How Do We Disagree Without Hating Each Other?: Listening and Learning about Civil Discourse and Kindness among High School Students

Abstract The authors analyze and make sense of potential transferable curriculum anchors and narrative features of an initiative, Project Thinking, Acting, Learning, about Kindness (Project TALK), designed to cultivate and foster discourse leadership among high school students. Without adults present, Project TALK aimed to help young people more effectively communicate with others about difficult and at times controversial topics, particularly those related to diversity. Critical analytic approaches to understanding and knowledge construction allow researchers to “counter” what is often referred to as “master” narratives. As a deliberate act of resistance, we argue marginalized communities’ narratives are just as valued, valuable, and necessary as are others in all contexts and are accordingly master over oppressive ones. After describing and analyzing curriculum anchors used to engage young people, we forward five narratives that emerged through Project TALK amplifying participants' cognitive, affective, and behavioral practices: popular narratives, vulnerable narratives, lighthearted narratives, celebratory narrative, and nuanced narratives. Students in urban communities, and others, have a wide range of knowledge, expertise, and insights that can help improve human conditions.We hope lessons from our analyses help inform practices across different sociopolitical contexts, including urban spaces, enhancing discourse and narrative practices.