Building Political Discourse Skills: Students as Teachers

• Published in: Journal of political science education Vol. 20; no. 2; pp. 218 - 239
• Main Authors: Chandler Garcia, Lynne, Ulbig, Stacy
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 02.04.2024; Taylor & Francis Ltd
• Subjects: active listening; classroom discussion; critical thinking; Higher education; peer teaching; Peers; Perspective Taking; Political discourse; Science; Skills; student-instructors; Students; Teachers; Teaching
• ISSN: 1551-2169; 1551-2177
• DOI: 10.1080/15512169.2023.2267150

In a highly polarized political environment, political discourse on divisive topics is all the more important. Heeding the many calls for higher education to teach political discourse skills, this study investigates the impact of political discourse lessons in a college-level, political science classroom. Further, it explores the effectiveness of student-peers as teachers. The study finds peers, compared to faculty, are better able to relate to students, and this strength is ideal for teaching subjects that require social connections such as the active listening and perspective taking techniques. Discussion of sensitive political topics can easily lead to discomfort and uneasiness. Our findings suggest that student learners may be more receptive to peer-leaders than to instructors when it comes to such situations. Further peer-teachers experienced increased comfort levels when involved in controversial political discussions and increased ability to engage in political dialogue.