The Roles of Productivity, Emotions, and Identities in Classroom Discourse. A Response to "Productive Discussion across Political Differences: Understanding Students’ Experiences with Comfort and Discomfort within Structured Discussions of Public Policy Issues"

Authors

Anne-Lise Halvorsen, Michigan State UniversityFollow
Thomas (Tomás) Aviles, Michigan State UniversityFollow

Abstract

“Productive Classroom Discussion across Political Differences: Understanding Students’ Experiences of Comfort and Discomfort within Structured Discussion Strategies” offers a fresh perspective on high school classroom discussions by centering the role of emotions–in particular comfort and discomfort–and their relationship to students’ identities. In this response, we describe how this perspective on emotions and identities is vital and humanizing. We then build on the study’s considerations of emotions and identities in discussion, particularly for students from marginalized backgrounds, and offer additional perspectives about the purpose, format, and framing of these kinds of discussions.

Response to Article

Gregory E. McAvoy, Paula McAvoy, Rachel Waltz, and Emily Grace, Productive Discussion across Political Differences: Understanding Students’ Experiences with Comfort and Discomfort within Structured Discussions of Public Policy Issues

Recommended Citation

Halvorsen, A. , Aviles, T. (2025). The Roles of Productivity, Emotions, and Identities in Classroom Discourse. A Response to "Productive Discussion across Political Differences: Understanding Students’ Experiences with Comfort and Discomfort within Structured Discussions of Public Policy Issues". Democracy & Education, 33 (1), Article 9.
Available at: https://democracyeducationjournal.org/home/vol33/iss1/9