Discussion as a Means for Transformative Change: Social Studies Lessons from the Mississippi Freedom Schools
iscussion has had a long tradition D in social studies education (Baber 1984; Hahn 1996; Larson 1977; Larson 1999; Miller 1997; Fenwick and Parsons 1996-1997; Larson and Parker 1996; Oliver and Shaver 1963, 1966; Passe and Evans 1996; Wilen and White 1992). As a form of classroom talk, discussion can provide opportunities for students to become active partners in the teaching-learning process: It allows them (and the teacher) to talk back and forth at a high cognitive and affective level about particular subject matter; it gives them opportunities to draw their own conclusions about the topic being discussed; and it engages them in group problem solving. Employing discussion can also develop critical thinkers and empower students to solve real problems. Larson and Parker (1996, 111) argue that classroom discussion “is arguably the centerpiece of democratic education because it engages students in the essential practice of democratic liv-