October 4-6, 2024, McGill University’s Learning Commons played host to a special Fall Institute organized by CSLP members Kevin McDonough (McGill University, Department of Integrated Studies in Education) and David Waddington (Concordia University, Department of Education). The conference brought together a diverse group of speakers to address urgent theoretical and practical questions and solutions about the role of education in politically polarized societies.
Addressing polarization in the classroom: 3-day institute tackles dealing with controversy in schools
Sessions featured knowledge mobilization activities designed to further understanding of what problems arise when political polarization infiltrates schools and classrooms, and how teachers and schools can productively address these problems.
For two days, participants thought together about how creative practical solutions may be shaped and informed by existing and emerging theoretical frameworks. The Institute provided opportunities for in-depth engagement among legal scholars in education, school officials, teachers, and students.
Recordings of the sessions are now available through the CSLP’s YouTube channel.
Maya Goldenberg (University of Guelph) got things underway with a discussion that explored theoretical perspectives on the systemic, social nature of belief in disinformation among students and parents. Lana Parker (University of Windsor) acted as the respondent.
Next, Noah Weeth Feinstein (University of Wisconsin-Madison) took on the challenges of teaching climate change in hostile political contexts, discussing how teachers may fear negative parental and community reactions. A response was provided by Blane Harvey (McGill University).
In the first afternoon session, Bryan Warnick (Ohio State University) discussed polarization and civic trust, and attempted to lay out new ways of understanding the challenges for the school’s role as an instrument of democratic and civic trust renewal. The respondent was Vivek Venkatesh (McGill University).
The final speaker for day one of the institute was Casey Burkholder (Concordia University) who addressed the special case of sex education and the controversy around formulating curriculum in this area. The presentation considered recent controversies and strategies schools may pursue to prepare students to understand tensions and challenges in discussions about sex education. The response was offered by Jaaden Wilson (McGill University).
Day two got underway with speaker Campbell Scribner (University of Maryland) talking about the prospect of consensus about the political role of the school. He discussed the erosion of consensus regarding the role of public education in North American democracies and surveyed some prospects for generating a renewed public consensus about the legitimacy of public education. Daniel M. Cere (McGill University) was the respondent.
Wayne Journell (University of North Carolina at Greensboro) spoke next, on the topic of censorship and administrative oversight and the limitations they place on the vision of the school's role in promoting capacities of democratic deliberation. Bruce Maxwell (Université de Montréal) was the respondent.
Interspersed around the speaker sessions, the Institute emphasized collaboration and provided opportunities for in-depth engagement among legal scholars in education, school officials, teachers, and students, and other participants, through breakout sessions and small group discussions on emergent themes.
The Institute was made possible thanks to a Social Sciences and Humanities Research Council of Canada (SSHRC) Connections grant obtained jointly by David Waddington and Kevin McDonough.
Aborder la polarisation dans la salle de classe : Un institut de 3 jours pour gérer la controverse dans les écoles
Du 4 au 6 octobre 2024, le Learning Commons de l'Université McGill a accueilli un institut d'automne spécial organisé par les membres du CEAP Kevin McDonough (Université McGill, Département d'études intégrées en éducation) et David Waddington (Université Concordia, Département d'éducation). La conférence a réuni un groupe diversifié de conferencier.e.s qui ont abordé des questions théoriques et pratiques urgentes ainsi que des solutions concernant le rôle de l'éducation dans les sociétés politiquement polarisées.
Les sessions comportaient des activités de mobilisation des connaissances destinées à mieux comprendre les problèmes qui se posent lorsque la polarisation politique s'infiltre dans les écoles et les salles de classe, ainsi que la manière dont les enseignant.e.s et les écoles peuvent s'attaquer à ces problèmes de manière productive.
Pendant deux jours, les participants ont réfléchi ensemble à la manière dont les solutions pratiques créatives peuvent être façonnées et informées par les cadres théoriques existants et émergents. L'Institut a permis à des juristes spécialisés dans l'éducation, des responsables d'établissements scolaires, des enseignants et des élèves de s'engager de manière approfondie.
Les enregistrements des sessions sont désormais disponibles sur la chaîne YouTube du CEAP.