Abstract

Teachers find it difficult to conduct political controversial conversations in the social science classroom and due to an increased use of social media in educational settings new challenges and possibilities are raised. The use of social media causes fundamental changes to the role of the learner who becomes a producer and consumer--a prosumer--of educational content. With a social media perspective and a didactical focus on learning in democracy and political action the article discusses didactical conditions and possibilities of political controversial conversations in social science education and derives a set of didactic strategies. When approaching the classroom as a diverse ideological public space, recognising the students as political agents and using a social media perspective it is possible to balance the function of education--socialisation, qualification and subjectification--and at the same time stimulate societal engagement and political action.

Citation

Andersson, E. (2016). Producing and Consuming the Controversial--A Social Media Perspective on Political Conversations in the Social Science Classroom. Journal of Social Science Education, 15(1), 6-16. Retrieved August 13, 2024 from https://www.learntechlib.org/p/194876/.

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Keywords

• blended learning
• Classroom Communication
• Communication Strategies
• Controversial Issues (Course Content)
• Current Events
• Discourse Analysis
• Discussion (Teaching Technique)
• Educational Practices
• Educational Strategies
• Ideology
• Interpersonal Communication
• Political Attitudes
• Role of Education
• Social Action
• social media
• social studies
• socialization
• Student Development
• Student Educational Objectives