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Consent versus controversy: Communic...

Dixson, Mary Campbell.

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Consent versus controversy: Communication, conflict and the teaching of citizenship.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Consent versus controversy: Communication, conflict and the teaching of citizenship./
Author:	Dixson, Mary Campbell.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2002,
Description:	275 p.
Notes:	Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2310.
Contained By:	Dissertation Abstracts International64-07A.
Subject:	Communication. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3099449
ISBN:	9780496470419

Consent versus controversy: Communication, conflict and the teaching of citizenship.
Dixson, Mary Campbell.

Consent versus controversy: Communication, conflict and the teaching of citizenship. - Ann Arbor : ProQuest Dissertations & Theses, 2002 - 275 p.

Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2310.

Thesis (Ph.D.)--The University of Texas at Austin, 2002.

Americans crave harmony and agreement in civic life, yet conflict and argument are vital to the success of the nation. The ability to resolve civic disputes demands an informed, active, and rhetorically capable people. This study examines the extent to which conflict and controversy are included in the education of citizens. Specifically, I ask: (1) What are students' overall attitudes toward civic argumentation and conflict? (2) Are students being provided with sufficient opportunity to engage with others in profitable, if contentious, discussions? (3) Is the role of controversy in a democracy adequately represented in civics education? To answer these questions I conducted a content analysis of interaction held in high school civics courses, including student essays, classroom interactions, and textbook readings. My findings indicate that (1) textbooks provide a fairly well-rounded image of political controversy, characteristically describing it as important, inevitable, and manageable; (2) students are pragmatic in their conceptions of controversy, avoiding the emotional and ideological aspects of political conflict; (3) students evade conflict, considering it to be aberrant, destructive, and avoidable. Overall, I argue that because of their fear of becoming implicated in such a frightening political world, young citizens avoid accepting their own power and responsibility for effecting political change. Consequently, I argue that civic educators need to examine more closely how they conceive of citizenship. To help students be more prepared to take on their role as engaged citizens, civic education should increase its focus in four major areas: engagement, critical thinking, ideology, and dialogue. Ultimately to generate productive citizens, civics education must change its objective as well as its methodology.

ISBN: 9780496470419Subjects--Topical Terms:

524709
Communication.

Consent versus controversy: Communication, conflict and the teaching of citizenship.
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245 1 0 $a Consent versus controversy: Communication, conflict and the teaching of citizenship.
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500 $a Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2310.
500 $a Supervisor: Roderick P. Hart.
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520 $a Americans crave harmony and agreement in civic life, yet conflict and argument are vital to the success of the nation. The ability to resolve civic disputes demands an informed, active, and rhetorically capable people. This study examines the extent to which conflict and controversy are included in the education of citizens. Specifically, I ask: (1) What are students' overall attitudes toward civic argumentation and conflict? (2) Are students being provided with sufficient opportunity to engage with others in profitable, if contentious, discussions? (3) Is the role of controversy in a democracy adequately represented in civics education? To answer these questions I conducted a content analysis of interaction held in high school civics courses, including student essays, classroom interactions, and textbook readings. My findings indicate that (1) textbooks provide a fairly well-rounded image of political controversy, characteristically describing it as important, inevitable, and manageable; (2) students are pragmatic in their conceptions of controversy, avoiding the emotional and ideological aspects of political conflict; (3) students evade conflict, considering it to be aberrant, destructive, and avoidable. Overall, I argue that because of their fear of becoming implicated in such a frightening political world, young citizens avoid accepting their own power and responsibility for effecting political change. Consequently, I argue that civic educators need to examine more closely how they conceive of citizenship. To help students be more prepared to take on their role as engaged citizens, civic education should increase its focus in four major areas: engagement, critical thinking, ideology, and dialogue. Ultimately to generate productive citizens, civics education must change its objective as well as its methodology.
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