Empowering Students Through Dialogic Peer-Learning in the Era of Polarization

• In Event: Teaching and Learning Symposium Roundtable Session
  In Refereed Roundtable (90 minute): Table 4: Sociology in Polarized Times

Abstract

Teaching sociology—especially courses on social problems and inequality—has become profoundly difficult in an era marked by unprecedented political polarization, authoritarianism, and misinformation. Voices of extremism that attack democracy, civility, and the sciences - including sociology - have become daily classroom challenges.

Limited trust and fears of sounding judgmental or offensive leave many students uncomfortable and reluctant to engage in discussions of racism, sexism, political power, and economic inequality (Dessel 2017; McKinney Marvasti 2025). Add to this the tendency for some students to dominate the discussion while others remain quiet—or are quietly silenced.

As long-time professors of undergraduate sociology, we have had considerable success using evidence-based peer-learning strategies involving dialogic methods—e.g., intergroup dialogue, problem-based learning (PBL), and what we call the hybrid scaffolding model. Together, these dialogic and collaborative learning strategies have the potential to transform students from passive learners into active learners (student agency) and create a more equitable learning environment (Eglitis et al. 2016). Our dialogically oriented peer‑learning methods, inspired by Mulvey and Richards’ conversational approach (Mulvey and Richards 2007) and rooted in Deweyan democratic education, move beyond the traditional “expert professor” lecture model by engaging students as co‑producers of knowledge (Eglitis et al. 2016; Mulvey and Richards 2007). In doing so, these practices hold the promise of transforming the classroom from a hierarchical space into a site of collective inquiry and problem‑solving.

Our presentation begins by briefly outlining the challenges we have faced as instructors teaching about social problems and inequality. We then turn to the peer‑learning strategies that have successfully advanced a more equitable, social justice learning environment.



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Authors

• Timothy D. Levonyan Radloff

• Ray Muller, Madison Area Technical College