Discussions and Democracy: Motivation, Growth, and the New Social Studies Classroom is written in a vernacular that will springboard and support teachers' understandings of implementing discussion-based approaches in their classrooms. Moreover, Discussions and Democracy drills down more deeply into student motivation and engagement. This is braided through a detailed and easy-to-understand explanation of both self-determination and self-efficacy. Understanding the principles of motivation in the teaching and learning process is essential to effective pedagogy. Discussions and Democracy is written by an author with nearly two decades of experience in the classroom - both as a teacher and as a teacher educator. This book can serve the needs of both new and experienced teachers interested in applying new methods of instruction to their already existing practice. The aim throughout is to bring important concepts and theories out of the "ivory tower" and onto the hard ground of real-world experience as a guide for today's social studies teachers.
Dr. Christopher Dague, a former high school social studies teacher and head baseball coach, has melded his past experience in education and motivational theory with his present expertise in curriculum and instruction. The author of numerous peer-reviewed articles and invited essays in the field, he currently serves as associate professor of teacher and social studies education at The Citadel in Charleston, South Carolina.
Dr. Dague's work in Discussion and Democracy: Motivation, Growth and the New Social Studies Classroom is a welcomed addition to the social studies learning community. The landscape has changed for our 21st-century scholars and the power of discussion pedagogy cannot be understated. Central to increasing student achievement and preparing students to thrive in a democratic society, educators must create a classroom rooted in authentic engagement that values student ownership and autonomy. Dr. Dague's work not only highlights the importance of dialogue and discourse but provides the tools and guidance for its implementation. This book will be a welcome addition to every social studies educator's growth and development. --Adam AJ Barnes, 2021 Charleston County School District Teacher of the Year;Charleston, South Carolina Dr. Christopher Dague has gifted us an impactful book that is as passionate as it is compassionate. Innovatively and conversationally bridging the gap between theory and practice in the field, Discussions and Democracy reminds us of the ties that bind us -- as citizens and as human beings -- stand at the center of the Social Studies classroom. --Dr. Michael Livingston, Ph.D., distinguished professor; The Citadel, secretary general, United States Commission on Military History; Charleston, South Carolina Dr. Christopher Dague has provided teachers with a playbook to transform their classrooms from the traditional teacher-centered, bland learning dungeons into vibrant, student-centered learning environments. Each chapter is a building block of tools and techniques that allow teachers to give students control of their own education while maintaining the relationships that are essential to quality classroom management and structure. Dague covers the full spectrum, from the history of the social studies classroom to the future of the students that leave it, and everything in between is aimed at providing teachers with the devices needed to prepare young people to think, question, create, and solve the real-world problems that they will inevitably face in our ever-changing society. --Jarrod Britt, Social Studies teacher, Cape Fear High School; Fayetteville, North Carolina Dr. Dague's new book, Discussions and Democracy does what many volumes fail to do--it articulates a coherent, practical vision of why a discussion pedagogy is the path forward in social studies. He covers the history and theoretical underpinnings of discussion pedagogy, as well as the gap between what we say about social studies and how our words and intentions play out in classrooms. In our times, more of the same isn't what we need. We need to learn, once again, how to discuss the world(s) in which we live, and this needs to be a central focus of our schools. This is the book that we need--right now. It is sure to become a necessary resource for teachers and teacher educators, theorists, and practitioners alike. --Dr. Prentice Chandler, dean, Eriksson College of Education, Austin Peay State University
