Most Recent Additions | Democracy and Education | Lewis and Clark Graduate School of Education and Counseling Research

Skip to main content

Most Recent Additions

Being in Community with Children and Engaging Their Full Range of Civic Capabilities. A Response to "Learning to Talk and Listen in Elementary Social Studies: Exploring a Third-Grade Teacher’s Decision to Use Classroom Talk for Community Building"
Katherina A. Payne

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"
Anne-Lise Halvorsen and Thomas (Tomás) Aviles

Toward Discussion Facilitation That Enacts Collective Care. A Response to “Teaching Dobbs Where Divisive Concepts and Abortion Are Restricted”
Jenni Conrad

A Plea for Deliberation in the Classroom. A Response to "Fostering Open-Minded Political Engagement through Online Interscholastic Discussions
Alice Siu

Developing Reliable Epistemic Processes for Civic Life: A Response to “‘Beyond “Yelling at Them’: Exploring the Impact of a Political Simulation in Polarized Times”
Elizabeth C. Reynolds and Sarah McGrew

Learning to Talk and Listen in Elementary Social Studies: Exploring a Third-Grade Teacher’s Decision to Use Classroom Talk for Community Building
Jane C. Lo

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

Teaching Dobbs Where Divisive Concepts and Abortion Are Restricted: Teacher Learning, Controversial Issues, and Mixed-Reality Technology
Rebecca C. Geller

Fostering Open-Minded Political Engagement through Online Interscholastic Discussions: Toward Reducing Affective Political Polarization
Brett L. M. Levy and Alina Lewis

Beyond “Yelling at Them”: Exploring the Impact of a Political Simulation in Polarized Times
Jeremy Stoddard, Jais Brohinsky, Jason A. Chen, Derek Behnke, M. Shane Tutwiler, and Janice Robbins

Searching for the Path to a More Perfect Union. A Book Review of Educating for Democracy
Tiffany Berman, Aaron McCullough, Rabih Murr, and David Adams

Critical Reflections on SALAMANDER. A Response to “Land Education and Young People Working Toward SALAMANDER”
Jay Odenbaugh and Stacy Meyer

Un/learning to Disagree. A Response to "Pragmatist Thinking for a Populist Moment: Contingency and Racial Re-valuing in Education Governance"
Edda Sant and Marta da Costa

Moving Forward Democratically from the Critical Race Theory Battles in Schools. A Response to “Reconstructing Democracy in Polarized Times: Thinking through/with the CRT Conflicts”
Laura B. Kelly

Democracy Can Be Dangerous Work: The Story of Youthbuilders Civic Education Program 1938-1948
Jessica Shiller

Enhancing Democracy through P-20 School-University Partnerships in Teacher Education: Implications for Educational Leaders
Rebecca West Burns

“Heated, Polarized, and Annoying”: The Characteristics and Consequences of Affective Polarization in Independent High Schools
Nora Gross, Ellen Bryer, Charlotte E. Jacobs, and Jarvis Goosby

Agreement and Disagreement in Teachers’ Talk: Facilitative Design of Deliberation in Norwegian Initial Education
Andreas Reichelt Lind

Democratic Practices as Part of Mathematical Modeling in Schools
Lisa Steffensen, Inger Elin Lilland, and Shengtian Zhou

A Situated Lens to Designing Assessments of Citizenship Competency
Paula J. Waatainen and Man-Wai Chu

*Updated as of 05/22/25.