Although there is a growing body of research related to disciplinary and critical literacy practices within social studies classrooms, little is known about how teachers cultivate these practices through structured debates within the school day. Focusing on teachers at one high school, the researchers used a qualitative case study to explore how debate promoted critical and disciplinary literacy, simultaneously providing space for student empowerment and agency. Findings demonstrated an increased focus by teachers on student-led learning, highlighting how teachers made incremental changes that prioritised students’ argumentation skills and comfort in sharing their voice throughout the debate process and beyond.

尽管社会研究教室中有关纪律和批判素养实践的研究越来越多，但对于教师如何在上学日通过结构化辩论来培养这些实践的知识知之甚少。研究人员着眼于一所中学的教师，通过定性案例研究来探讨辩论如何提高批判性和学科素养，同时为学生赋权和代理提供空间。调查结果表明，教师越来越重视学生主导的学习，强调教师如何进行渐进式改变，从而优先考虑学生的辩论技巧和在整个辩论过程中及以后分享自己的声音时的舒适度。