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Structuring Controversial Issue Discussions: The Makaw Strategy for Civic Education

The Makaw Strategy outlines a structured approach for educators navigating controversial issues in civic education. It emphasizes key aspects such as active listening, clear communication of claims, and respectful critique of ideas rather than individuals. Participants engage in discussions that promote a shared understanding of complex issues through diverse perspectives. The strategy mandates assigning positions, conducting dialogic essays, and ensuring diverse group engagement free from domination. By fostering genuine value conflicts and critical thinking, educators can enhance student deliberation skills and prepare them for informed civic participation.

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Structuring Controversial Issue Discussions: The Makaw Strategy for Civic Education

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  1. Civics Education The Makaw Strategy: Structuring a Controversial Issue Discussion

  2. Dealing with Controversial Issues

  3. During a Discussion of a Controversial Issue • Am I listening to what other people are saying or am I missing important points? • Am I making claims clearly and supporting them with facts? • Am I critiquting ideas not individuals and being respectful of other’s viewpoints? • Am I helping to develop a shared understanding of the problem or issue

  4. During a Discussion of a Controversial Issue • Provide an overview of the controversy: pro and con • Assign students to position: In twos discuss reasons of support • Students take position and present argument after perception check • Write a dialogic essay reflecting on the controversy

  5. 5 Conditions for Ideal Deliberation • Students are engaged in integrated decision-making discussions that involve genuine value conflicts that arise out of relating to one another at school • Discussion group is diverse enough that students have the benefit of reasoning and social perspectives different from their own. • The discussion group is free of domination -- gross or subtle • The discussion leader is skilled at comprehending and presenting reasoning and perspectives that are missing, countering conventional ideas with critical thinking , and advocating position that are inarticulate or being drummed out of consideration • Discussions are dialogic Source: Parker, Walter (2005). Teaching against idiocy. Phi Delta Kappan.January

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