Discussing Controversial Topics While Keeping the Class Civil: Critical Pedagogy and Dialogue for Those Who Dare.
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| Title: | Discussing Controversial Topics While Keeping the Class Civil: Critical Pedagogy and Dialogue for Those Who Dare. |
|---|---|
| Authors: | Gauna, Leslie M.1 (AUTHOR) gaunaleslie@uhcl.edu, Cooper, Jane McIntosh1 (AUTHOR), Beaudry, Christine2 (AUTHOR) |
| Source: | Studying Teacher Education: Journal of Self-Study of Teacher Education Practices. Apr2026, Vol. 22 Issue 1, p69-93. 25p. |
| Subject Terms: | *Critical pedagogy, *Reflective teaching, *Student engagement, *Emotional intelligence, *Educational objectives, *Conversation, *Psychology of students |
| Abstract: | This narrative self-study explores how a teacher educator managed to maintain civility while addressing controversial issues in a multicultural education course in Texas, amidst student resistance to a radical democratic curriculum. The educator describes their experience with Gabriel, a student whose resistance bumped against critical pedagogy approaches. Despite the educator's careful planning and dialogue-centered teaching, an unforeseen moment of discomfort exposed the limitations of the teaching strategies. methods and underscored the need for emotional awareness in the act of teaching. The study's findings explore critical pedagogical practices through explication of reflection-before-action, reflection-in-action, and reflection-after-action. Reflection-before-action, while valuable, cannot fully prepare educators for unexpected challenges, such as student resistance, that arise during teaching. Continued reflection in and on action is often necessary. Reflection-in-action revealed that a dialogue protocol used to maintain civility was inadequate, as it could not effectively handle dissent. Reflection-after-action, through personal journaling and discussions with critical friends and students, provided insights into managing the educator's emotions, challenging assumptions, and enhancing listening and reflective skills. The study highlights the importance of embracing uncertainty and emotional complexity in teaching. It argues that effective critical pedagogy requires ongoing reflection and adaptability. Authors advocate for an ethical teaching approach that aligns with Freire's call for empathy, humility, and daring dialogue, with students to bridge diverse, even contested, perspectives and foster democratic problem-solving experiences in education. [ABSTRACT FROM AUTHOR] |
| Copyright of Studying Teacher Education: Journal of Self-Study of Teacher Education Practices is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 192478550 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Discussing Controversial Topics While Keeping the Class Civil: Critical Pedagogy and Dialogue for Those Who Dare. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Gauna%2C+Leslie+M%2E%22">Gauna, Leslie M.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> gaunaleslie@uhcl.edu</i><br /><searchLink fieldCode="AR" term="%22Cooper%2C+Jane+McIntosh%22">Cooper, Jane McIntosh</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Beaudry%2C+Christine%22">Beaudry, Christine</searchLink><relatesTo>2</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Studying+Teacher+Education%3A+Journal+of+Self-Study+of+Teacher+Education+Practices%22">Studying Teacher Education: Journal of Self-Study of Teacher Education Practices</searchLink>. Apr2026, Vol. 22 Issue 1, p69-93. 25p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Critical+pedagogy%22">Critical pedagogy</searchLink><br />*<searchLink fieldCode="DE" term="%22Reflective+teaching%22">Reflective teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Emotional+intelligence%22">Emotional intelligence</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+objectives%22">Educational objectives</searchLink><br />*<searchLink fieldCode="DE" term="%22Conversation%22">Conversation</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychology+of+students%22">Psychology of students</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This narrative self-study explores how a teacher educator managed to maintain civility while addressing controversial issues in a multicultural education course in Texas, amidst student resistance to a radical democratic curriculum. The educator describes their experience with Gabriel, a student whose resistance bumped against critical pedagogy approaches. Despite the educator's careful planning and dialogue-centered teaching, an unforeseen moment of discomfort exposed the limitations of the teaching strategies. methods and underscored the need for emotional awareness in the act of teaching. The study's findings explore critical pedagogical practices through explication of reflection-before-action, reflection-in-action, and reflection-after-action. Reflection-before-action, while valuable, cannot fully prepare educators for unexpected challenges, such as student resistance, that arise during teaching. Continued reflection in and on action is often necessary. Reflection-in-action revealed that a dialogue protocol used to maintain civility was inadequate, as it could not effectively handle dissent. Reflection-after-action, through personal journaling and discussions with critical friends and students, provided insights into managing the educator's emotions, challenging assumptions, and enhancing listening and reflective skills. The study highlights the importance of embracing uncertainty and emotional complexity in teaching. It argues that effective critical pedagogy requires ongoing reflection and adaptability. Authors advocate for an ethical teaching approach that aligns with Freire's call for empathy, humility, and daring dialogue, with students to bridge diverse, even contested, perspectives and foster democratic problem-solving experiences in education. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Studying Teacher Education: Journal of Self-Study of Teacher Education Practices is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=192478550 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/17425964.2024.2397067 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 25 StartPage: 69 Subjects: – SubjectFull: Critical pedagogy Type: general – SubjectFull: Reflective teaching Type: general – SubjectFull: Student engagement Type: general – SubjectFull: Emotional intelligence Type: general – SubjectFull: Educational objectives Type: general – SubjectFull: Conversation Type: general – SubjectFull: Psychology of students Type: general Titles: – TitleFull: Discussing Controversial Topics While Keeping the Class Civil: Critical Pedagogy and Dialogue for Those Who Dare. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Gauna, Leslie M. – PersonEntity: Name: NameFull: Cooper, Jane McIntosh – PersonEntity: Name: NameFull: Beaudry, Christine IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 17425964 Numbering: – Type: volume Value: 22 – Type: issue Value: 1 Titles: – TitleFull: Studying Teacher Education: Journal of Self-Study of Teacher Education Practices Type: main |
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