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Democratic Dialogue: A Pedagogical Strategy in Teaching Controversial Public Issues (CPIs)

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  • Clint Jhoed V. De Leon

    (Graduate School / Bulacan State University)

  • Ruben E. Borja II

    (Graduate School / Bulacan State University)

Abstract

This research paper describes the utilization of democratic dialogue in teaching CPI in junior high school (JHS) social studies classes in one private school in Hagonoy, Bulacan, Philippines. The researcher interviewed all the JHS social studies teachers and twenty purposeful selected students. The results showed that democratic dialogue have been utilized by the JHS social studies teachers of the school. It was also revealed that democratic dialogue on CPI was beneficial both on the teachers and students. The findings of this study were concentrated on the context of that private school, dependent on small sample size, and reliant on qualitative data which could potentially introduce subjective bias. Nevertheless, the findings implied that teaching CPI through democratic dialogue can enhance student engagement and active participation. Further research could explore the application of democratic dialogue in different contexts with larger sample size to validate these results.

Suggested Citation

  • Clint Jhoed V. De Leon & Ruben E. Borja II, 2025. "Democratic Dialogue: A Pedagogical Strategy in Teaching Controversial Public Issues (CPIs)," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(5), pages 2162-2178, May.
    • Handle: RePEc:bcp:journl:v:9:y:2025:issue-5:p:2162-2178
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