Listening Rhetoric in the Diverse Classroom: Suggestions for Praxis

Autor/in	Schupak, Esther B.
Titel	Listening Rhetoric in the Diverse Classroom: Suggestions for Praxis
Quelle	In: College Teaching, 67 (2019) 3, S.196-204 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schupak, Esther B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8756-7555
DOI	10.1080/87567555.2019.1614899
Schlagwörter	Student Diversity; Classroom Environment; Listening Skills; Rhetoric; Educational Objectives; Modeling (Psychology); Discussion (Teaching Technique); Letters (Correspondence); Foreign Countries; Higher Education; College Students; Israel + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Rhetorik; Educational objective; Bildungsziel; Erziehungsziel; Modeling; Modelling; Modellierung; Brief; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent
Abstract	Modern college classrooms are increasingly diverse. We face classes where 18-year-olds sit beside grandmothers, native speakers of English sit beside speakers of other languages, and Christians, Jews, and Muslims share classrooms with atheists and agnostics. The question is: how do we take such a varied and ideologically differentiated group of pupils and bridge their differences in order to bring them together into a classroom community? Not only is the creation of such a community critical to the success of the classroom, but in a larger sense it is critical as a model for the effective functioning of a democratic society. My purpose is to suggest that the concept of listening rhetoric, as it informs classroom practice, has the potential to serve this goal. Therefore, in this article I will propose practical methods for incorporating the practice of listening rhetoric into college courses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01