Democratizing Classroom Discussion

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Author(s): Stephen Brookfield (University of St. Thomas, Minneapolis, USA)
Copyright: 2020
Pages: 18
Source title: Handbook of Research on Ethical Challenges in Higher Education Leadership and Administration
Source Author(s)/Editor(s): Viktor Wang (Liberty University, USA)
DOI: 10.4018/978-1-7998-4141-8.ch019

Keywords: Business Science Reference / Education / Educational Administration and Leadership / Higher Education

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Abstract

This chapter analyzes the way Jurgen Habermas, the German critical theorist, connects the development of democracy to the educational use of discussion. It proposes an understanding of democracy that regards it as an ever widening, inclusive conversation in which teachers (as well as students) exercise their power as educators. The author explores three specific dialogic methods that can be used to democratize classrooms along the lines suggested by Habermas: the circle of voices, circular response, and chalk talk techniques. Each of these is designed to create an inclusive conversation where no one voice dominates, to hold back the reaching of a premature consensus, and to integrate the widest possible number of perspectives.

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