The Louisville Debate

This collection of inclusive essays explores the role of debate in understanding and critiquing injustice and inequality. Edited by Shawn F. Briscoe, these essays closely examine multiple approaches to debate, considering their respective merits and controversies.

With this second edition, Kraus continues his examination of formal presidential debates, considering the experience of television in presidential elections, reviewing what has been learned about televised debates, and evaluating that knowledge in the context of the election process, specifically, and the political process, generally. He also examines the media and the role they occupy in presidential elections. Because critics often refer to the Lincoln-Douglas debates when reproaching presidential debates, comparisons of the two are discussed throughout the book. Much of the data and information for this accounting of televised presidential debates comes from the author's first-hand experience as one who was involved with these debates as a participant observer, on site at nearly all of the debates discussed. Throughout these discussions, emphasis is placed on the implications for public policy. To suggest policy that will be accepted and adopted by politicians and the public is, at best, difficult. Proposals for changes in public policy based on experience -- even when scientific data support those changes -- must be subjected to an assessment of the values and predispositions of the proponent. These values and predispositions, however, may not necessarily inhibit the proponent's objectivity. As such, this review of television use in the presidential election process provides the context for examining televised debates.

In today's educational landscape, a pressing issue looms: deeply entrenched within the system are the prevailing cultural norms that have historically perpetuated the dominance of white, middle-class values. This has, in turn, marginalized and stigmatized traditionally underrepresented student cultures as inherently deficient. As the United States educational system grapples with a dramatic increase in low-income, non-white, and linguistically diverse students, now is the time to confront these inequalities that undermine student achievement. This challenge has thrust teachers into the forefront, compelling them to embrace social justice practices in their classrooms as counternarratives. Supporting Activist Practices in Education emerges as a timely and essential solution to address this educational conundrum. Within the pages of this book, a compelling narrative unfolds—one that delves deep into the experiences of educators who actively employ teaching as a form of activism, transcending traditional norms. Teaching through activism, as defined in this volume, represents the courageous actions of educators who champion participatory citizenship for social justice within their classrooms, nurturing environments that foster critical thinking about the world. This book emphasizes the imperative of challenging and dismantling systemic injustices, and it underscores the pivotal role of social justice as a framework for effective pedagogical practices.

Previously published in hbk.: Chicago: Univ. of Chicago Press, 1990.