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dc.creatorMorrow, Helen
dc.creatorLowe, Laura
dc.date.accessioned2017-10-31T21:30:05Z
dc.date.available2017-10-31T21:30:05Z
dc.date.issued2016-02-19
dc.identifier.citationMorrow, H., & Lowe, L.A. (2016). Teaching inclusion and discourse: A classroom demonstration from Nepal. The Advanced Generalist: Social Work Research Journal, 2(1), p 28-44.en_US
dc.identifier.urihttp://hdl.handle.net/10057/11833
dc.identifier.urihttp://hdl.handle.net/2346/73346
dc.description.abstractWhile a cornerstone of any democracy, efficacious civic discourse and the ability to come to reasonable compromise seem to occur rarely today. This paper suggests that higher education may be a place to teach such skills, describes a two-fold approach of lecture and class exercise, and reports on student results from a case example. Lecture on concepts based on Habermas' lifeworld and ideal speech situation, with an emphasis on the relationship of these two terms to that of deliberative justice, was provided to graduate students in Nepal before engaging them in a class exercise deliberating about a social issue relevant to the local context. Both quantitative and qualitative results indicated that students understanding of the material significantly improved through the method of presentation. This pedagogy may be one way to increase civic discourse and engagement in society.en_US
dc.language.isoengen_US
dc.publisherWichita State Universityen_US
dc.subjectNepalen_US
dc.subjectCivic improvementen_US
dc.subjectTeachingen_US
dc.titleTeaching inclusion and discourse: A classroom demonstration from Nepalen_US
dc.typeArticleen_US


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