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Drawing on cultural proficiency, the authors advocate an inside-out approach grounded in self-exploration to challenge entrenched worldviews. By linking this framework with the aims of a liberal arts education, the work provides preservice teachers with practical direction for moving critical conversations forward, especially amid social and political divisions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/creating-an-environment-for-civil-discourse-in-the-classroom/590696/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/creating-an-environment-for-civil-discourse-in-the-classroom/590696.png","ImageObject",300,407,{"name":92,"@type":93},"Stanley","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the paper’s main goal regarding classroom discourse?","Question",{"text":112,"@type":113},"To discuss how educators build classroom environments that enable positive civil discourse, particularly by preparing preservice teachers to move critical conversations forward.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper use cultural proficiency in teacher preparation?",{"text":117,"@type":113},"It applies cultural proficiency as a framework for an inside-out approach, using self-exploration to deconstruct worldviews formed over time.",{"name":119,"@type":110,"acceptedAnswer":120},"Why do the authors emphasize future citizens in a pluralist democracy?",{"text":121,"@type":113},"They argue K–12 educators should prioritize students as future citizens and equip them with the knowledge and dispositions to converse across political and identity lines.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590696,1792854131,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},2336477405376,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Creating an Environment for Civil Discourse in the Classroom  \nRonald S  . Byrners, Ph .D .  \nPacific Lutheran University  \nMichael R  . Hillis, Ph .D .  \nCalifornia Lutheran University  \nAbstract  \nIn this paper, we discuss how we attempt to build classroom environments that are conducive to positive civil discourse. Utilizing the framework of cultural proficiency (Lindsey, Robins, and Terrell, 2009), we argue for an inside-out approach through self-exploration to help deconstruct worldviews we develop through the years. In coupling this approach with the benefits of a liberal arts education, we are then able to provide preservice teachers with a deeper sense of how to move critical conversations forward within their work.  \nAILACTE Journal 35  \nByrners and Hillis  \nIn the history of U.S. public schooling there has been a long and healthy tension between those who advocate for self-regarding, utilitarian, and economic purposes of schooling versus those who argue for more other-regarding, humanitarian aims focused on democratic citizenship. As the nation’s political pendulum has swung every decade or two, so too has thinking about whether schools should first and foremost help people improve their economic prospects or maintain a vibrant democracy. In the recent past, as evidenced by even a cursory analysis of the Obama administration’s education speeches (Byrnes, 2012), the pendulum appears stuck in the former, where students are viewed mostly as future employees and consumers.  \nWe stubbornly hold onto the belief that K–12 educators should think more about their students as future citizens in a pluralist democracy. We know today’s students will inherit many complex, seemingly intractable challenges from our generation—escalating school violence, environmental degradation, terrorism, and economic inequities—that require significant thoughtfulness to combat. If they are nott taught the knowledge, skills, and dispositions needed to converse across ever-increasing political and identity lines, even modest progress on these issues is unlikely (Lauka, McCoy, and Firat, 2018).  \nIn a recent TED talk, Julia Galef (2016) framed part of this issue as the difference between a soldier versus a scout mindset. A soldier mindset, she argues, is ultimately concerned with winning and being right. A person with this mindset seeks information to confirm their position, rather than striving to find information that may provide a more complete view of reality. Someone with a scout mindset, on the other hand, tries to remain curious about whatever issue is under debate. As a result, a person with a scout mindset will pursue additional information no matter where it may lead.  \nOf course, an important question is how do individuals arrive at either a soldier or scout mindset? For even as Galef acknowledges, most of us adopt the soldier mindset because it does not require us to challenge our previously held positions. And if adopting a scout mindset is difficult for us, then how are we to  \nCreating an Environment for Civil Discourse  \nhelp others do the same?  \nThe argument that we will make in the subsequent pages of this essay is that the process can begin through education and be further developed in our work with preservice teachers. Utilizing the lens of cultural proficiency (Lindsey, Robins, and Terrell, 2009), we will argue for an inside-out approach and suggest that a liberal arts education can be an instrumental first step in preparing new teachers. We will conclude with examples of how we work specifically with preservice teachers to foster K–12 classroom environments that are conducive to civil discourse.  \nAn Inside-Out Approach  \n“Central to what you see in someone is what you are looking for.”Herbert Kohl, 1994, p. 44  \nThe field of cultural proficiency offers a hopeful approach to deepening our understanding of one another and creating more open environments. Rather than trying to first learn about eachother, cultural proficiency ad","cbCaivztFWUvSqeF","https://ap.wps.com/l/cbCaivztFWUvSqeF","pdf",377447,"English","# Abstract\n## Civil Discourse and Classroom Environment\n## Inside-Out Approach\n## Development of Schemas","[{\"question\":\"What is the paper’s main goal regarding classroom discourse?\",\"answer\":\"To discuss how educators build classroom environments that enable positive civil discourse, particularly by preparing preservice teachers to move critical conversations forward.\"},{\"question\":\"How does the paper use cultural proficiency in teacher preparation?\",\"answer\":\"It applies cultural proficiency as a framework for an inside-out approach, using self-exploration to deconstruct worldviews formed over time.\"},{\"question\":\"Why do the authors emphasize future citizens in a pluralist democracy?\",\"answer\":\"They argue K–12 educators should prioritize students as future citizens and equip them with the knowledge and dispositions to converse across political and identity lines.\"}]","Creating an Environment for Civil Discourse in the Classroom | PDF",1792070227,23]