Accommodating Emotion and Affect in Political Discussions in Classrooms

Abstract

This article calls for greater attention to the role of emotion and affect in classroom discussions where theoretical models of discussion and deliberation tend to emphasize the rationalistic elements called for in such pedagogical strategies. Using two examples drawn from secondary classrooms, the authors highlight the role of emotion and affect in student exchanges about controversial public issues. Given the contemporary climate of national political discourse, being prepared for and accommodating these elements will be essential to taking up these strategies as a form of inquiry-oriented teaching and learning that seeks to address public issues with students across the curriculum.

Keywords:

• Discussion
• emotion
• affect
• adolescents
• civics education

Note

Notes

1 Elaine Alvey, Mel Kutner, and Joe McAnulty were instrumental in the data generation, coding, and ongoing analysis throughout the project.

Additional information

Funding

This work was supported by Spencer Foundation.