Social conflict as fundamental civic practice: Interactional agonistic democracy in climate learning

• In Event: Social Issues and the Learning Sciences

Abstract

In the US, there is widespread perception that divisiveness abounds. As a result, many people avoid social interactions that could involve conflict. However, the conflict that inevitably ensues within a pluralistic society is fundamental to democracy. Taking up this view, we investigate conflict-laden interactions in a museum exhibit about climate change. Drawing on a theoretical lens that integrates concepts of agonistic democracy with learning theory, we used interaction analysis to identify discursive practices that learners used to navigate conflict, building a conceptualization of interactional agonistic democracy. We found that learners who tended to use practices that legitimized conflict and supported social collaboration experienced ideational expansion. We articulate implications for educational practice that centers conflict for both learning and strengthening democracy.

Authors

• Lynne Zummo, University of Utah

• Kaitlyn Kinshella, University of Utah

• Emma Carene Gargroetzi, University of Texas at Austin

• Indiana Plant, University of Utah

• Isabella Prescott, University of Utah