It's interesting about research and political views. Thanks!
I have always tried to keep my personal opinions out of the classsroom =20=
to whatever extent that is possible, but just yesterday my students =20
specifically asked me to add my own views to a unit on the history and =20=
politics of food. They were of the opinion that I was unlikely to =20
change their minds and they wanted to know what I thought. I told them =20=
they were probably right and that I would think about it. Where they =20
are in life (12, 13), maybe it really would be more respectful to get =20=
some of my views out there.
Of course, my political views are based on "Assume good intentions," =20
and "First, do no harm." I believe that there are two legitimate sides =20=
to most arguments and you need to hear people out, find things in =20
common, try to understand why you might disagree and come to an =20
understanding about that. So maybe my personal politics have been in =20
the classroom all along in how I've set up basic guidelines and =20
social norms for the course.
Take care,
Bill Ivey
Stoneleigh-Burnham School
Sent from my iPhone
On Apr 24, 2010, at 6:57 AM, Thomas Daccord <tom@edtechteacher.org> =20
wrote:
> I'd suggest Controversy in the Classroom: The Democratic Power of
> Discussion (Routledge, 2009) by University of Wisconsin Professor
> Diana Hess. Hess provides research-based advice about how to handle
> =E2=80=9Ccontroversial issues=E2=80=9D in the classroom and argues for =
planned,
> moderated discussions that teach essential democratic skills:
> http://www.civicyouth.org/?p=3D335
>
> One interesting conclusion Hess draws from her research is that HS
> teachers who express strong opinions on controversial issues have
> marginal impact on their students' opinions on these same issues.
> Tom
>
> On Fri, Apr 23, 2010 at 7:03 PM, Jim Dunaway =20
> <jim.dunaway@kinkaid.org> wrote:
>> We have had complaints this year from some parents and students that
>> teachers sometimes inappropriately express their opinions in =20
>> class. I'm
>> sure there is not a single source of this problem, and I'm sure =20
>> what some
>> students and parents consider inappropriate would be thought quite
>> unoffensive by others. There is no question, too, that some of =20
>> this has to
>> do with our ongoing conversations at school about diversity and
>> inclusiveness. Nevertheless, we think it would make sense to begin =20=
>> to have
>> some discussions among faculty about what is appropriate and what =20
>> is not, as
>> well as the most effective ways to discuss topics that may be =20
>> controversial
>> for some (sexual orientation, diversity, climate change--a whole =20
>> range of
>> things), especially students whose parents espouse very different =20
>> views from
>> what the students hear in school.
>>
>> I wonder if anyone is aware of any articles (or even books or =20
>> chapters from
>> books) that might be of use for us to read in anticipation of such
>> discussions.
>>
>> Thanks.
>>
>> Jim
>> --
>> Jim Dunaway
>> Dean of Faculty
>> The Kinkaid School
>> Houston, TX
>> (713) 243-6555
>>
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>
>
>
> --=20
> Tom Daccord
> Co-Director, EdTechTeacher
> Chestnut Hill, MA
> tom@edtechteacher.org
> http://edtechteacher.org/
> http://besthistorysites.net/
> twitter: thomasdaccord
> c: 617-455-8716
>
> EdTechTeacher Summer Teaching with Technology Workshop Series:
> http://edtechteacher.org/workshops.html
>
> [ For info on ISED-L see =
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