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dc.contributor.authorSamuelsson, Martin Per
dc.contributor.authorNess, Ingunn Johanne
dc.date.accessioned2020-06-11T12:42:20Z
dc.date.available2020-06-11T12:42:20Z
dc.date.issued2019
dc.PublishedSamuelsson MP, Ness IJ. Apophatic Listening. A Response to Deliberating Public Policy Issues with Adolescents: Classroom Dynamics and Sociocultural Considerations. Democracy and Education. 2019;27(1):6eng
dc.identifier.issn2164-7992
dc.identifier.issn1085-3545
dc.identifier.urihttps://hdl.handle.net/1956/22541
dc.description.abstractIn our response to “Deliberating Public Policy Issues with Adolescents,” we address the matter that students seem to be reluctant to changing their minds, opinions, and initial positions in classroom deliberations and instead see such deliberations as an opportunity to perform and publicly announce their preexisting views. We argue that this calls for an increased focus on teaching students how to listen to each other and that such a focus should come in the form of teaching them apophatic listening. We also propose pedagogical practices that could be used for teaching students this particular deliberative skill.en_US
dc.language.isoengeng
dc.publisherGraduate School of Education and Counseling, Lewis & Clarkeng
dc.titleApophatic Listening. A Response to Deliberating Public Policy Issues with Adolescents: Classroom Dynamics and Sociocultural Considerationseng
dc.typePeer reviewed
dc.typeJournal article
dc.date.updated2020-01-19T11:09:24Z
dc.description.versionpublishedVersion
dc.rights.holderCopyright 2019 Democracy and Educationeng
dc.identifier.cristin1698210
dc.source.journalDemocracy and Education


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