Our students are watching: navigating heightened polarization during class discussion

The purpose of this paper is to provide teachers with research and methodological findings for planning, facilitating and assessing classroom discussions around difficult, political issues.

This paper focuses on navigating political polarization in classroom discussions. The research supported three teaching interns in developing classroom cultures where such discussions could and did happen.

Findings include the importance of having difficult discussions, the methods for doing so successfully and the introduction of a new activity, Daily Independent Listening.

In a climate of heightened partisanship, this research and these teaching examples provide models for all teachers engaging in such important work.