344
Views
0
CrossRef citations to date
0
Altmetric
Article

Design-based development of educative curriculum material for deliberative human rights education

ORCID Icon, ORCID Icon, ORCID Icon, , ORCID Icon &
Pages 489-507 | Received 12 Oct 2022, Accepted 26 May 2023, Published online: 14 Jun 2023

References

  • Akkary, R. K., & DeKnight, J. (2019). Rethinking design-based approaches for school-based improvement: The experience of the TAMAM Project. International Journal of Educational Reform, 28(1), 99–121. https://doi.org/10.1177/1056787918824206
  • Andersson, K. (2015). Deliberative teaching: Effects on students’ democratic virtues. Scandinavian Journal of Educational Research, 59(5), 604–622. https://doi.org/10.1080/00313831.2014.965789
  • Andersson, K. (2020). Social studies teachers’ reflections after participating in an experimental study on deliberative teaching. JSSE-Journal of Social Science Education, 19(2). https://doi.org/10.4119/jsse-1957
  • Andriessen, J. E., & Schwarz, B. B. (2009). Argumentative design. In Argumentation and education (pp. 145–174). Springer US. https://doi.org/10.1007/978-0-387-98125-3_6
  • Arias, A. M., Smith, P. S., Davis, E. A., Marino, J. C., & Palincsar, A. S. (2017). Justifying predictions: Connecting use of educative curriculum materials to students’ engagement in science argumentation. Journal of Science Teacher Education, 28(1), 11–35. https://doi.org/10.1080/1046560X.2016.1277597
  • Asterhan, C. S. C. (2013). Epistemic and interpersonal dimensions of peer argumentation. In M. Baker, S. Järvelä, & J. Andriessen (Eds.), Affective Learning Together (pp. 251–271). Routledge.
  • Avery, P. G., Levy, S. A., & Simmons, A. M. (2013). Deliberating controversial public issues as part of civic education 1. The Social Studies, 104(3), 105–114. https://doi.org/10.1080/00377996.2012.691571
  • Ball, D., & Cohen, D. (1996). Reform by the book: What is—or might be—the role of curriculum materials in teacher learning and instructional reform? Educational Researcher, 25(9), 6–14. https://doi.org/10.3102/0013189X025009006
  • Barry, J. (2017). Citizenship and (un)sustainability: A green republican perspective. In S. M. Gardiner & A. Thompson (Eds.), The oxford handbook of environmental ethics (pp. 333–343). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199941339.013.30
  • Beck, T. A. (2013). Identity, discourse, and safety in a high school discussion of same-sex marriage. Theory & Research in Social Education, 41(1), 1–32. https://doi.org/10.1080/00933104.2013.757759
  • Bopardikar, A., Bernstein, D., Drayton, B., & McKenney, S. (2021). Designing educative curriculum materials in interdisciplinary teams: Designer processes and contributions. Instructional Science, 49(2), 249–286. https://doi.org/10.1007/s11251-021-09538-5
  • Cohen, A. (2020). Teaching to discuss controversial public issues in fragile times: Approaches of Israeli civics teacher educators. Teaching and Teacher Education, 89, 103013. https://doi.org/10.1016/j.tate.2019.103013
  • Coysh, J. (2014). The dominant discourse of human rights education: A critique. Journal of Human Rights Practice, 6(1), 89–114. https://doi.org/10.1093/jhuman/hut033
  • Davis, E. A., & Krajcik, J. S. (2005). Designing educative curriculum materials to promote teacher learning. Educational Researcher, 34(3), 3–14. https://doi.org/10.3102/0013189X034003003
  • Design-Based Research Collective. (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 32(1), 5–8. https://doi.org/10.3102/0013189X032001005
  • Dewey, J. (1910). How we think. D. C. Heath & Co. Publishers. https://doi.org/10.1037/10903-000
  • Dewey, J. (1916/1985). Ed. Democracy and education. In the middle works, 1899–1924. J. A. Boydston ed., (Vol. 9). Carbondale: Southern Illinois University Press.
  • Englund, T. (2006). Deliberative communication: A pragmatist proposal. Journal of Curriculum Studies, 38(5), 503–520. https://doi.org/10.1080/00220270600670775
  • Englund, T. (2016). On moral education through deliberative communication. Journal of curriculum studies, 48(1), 58–76. https://doi.org/10.1080/00220272.2015.1051119
  • Felton, M., Garcia-Mila, M., Villarroel, C., & Gilabert, S. (2015). Arguing collaboratively: Argumentative discourse types and their potential for knowledge building. The British Journal of Educational Psychology, 85(3), 372–386. https://doi.org/10.1111/bjep.12078
  • Freire, P. (1970). Cultural action and conscientization. Harvard Educational Review, 40(3), 452–477. https://doi.org/10.17763/haer.40.3.h76250x720j43175
  • García-Carrión, R., López de Aguileta, G., Padrós, M., & Ramis-Salas, M. (2020). Implications for social impact of dialogic teaching and learning. Frontiers in Psychology, 11, 140. https://doi.org/10.3389/fpsyg.2020.00140
  • Gibson, M. (2020). From deliberation to counter-narration: Toward a critical pedagogy for democratic citizenship. Theory & Research in Social Education, 48(3), 431–454. https://doi.org/10.1080/00933104.2020.1747034
  • Hess, S. (2009). Deliberative institutions as mechanisms for managing social unrest: The case of the 2008 Chongqing taxi strike. China: An International Journal, 7(2), 336–352. https://doi.org/10.1353/chn.2009.a317550
  • Hess, D. E., & McAvoy, P. (2014). The political classroom: Evidence and ethics in democratic education. Routledge.
  • Ho, L. C., Alviar-Martin, T., & Leviste, E. N. (2014). “There is space, and there are limits”: The challenge of teaching controversial topics in an illiberal democracy. Teachers College Record, 116(4), 1–28. https://doi.org/10.1177/016146811411601116
  • Jerome, L., Liddle, A., & Young, H. (2021). Talking about rights without talking about rights: On the absence of knowledge in classroom discussions. Human Rights Education Review, 4(1), 8–26. https://doi.org/10.7577/hrer.3979
  • Larrain, A., Fortes, G., & Rojas, M. T. (2021). Deliberative teaching as an emergent field: The challenge of articulating diverse research agendas to promote educational experiences for citizenship. Frontiers in Psychology, 12, 660825. https://doi.org/10.3389/fpsyg.2021.660825
  • Larrain, A., Howe, C., & Freire, P. (2018). “More is not necessarily better”: Curriculum materials support the impact of classroom argumentative dialogue in science teaching on content knowledge. Research in Science & Technological Education, 36(3), 282–301. https://doi.org/10.1080/02635143.2017.1408581
  • Larrain, A., Moreno, C., Grau, V., Freire, P., Salvat, I., López, P., & Silva, M. (2017). Curriculum materials support teachers in the promotion of argumentation in science teaching: A case study. Teacher and Teaching Education, 67, 522–537. https://doi.org/10.1016/j.tate.2017.07.018
  • Larrain, A., Singer, V., Strasser, K., Howe, C., López, P., Pinochet, J., Moran, C., Sánchez, A., Silva, M., & Villavicencio, C. (2021a). Argumentation skills mediate the effect of peer argumentation on content knowledge in middle-school students. Journal of Educational Psychology, 113(4), 736. https://doi.org/10.1037/edu0000619
  • Liberati, A., Altman, D. G., Tetzlaff, J., Mulrow, C., Gøtzsche, P. C., Ioannidis, J. P., Clarke, M., Devereaux, P. J., Kleijnen, J., & Moher, D. (2009). The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate health care interventions: Explanation and elaboration. Journal of Clinical Epidemiology, 62(10), e1–e34. https://doi.org/10.1016/j.jclinepi.2009.06.006
  • Martínez Pizarro, J., & Orrego Rivera, C. F. (2016). Nuevas tendencias y dinámicas migratorias en América Latina y el Caribe ( Población y Desarrollo No. 114). CEPAL, OIM.
  • Matusov, E. (2009). Guest Editor’s Introduction to Parts I and II: The school of the dialogue of cultures pedagogical movement in Ukraine and Russia. Journal of Russian and East European Psychology, 47(1), 3–19. https://doi.org/10.2753/RPO1061-0405470100
  • McAvoy, P., & McAvoy, G. E. (2021). Can debate and deliberation reduce partisan divisions? Evidence from a study of high school students. Peabody Journal of Education, 96(3), 275–284. https://doi.org/10.1080/0161956X.2021.1942706
  • Mercer, N., Dawes, L., Wegerif, R., & Sams, C. (2004). Reasoning as a scientist: Ways of helping children to use language to learn science. British Educational Research Journal, 30(3), 359–377. https://doi.org/10.1080/01411920410001689689
  • Mercer, N., & Sams, C. (2006). Teaching children how to use language to solve maths problems. Language and Education, 20(6), 507–528. https://doi.org/10.2167/le678.0
  • Michaels, S., O’Connor, C., & Resnick, L. B. (2008). Deliberative discourse idealized and realized: Accountable talk in the classroom and in civic life. Studies in Philosophy and Education, 27(4), 283–297. https://doi.org/10.1007/s11217-007-9071-1
  • Nystrand, M., Wu, L. L., Gamoran, A., Zeiser, S., & Long, D. A. (2003). Questions in time: Investigating the structure and dynamics of unfolding classroom discourse. Discourse Processes, 35(2), 135–198. https://doi.org/10.1207/S15326950DP3502_3
  • Osborne, J. (2014). Teaching scientific practices: Meeting the challenge of change. Journal of Science Teacher Education, 25(2), 177–196. https://doi.org/10.1007/s10972-014-9384-1
  • Palacios-Valladares, I. (2022). Deliberative talk, critical communities and the making of the 2018 Chilean feminist student movement. Canadian Journal of Latin American and Caribbean Studies/Revue canadienne des études latino-américaines et caraïbes, 47(2), 195–218. https://doi.org/10.1080/08263663.2022.2041844
  • Parker, W. C. (2006). Public discourses in schools: Purposes, problems, possibilities. Educational Researcher, 35(8), 11–18. https://doi.org/10.3102/0013189X035008011
  • Persson, M., Andersson, K., Zetterberg, P., Ekman, J., & Lundin, S. (2020). Does deliberative education increase civic competence? Results from a field experiment. Journal of Experimental Political Science, 7(3), 199–208. https://doi.org/10.1017/XPS.2019.29
  • Pollak, I., Segal, A., Lefstein, A., & Meshulam, A. (2018). Teaching controversial issues in a fragile democracy: Defusing deliberation in Israeli primary classrooms. Journal of Curriculum Studies, 50(3), 387–409. https://doi.org/10.1080/00220272.2017.1397757
  • Rapanta, C. (2021). Can teachers implement a student-centered dialogical argumentation method across the curriculum? Teaching and Teacher Education, 105, 103404. https://doi.org/10.1016/j.tate.2021.103404
  • Remillard, J. T. (2000). Can curriculum materials support teachers’ learning? Two fourth-grade teachers’ use of a new mathematics text. The Elementary School Journal, 100(4), 331–350. https://doi.org/10.1086/499645
  • Ruthven, K., Mercer, N., Taber, K., Guardia, P., Hofmann, R., Ilie, S., Luthman, S., & Riga, F. (2017). A research-informed dialogic-teaching approach to early secondary school mathematics and science: The pedagogical design and field trial of the epiSteme Intervention. Research Papers in Education, 32(1). https://doi.org/10.1080/02671522.2015.1129642
  • Struthers, A. E. (2015). Human rights education: Educating about, through and for human rights. The International Journal of Human Rights, 19(1), 53–73. https://doi.org/10.1080/13642987.2014.986652

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.