Debate As Global Pedagogy

Ben Voth

doi:10.5771/9781793629388

Debate As Global Pedagogy

Rwanda Rising

1. Auflage 2021

Kein Zugriff

doi.org/10.5771/9781793629388
ISBN print: 978-1-7936-2937-1
ISBN online: 978-1-7936-2938-8
Lexington, Lanham Lexington, Lanham

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Abstract

Debate as Global Pedagogy: Rwanda Rising illustrates that the teaching of debate offers an ideal educational approach for the prevention and remediation of genocide. As the antithesis of propaganda, debate and argument instruction promotes the critical thinking necessary to resist processes of propaganda that enable injustice and human rights abuses. Case studies of argumentation instruction and deliberative forums worldwide demonstrate how environments of discursive complexity can be fostered through education in debate and argumentation. The central example of Rwanda recovering from genocide in 1994 with help from innovative pedagogy by iDebate Dreamers Academy provides a model for how argumentation instruction can reduce and prevent social injustices.

Schlagworte

Argumentation discursive complexity propaganda genocide climate change pedagogy debate Rwanda Rwandan genocide

Kapitel Ausklappen | EinklappenSeiten
i–xxii Preface i–xxii
1–18 Chapter One: Darkness before the Dawn of the Twenty-First Century 1–18
19–42 Chapter Two: Discursive Complexity and the Global Renaissance for Justice 19–42
43–56 Chapter Three: Debate Training in Rwanda among Security Forces 43–56
57–74 Chapter Four: Deconstructing Anti-Colonialism and Anti-Imperialism as Jacobin Predicates of Violence 57–74
75–96 Chapter Five: Debate as Pedagogical Empowerment at HBCUs in the United States (Christopher Medina, Sean Allen, Drake Pough, and Ben Voth) 75–96
97–112 Chapter Six: The Global Ecological Museum and the Climate Debate 97–112
113–130 Chapter Seven: Rwanda Rising 113–130
131–150 Chapter Eight: Guatemala Rising with the Creative Peace Process (Rebecca Voth and Ben Voth) 131–150
151–168 Chapter Nine: China Rising 151–168
169–188 Chapter Ten: Debate as a Global Empowerment Tool for Ending Injustice and Genocide 169–188
189–206 Chapter Eleven: Coolidge Debate Pedagogy 189–206
207–230 Chapter Twelve: Conclusions 207–230
231–246 Bibliography 231–246
247–252 Index 247–252
253–253 About the Author 253–253

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