Stakeholder Meetings as a Means of Engaging Student Learning of Complex Social Problems

Abstract

A traditional debate format, in which a small group of students is given the task of presenting arguments for or against a particular issue, can promote pro and con dualism that is both incomplete and counter to developing a sociological imagination. In this article, the authors describe their efforts to avoid this kind of dualism through the development and implementation of a set of stakeholder meetings. They first examine the rationale for developing this method and then describe a particular classroom application of this type of debate. Next, the authors describe their assessment of the exercise both independent of and relative to traditional debates. They conclude by identifying some potential difficulties and make suggestions about the transferability to other academic settings.