Controversy, citizenship, and counterpublics: developing democratic habits of mind

Abstract

A wealth of research suggests the importance of classroom discussion of controversial issues for adequately preparing students for participation in democratic life. Teachers, and the larger public, however, still shy away from such discussion. Much of the current research seeking to remedy this state of affairs focuses exclusively on developing knowledge and skills. While important, this ignores significant ways in which students’ beliefs about the concept or nature of controversy itself might affect such discussions and potentially, the sort of citizen that educators are fostering. We argue that examining the concept of ‘controversy’ is central to conducting such discussions and propose a framework of four crucial virtues or habits of mind that can be developed through such an examination. We illustrate how these four habits of mind are essential for establishing classroom ‘counterpublics’ that aim to develop more justice-oriented democratic citizens.

Keywords:

• controversial issues
• democratic citizenship
• habits of mind
• culturally responsive pedagogy

Notes

1. We acknowledge the important distinctions between ‘habits of mind’ and ‘dispositions’ noted by Splitter (2010). While intentionality and conscious awareness of one's choices are central to our idea of ‘habits of mind,’ we used the terms as synonyms for the purposes of this article.

2. See, for example, Weis and Fine (2001).

3. See, for example, Barber (1989), Parker (1996), and Collins (1995). See also, Taylor (1992).

4. See, for example, Fraser (1995), Fine, Weis, and Powell (1997), and hooks (1994).

5. See Westheimer and Kahne (2004). See also Parker (2001, 2006).

6. See also Hess (2004) and Larson (1999).

7. See also Bellous (2001) and MacIntyre (1999).

8. See, for example, Giroux (1992) and Grossberg (1994).

9. See, for example, Parker (1997), Peck (1994), and Boyd (1996).

10. See Luke (1993, 1997), Giroux (1992), and Grossberg (1994).

11. See Grossberg (1994), Giroux (1992), and Weis and Fine (2001).

12. See, for example, Hess (2002, 2004). Hess identifies four approaches taken by teachers when considering whether or not to bring a controversial issue into the classroom. Teachers react to controversies using one or more of the following approaches: (1) denying that an issue is controversial; (2) privileging a particular perspective in their teaching; (3) avoiding an issue altogether; or (4) teaching the controversy from all points of view and not favoring a particular perspective. These approaches emerged from empirical data derived from observations and interviews with teachers. See also Larson (2000) and Parker (1996).