassent une autre et y r\u00e9pondent. Le cycle peut se r\u00e9p\u00e9ter plusieurs fois.
Pourquoi<\/em> : Ajouter un aspect ludique et anonyme et favoriser un \u00e9change rapide d\u2019id\u00e9es vari\u00e9es. <\/p>\nSe placer selon\u2026 <\/h4>\n
Quoi<\/em> : Activit\u00e9 o\u00f9 les \u00e9l\u00e8ves se placent sur un continuum d\u2019opinions.
Comment<\/em> : Les \u00e9l\u00e8ves se placent physiquement le long d\u2019une ligne repr\u00e9sentant un spectre d\u2019opinions, expliquent leur raisonnement et tentent de convaincre les autres de se d\u00e9placer.
Pourquoi<\/em> : Rendre visible la diversit\u00e9 des opinions, d\u00e9velopper l\u2019argumentation et favoriser le respect des points de vue. <\/p>\nDiscussion en U \/ ++ \/ + \/ ? \/ – \/ — <\/h4>\n
Quoi<\/em> : Activit\u00e9 de positionnement visuel suivie d\u2019un dialogue.
Comment<\/em> : Les \u00e9l\u00e8ves indiquent leur position par leur emplacement dans le U ou par un symbole (++ \u00e0 –), puis \u00e9changent avec quelqu\u2019un ayant un point de vue diff\u00e9rent.
Pourquoi<\/em> : Rendre visibles les positions vari\u00e9es, favoriser le dialogue respectueux et l\u2019engagement actif. <\/p>\nD\u00e9lib\u00e9ration en diamant <\/h4>\n
Quoi<\/em> : Activit\u00e9 de prise de d\u00e9cision en groupe classant des \u00e9nonc\u00e9s par priorit\u00e9.
Comment<\/em> : Les groupes re\u00e7oivent neuf \u00e9nonc\u00e9s et doivent les organiser en forme de diamant du plus au moins important en justifiant leurs choix.
Pourquoi<\/em> : D\u00e9velopper le raisonnement comparatif, la n\u00e9gociation et les habilet\u00e9s d\u2019\u00e9tablissement de consensus. <\/p>\n[\/et_pb_text][et_pb_text admin_label=\u00a0\u00bbDescription\u00a0\u00bb _builder_version=\u00a0\u00bb4.27.5″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb custom_margin=\u00a0\u00bb-25px||||false|false\u00a0\u00bb custom_padding=\u00a0\u00bb||0px|||\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb][\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row admin_label=\u00a0\u00bbrow\u00a0\u00bb _builder_version=\u00a0\u00bb4.27.5″ background_size=\u00a0\u00bbinitial\u00a0\u00bb background_position=\u00a0\u00bbtop_left\u00a0\u00bb background_repeat=\u00a0\u00bbrepeat\u00a0\u00bb custom_margin=\u00a0\u00bb||0px||false|false\u00a0\u00bb custom_padding=\u00a0\u00bb||0px||false|false\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb][et_pb_column type=\u00a0\u00bb4_4″ _builder_version=\u00a0\u00bb4.16″ custom_padding=\u00a0\u00bb|||\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb custom_padding__hover=\u00a0\u00bb|||\u00a0\u00bb][et_pb_text admin_label=\u00a0\u00bbDescription\u00a0\u00bb _builder_version=\u00a0\u00bb4.27.5″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb custom_margin=\u00a0\u00bb-25px||10px||false|false\u00a0\u00bb custom_padding=\u00a0\u00bb||0px|||\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb]<\/p>\n
Conclusion<\/h4>\n
\u00c0 une \u00e9poque marqu\u00e9e par de profonds changements politiques, \u00e9conomiques, environnementaux, technologiques et sociaux, o\u00f9 nos conceptions m\u00eames de la citoyennet\u00e9 et de la d\u00e9mocratie sont remises en question, le dialogue est essentiel. La salle de classe de sciences sociales est un espace id\u00e9al pour ce dialogue, mais on ne peut pas le laisser se faire tout seul. Nous devons consacrer intentionnellement du temps \u00e0 la pratique du dialogue, \u00e9tablir des lignes directrices claires pour une discussion respectueuse et r\u00e9fl\u00e9chir aux raisons et \u00e0 la fa\u00e7on dont nous alimentons ces conversations.<\/p>\n
Les strat\u00e9gies d\u00e9crites ci-dessus ne sont que quelques exemples qui ont fait leurs preuves dans nos salles de classe. En m\u00eame temps, nous reconnaissons que, parfois, les conversations les plus enrichissantes naissent naturellement. Les \u00e9l\u00e8ves souhaitent souvent prendre part \u00e0 un dialogue constructif et, lorsque c\u2019est appropri\u00e9, les enseignants et enseignantes devraient encourager ces discussions au quotidien. En bout de ligne, la sant\u00e9 de notre d\u00e9mocratie en d\u00e9pend. <\/p>\n
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R\u00e9f\u00e9rences<\/h3>\n
Hess, D. E., & McAvoy, P. (2015). The Political Classroom: Evidence and Ethics in Democratic Education (1st ed.). Routledge. <\/span>https:\/\/doi.org\/10.4324\/9781315738871<\/span><\/a>\u00a0<\/span><\/p>\n
Hlebowitsh, P. (2024). In Search of Democratic Conversations in the High School Curriculum. The Social Studies, 1\u201311. <\/span>https:\/\/doi-org.uml.idm.oclc.org\/10.1080\/00377996.2024.2426233<\/span><\/a><\/p>\n
Journell, W. (2017). Framing Controversial Identity Issues in Schools: The Case of HB2, Bathroom Equity, and Transgender Students. Equity & Excellence in Education, 50(4), 339\u2013354. <\/span>https:\/\/doi.org\/10.1080\/10665684.2017.1393640<\/span><\/a><\/p>\n
Journell, W. (2018). Should Marriage Equality be Taught as Controversial Post-Obergefell v. Hodges? Teachers College Record, 120(8), 1\u201328.<\/span><\/p>\n
Journell, W. (2020). Controversial Decisions Within Teaching Controversial Issues. Annals of Social Studies Education Research for Teachers, 1(1), Article 1. <\/span>https:\/\/doi.org\/10.29173\/assert2<\/span><\/a><\/p>\n
[\/et_pb_text][et_pb_text admin_label=\u00a0\u00bbDescription\u00a0\u00bb _builder_version=\u00a0\u00bb4.27.5″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb custom_margin=\u00a0\u00bb-25px||||false|false\u00a0\u00bb custom_padding=\u00a0\u00bb||0px|||\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb][\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":"
Les conversations en salle de classe commencent par une discussion explicite et intentionnelle sur notre fa\u00e7on de communiquer. Avant d\u2019entreprendre un dialogue ou une d\u00e9lib\u00e9ration, prenez le temps d\u2019\u00e9tablir des normes pour le groupe afin d\u2019entamer une discussion sur les attentes par rapport \u00e0 la communication. <\/p>\n","protected":false},"author":14,"featured_media":7522,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"
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Dialogue & Democracy:<\/strong>
Rationale, Guidelines & Strategies for Encouraging Dialogic Classrooms<\/h1>Shannon D.M. Moore, Kevin Lopuck & Kathleen Elgar<\/p>
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\u201cdemocracy begins in conversation\u201d
<\/span><\/i>\u2013 John Dewey<\/i><\/h2><\/blockquote>[\/et_pb_text][et_pb_text admin_label=\"Description\" _builder_version=\"4.27.5\" _module_preset=\"default\" custom_padding=\"||0px|||\" hover_enabled=\"0\" global_colors_info=\"{}\" theme_builder_area=\"post_content\" sticky_enabled=\"0\"]<\/p>
Note: this is an edited version of the one that appears in MB Speakers from The manitoba social science teachers\u2019 association (Vol 50 No. 1 Fall 2025<\/a>)<\/p>
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Guidelines To Ground Classroom Dialogue<\/h4>
Classroom conversations begin by overtly and intentionally speaking about how we communicate. Before starting any dialogue or deliberation, take time to establish group norms. These norms invite conversation about our communication expectations. For some students this might be the first time they have been asked to consider how they communicate with other people, and how their actions might be perceived by other people. It may also be the first time that they are asked to set ground rules for having a conversation. In setting up group norms, you are helping to foster fruitful conversations in your own classroom, but you are also offering students a practice they can use in their own lives. For example, before starting a conversation with a friend or family member, they may consider setting up guidelines for the conversation, asking if the person has time to talk, or letting the person know a little bit about their own conversation preferences and asking for theirs. Conversations can devolve quickly when we don\u2019t take the time to overtly consider these elements.<\/p>
Some common group norms to get your group started:<\/p>
- A conversation is not a competition.<\/li>
- Listen to understand.<\/li>
- Do not assume someone\u2019s comment\/word usage signals bad intentions. Educate rather than admonish.<\/li>
- Maintain confidence in the people in this room. Conversations in this room should not end up social media fodder.<\/li><\/ul>
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Check Your Temperature<\/h4>
I also often ask students to check their temperature on a topic. If you are \u201cin the red\u201d now is likely not the time for fruitful dialogue. I do recognize that there are some topics for which people will run red no matter what--these are often topics that are about their very humanity and right to be.<\/p>
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Check Your Perspective<\/h4>
It can be beneficial to ask students to consider their own perspective on a topic going into a conversation. In this way, they can reflect on the way their own perspective on a topic may impact their willingness to listen to other perspectives.<\/p>
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Strategies for Generating Conversations in the Classroom<\/h3>
\u00a0<\/h4>
Socratic Seminar<\/h4>
What:<\/em> A structured, student-led discussion exploring ideas from a shared text, video, or related sources.
How:<\/em> Students prepare by annotating material, then engage each other in dialogue by sharing observations, insights, questions, connections, confusions, etc. with each other while the teacher observes and only intervenes when needed.
Why:<\/em> Helps deepen understanding and encourages evidence-based reasoning, fosters student agency, and promotes active and respectful listening.<\/p>Fishbowl 1<\/h4>
What:<\/em> A paired discussion format using concentric circles.
How:<\/em> Students form an inner and outer circle, paired face-to-face. They respond to a question or prompt for a set time, then rotate to new partners; prompts may remain the same or change.
Why:<\/em> Encourages focused conversations, allows students to practice articulating ideas multiple times, and exposes students to diverse perspectives.<\/p>Fishbowl 2<\/h4>
What:<\/em> A discussion format where a small group speaks while others listen.
How:<\/em> Students in the inner circle discuss a topic while the outer circle listens and takes notes. The teacher may \u201cempty the fishbowl\u201d to swap groups or allow outer circle members to tap in.
Why:<\/em> Promotes focused listening, reflective thinking, and active participation.<\/p>Chart Paper Gallery Walk<\/h4>
What:<\/em> A rotating group activity to generate and build on others\u2019 ideas.
How:<\/em> Place chart papers with prompts around the room. Individuals or groups write responses, then rotate, adding new ideas or building on existing ones.
Why:<\/em> Encourages movement, allows students to see and respond to diverse perspectives while encouraging collaboration and collective idea-building.<\/p>Popcorn\/Snowball Discussion<\/h4>
What:<\/em> A dynamic sharing activity using written responses.
How:<\/em> Students write for one minute, crumple the paper, toss it to the center, then pick up a new crumpled paper and respond. The cycle can continue multiple times.
Why:<\/em> Adds novelty, anonymity, and promotes quick exchange of diverse thoughts in a dynamic way.<\/p>Line Up According To<\/h4>
What:<\/em> A continuum-based opinion movement activity.
How:<\/em> Students respond to a prompt, then position themselves along a line representing a spectrum of views. They share reasoning and try to persuade others to move.
Why:<\/em> Makes opinion diversity visible, encourages persuasion skills, and helps students recognize and respect diverse viewpoints.<\/p>U-Shaped Discussion \/ ++\/+\/?\/-\/--<\/h4>
What:<\/em> A visual positioning and dialogue activity.
How:<\/em> Students indicate their stance on a topic using physical position in a U-shape or by wearing\/handing in a symbol (++ to --). They then engage with someone holding a different position.
Why:<\/em> Visually reveals a range of opinions, fosters respectful dialogue between students with differing views, and promotes active engagement.<\/p>Diamond Deliberation<\/h4>
What:<\/em> A group decision-making activity ranking statements by priority.
How:<\/em> Groups are given nine statements and must arrange them in a diamond shape from most to least important, justifying placement through discussion.
Why:<\/em> Develops reasoning by evaluating complex factors in relation to each other, encourages negotiation and consensus-building skills.<\/p>[\/et_pb_text][et_pb_text admin_label=\"Description\" _builder_version=\"4.27.5\" _module_preset=\"default\" custom_margin=\"-25px||||false|false\" custom_padding=\"||0px|||\" hover_enabled=\"0\" global_colors_info=\"{}\" theme_builder_area=\"post_content\" sticky_enabled=\"0\"][\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row admin_label=\"row\" _builder_version=\"4.27.5\" background_size=\"initial\" background_position=\"top_left\" background_repeat=\"repeat\" hover_enabled=\"0\" global_colors_info=\"{}\" theme_builder_area=\"post_content\" custom_padding=\"||0px||false|false\" custom_margin=\"||0px||false|false\" sticky_enabled=\"0\"][et_pb_column type=\"4_4\" _builder_version=\"4.16\" custom_padding=\"|||\" global_colors_info=\"{}\" custom_padding__hover=\"|||\" theme_builder_area=\"post_content\"][et_pb_text admin_label=\"Description\" _builder_version=\"4.27.5\" _module_preset=\"default\" custom_margin=\"-25px||10px||false|false\" custom_padding=\"||0px|||\" hover_enabled=\"0\" global_colors_info=\"{}\" theme_builder_area=\"post_content\" sticky_enabled=\"0\"]<\/p>
Conclusion<\/h4>
In a time of profound political, economic, environmental, technological, and social change, when our very ideas of citizenship and democracy are being challenged, dialogue is essential. The social studies classroom is an ideal space for this dialogue, but it cannot be left to happen on its own. We must intentionally dedicate time to practicing dialogue, establish clear guidelines for respectful discussion, and reflect on why and how we foster these conversations.<\/p>
The strategies outlined above are just a few examples that have proven successful in our classrooms. At the same time, we recognize that sometimes the most valuable conversations arise organically. Students often want to engage in meaningful dialogue, and when appropriate, teachers should welcome these discussions daily. Ultimately, the health of our democracy depends on it.<\/p>
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References<\/h3>
Hess, D. E., & McAvoy, P. (2015). The Political Classroom: Evidence and Ethics in Democratic Education (1st ed.). Routledge. <\/span>https:\/\/doi.org\/10.4324\/9781315738871<\/span><\/a>\u00a0<\/span><\/p>
Hlebowitsh, P. (2024). In Search of Democratic Conversations in the High School Curriculum. The Social Studies, 1\u201311. <\/span>https:\/\/doi-org.uml.idm.oclc.org\/10.1080\/00377996.2024.2426233<\/span><\/a><\/p>
Journell, W. (2017). Framing Controversial Identity Issues in Schools: The Case of HB2, Bathroom Equity, and Transgender Students. Equity & Excellence in Education, 50(4), 339\u2013354. <\/span>https:\/\/doi.org\/10.1080\/10665684.2017.1393640<\/span><\/a><\/p>
Journell, W. (2018). Should Marriage Equality be Taught as Controversial Post-Obergefell v. Hodges? Teachers College Record, 120(8), 1\u201328.<\/span><\/p>