Constructive Conflict Talk in Classrooms: Divergent Approaches to Addressing Divergent Perspectives

Abstract

Dialogue about social and political conflicts is a key element of democratic citizenship education that is frequently advocated in scholarship but rarely fully implemented, especially in classrooms populated by ethnically and economically heterogeneous students. Qualitative case studies describe the contrasting ways 2 primary and 2 middle-grade teachers in urban Canadian public schools infused conflict dialogue pedagogies into their implemented curricula. These lessons, introducing conflict communication skills and/or content knowledge embodying conflicting viewpoints as learning opportunities, actively engaged a wide range of students. At the same time, even these purposively selected teachers did not often facilitate sustained, inclusive, critical, and imaginative exchange or deliberation about heartfelt disagreements, nor did they probe the diversity and equity questions surrounding these issues. The case studies illustrate a democratic education dilemma: Even in the classrooms of skilled and committed teachers, opportunities for recognition of contrasting perspectives and discussion of social conflicts may not necessarily develop into sustained democratic dialogue nor interrupt prevailing patterns of disengagement and inequity.

Keywords:

• peace-building
• classroom discussion
• K–12 schools
• curriculum studies
• diversity
• conflictual issues
• democratic education

ACKNOWLEDGMENTS

We acknowledge with great appreciation all of the schools, teachers, and students who participated in this study. Members of the research team, each engaged for two months or more from 2009–2013, provided valuable contributions to this research (in alphabetical order): Sardar Anwaruddin, Yomna Awad, Patricia Carbajal, Diane Hamilton, Ahmed Salehin Kaderi, Serhiy Kovalchuk, Shannon Larsen, Meg Leitold, Gareth Manning, Brian Moore, Michael Ross, Traci Scheepstra, and Julianna Scramstad.

Additional information

Notes on contributors

Kathy Bickmore

KATHY BICKMORE is a Professor in the Department of Curriculum, Teaching, and Learning at the Ontario Institute for Studies in Education, University of Toronto, Toronto, Ontario M5S 1V6, Canada. She can be contacted at [email protected].

Christina Parker

CHRISTINA PARKER is an Instructor in the Faculty of Community Services at Ryerson University, Toronto, Ontario M2N 7K1, Canada. She can be contacted at [email protected].