@article{gatti_mcavoy_2024, title={Theorizing <i>to</i> Cases: A Methodological Approach to Qualitative Normative Cases}, volume={1}, ISSN={["1741-5446"]}, DOI={10.1111/edth.12611}, abstractNote={Abstract}, journal={EDUCATIONAL THEORY}, author={Gatti, Lauren and McAvoy, Paula}, year={2024}, month={Jan} }
 @article{levy_busey_cuenca_evans_halvorsen_ho_kahne_kissling_lo_mcavoy_et al._2023, title={Social studies education research for sustainable democratic societies: Addressing persistent civic challenges}, volume={1}, ISSN={["2163-1654"]}, DOI={10.1080/00933104.2022.2158149}, abstractNote={ABSTRACT Social studies education and research can and must play a central role in sustaining democratic societies. As we commemorate the 50th anniversary of this vital journal that aims to strengthen social studies education, democratic societies face numerous serious challenges. Although today’s circumstances are unique, many of our current challenges have existed (and will continue to exist) in some form throughout the history of democracy. In this article, scholars from various sub-fields of social studies education explore how research, scholarship, and practice in the field can address seven of these persistent civic challenges: ecological sustainability, media literacy, equity and inclusion, civic engagement, political pluralism, civic competency, and sociohistorical change. Essays on each of these topics analyze relevant prior research and offer suggestions for how future research and scholarship can explore how educators can help to address these persistent civic challenges, with the goal of supporting robust participatory democracy.}, journal={THEORY AND RESEARCH IN SOCIAL EDUCATION}, author={Levy, Brett L. M. and Busey, Christopher L. and Cuenca, Alexander and Evans, Ronald W. and Halvorsen, Anne-Lise and Ho, Li-Ching and Kahne, Joseph and Kissling, Mark T. and Lo, Jane C. and McAvoy, Paula and et al.}, year={2023}, month={Jan} }
 @article{mcavoy_hunt_culbertson_mccleary_demeuse_hess_2022, title={Measuring student discussion engagement in the college classroom: a scale validation study}, volume={47}, ISSN={["1470-174X"]}, DOI={10.1080/03075079.2021.1960302}, abstractNote={ABSTRACT This paper presents findings from a scale validation study of discussion engagement using data from multiple in-person courses from a public flagship university in the United States. The Discussion Engagement scale conceptualizes discussion as a collective inquiry that requires an inclusive classroom climate and individual contributions that promote the engagement of others. The scale measures individual behaviors and experiences along four dimensions: skills, confidence, openness within classroom discussions, and perception of an inclusive classroom climate. The methodology included: conceptual development of the construct, expert reviews, cognitive interviews, data collection of the target group, exploratory factor analysis, data collection of the target group using a revised scale, confirmatory factor analysis, and comparison with an existing scale. EFA and CFA find that the scale has a strong factor structure that parallels the theoretical framework. The subscales have strong reliability, as well as evidence of convergent and discriminant validity. The Discussion Engagement scale has potential for measuring student-reported experiences with discussion in university courses.}, number={8}, journal={Studies in Higher Education}, author={McAvoy, P. and Hunt, T. and Culbertson, M.J. and McCleary, K.S. and DeMeuse, R.J. and Hess, D.E.}, year={2022}, pages={1761–1775} }
 @article{holmes_mcavoy_2021, title={Hard questions: Learning to teach controversial issues}, volume={9}, ISSN={["2163-1654"]}, DOI={10.1080/00933104.2021.1975446}, journal={THEORY AND RESEARCH IN SOCIAL EDUCATION}, author={Holmes, Casey and McAvoy, Paula}, year={2021}, month={Sep} }
 @inbook{mcavoy_2020, place={Urbana, IL}, title={Motivating action: Attending to pride and solidarity as aims of civic education}, url={https://educationjournal.web.illinois.edu/ojs/index.php/pes/article/view/300/186}, booktitle={Philosophy of Education Society Yearbook 2019}, publisher={Philosophy of Education Society}, author={McAvoy, P.}, editor={Sternhagen, KurtEditor}, year={2020}, pages={112–116} }
 @inbook{mcavoy_2019, place={Cambridge, MA}, title={Framing and structuring discussions of controversial issues}, ISBN={9781682533024}, booktitle={Democratic Discord in Schools: Cases and Commentaries in Educational Ethics}, publisher={Harvard Education Press}, author={McAvoy, P.}, editor={Levinson, M. and Fay, J.Editors}, year={2019} }
 @inbook{mcavoy_2018, place={Urbana, IL}, title={Philosophy of education: What’s it good for?}, booktitle={Philosophy of Education Society Yearbook 2016}, publisher={Philosophy of Education Society}, author={McAvoy, P.}, editor={Levinson, N.Editor}, year={2018}, pages={470–472} }
 @inbook{mcavoy_2017, place={Farmington Hills, MI}, title={Should teachers share their political views in the classroom?}, booktitle={Philosophy: Education}, publisher={Macmillan Reference USA}, author={McAvoy, P.}, editor={Warnick, B. and Stone, L.Editors}, year={2017}, pages={373–383} }
 @inbook{ho_mcavoy_hess_gibbs_2017, title={Teaching and Learning about Controversial Issues and Topics in the Social Studies}, ISBN={9781118768747 9781118787076}, url={http://dx.doi.org/10.1002/9781118768747.ch14}, DOI={10.1002/9781118768747.ch14}, abstractNote={This chapter critically examines two main lines of research in controversial issues instruction: (1) contextual factors affecting the teaching of controversial topics; and (2) instructional practices involved in teaching controversial issues. Contextual factors affecting teachers’ decisions to teach controversial topics include official curricular policies, community beliefs, emotional histories, and teachers’ differing beliefs and sense of purpose. Most studies of pedagogical approaches to controversial issues have focused on the use of discussion and deliberation, which have been found to promote civic engagement and greater understanding of opposing views. However, a few studies suggest that pedagogies recognizing the importance of trust, power, emotion, and personal connections may be more appropriate in particular contexts. The authors conclude the chapter by identifying several areas that warrant further investigation such as assessment and the impact of issues discussion on political and civic engagement.}, booktitle={The Wiley Handbook of Social Studies Research}, publisher={John Wiley & Sons, Inc.}, author={Ho, Li-Ching and McAvoy, Paula and Hess, Diana and Gibbs, Brian}, year={2017}, month={Mar}, pages={319–335} }
 @inbook{mcavoy_2016, place={Lanham, MD}, title={Preparing young adults for polarized America}, ISBN={9781475821352  9781475821369 9781475821376}, booktitle={Teaching Social Studies in an Era of Divisiveness: The Challenges of Discussing Social Issues in a Non-Partisan Way}, publisher={Rowman & Littlefield Press}, author={McAvoy, P.}, editor={Journell, W.Editor}, year={2016}, pages={31–46} }
 @book{hess_mcavoy_2015, place={New York}, title={The Political Classroom: Evidence and Ethics in Democratic Education}, publisher={Routledge Press}, author={Hess, D. and McAvoy, P.}, year={2015} }
 @inbook{mcavoy_hess_kawashima-ginsberg_2014, place={Tilsburg}, title={The pedagogical challenge of teaching politics in like-minded schools}, booktitle={Cross-Cultural Case Studies of Teaching Controversial Issues: Pathways and Challenges to Democratic Citizenship Education}, publisher={Legal Wolf Publishers}, author={McAvoy, P. and Hess, D. and Kawashima-Ginsberg, K.}, editor={Misco, T.Editor}, year={2014}, pages={237–253} }
 @article{mcavoy_hess_2013, title={Classroom Deliberation in an Era of Political Polarization}, volume={43}, ISSN={0362-6784 1467-873X}, url={http://dx.doi.org/10.1111/curi.12000}, DOI={10.1111/curi.12000}, abstractNote={From 2005 to 2009, we were engaged in a longitudinal study of high school classes that included deliberations about controversial political issues. The purpose of the study was twofold: to examine what students experience and learn from classes that engage them in high-quality discussions of political issues, and to identify the effect of those experiences on their future political and civic engagement. Unbeknownst to us at the time, the study coincided with a significant shift in the political landscape. At the time data collection began, George W. Bush was beginning his second term as president, the United States was engaged in wars in Iraq and Afghanistan, and Massachusetts became the first state to legalize same-sex marriage (in 2004)—at a time when 13 others had recently defined marriage as between one man and one woman. By the end of the study, Barack Obama had just been elected president, and the Tea Party movement was emerging in opposition to federal responses to the economic crisis. Iowa and Vermont had joined Massachusetts in granting marriage licenses to same-sex couples, while 27 states had passed “defense of marriage” amendments to their constitutions. Just a few months later, in summer 2009, Congressional town hall meetings devolved into yelling matches over the proposed health care bill. In one famous exchange illustrative of the political climate at the time, a constituent interrogating Representative Barney Frank (D-Massachusetts) about his support of the Affordable Health Care Act asked why he was “supporting the Nazi Party.” Frank called the question “vile, contemptible nonsense” and finished the exchange with the indictment, “Ma’am, trying to have a conversation with you would be like arguing with a dining room table.” Frank’s dining room table comment circulated widely at the time, and was clearly born out of his frustration in the moment. But as absurd as the bs_bs_banner}, number={1}, journal={Curriculum Inquiry}, publisher={Informa UK Limited}, author={McAvoy, Paula and Hess, Diana}, year={2013}, month={Jan}, pages={14–47} }
 @article{mcavoy_2013, title={The Aims of Sex Education: Demoting Autonomy and Promoting Mutuality}, volume={63}, ISSN={0013-2004}, url={http://dx.doi.org/10.1111/edth.12036}, DOI={10.1111/edth.12036}, abstractNote={Abstract}, number={5}, journal={Educational Theory}, publisher={Wiley}, author={McAvoy, Paula}, year={2013}, month={Oct}, pages={483–496} }
 @inbook{mcavoy_2012, place={Urbana, IL}, title={Investing in civic and political pluralism}, booktitle={Philosophy of Education Society Yearbook}, publisher={Philosophy of Education Society}, author={McAvoy, P.}, editor={Ruitenberg, C.Editor}, year={2012}, pages={160–162} }
 @article{mcavoy_2012, title={“There Are No Housewives onStarTrek”: A Reexamination of Exit Rights for the Children of Insular Fundamentalist Parents}, volume={62}, ISSN={0013-2004}, url={http://dx.doi.org/10.1111/j.1741-5446.2012.00461.x}, DOI={10.1111/j.1741-5446.2012.00461.x}, abstractNote={In this essay, Paula McAvoy addresses the problem caused by the liberal state's necessary tolerance of insular fundamentalist groups and the concern that children raised in such groups do not have a fair opportunity to evaluate their inherited beliefs. This tension comes to the fore around disagreements over schooling and requests for religious accommodation. Often, these requests are treated as straightforward dilemmas — either the state accommodates the group at the expense of the child's future interest in autonomy, or the state must use its power to coerce the group into compliance. McAvoy argues for a principled middle ground between these two views. Using William Galston's conditions for securing the right to exit (set out in his 2002 book Liberal Pluralism) and evidence from Anabaptist apostates, McAvoy shows that insular groups cannot satisfy these conditions. Consequently, when accommodation is necessary, the state must mitigate the foreseeable costs to children by enacting policies that “facilitate entrance” for those who later choose to exit.}, number={5}, journal={Educational Theory}, publisher={Wiley}, author={McAvoy, Paula}, year={2012}, month={Sep}, pages={535–552} }
 @inbook{brighouse_mcavoy_2010, place={New York}, title={Do children have any rights?}, booktitle={Introduction to Philosophy of Education}, publisher={Continuum}, author={Brighouse, H. and McAvoy, P.}, editor={Bailey, R.Editor}, year={2010}, pages={74–85} }
 @inbook{brighouse_mcavoy_2009, place={New York}, title={Liberal education, privilege, and higher education}, booktitle={Philosophy of Education in the Era of Globalization}, publisher={Routledge}, author={Brighouse, H. and McAvoy, P.}, editor={Raley, Y. and Preyer, G.Editors}, year={2009}, pages={165–180} }
 @inbook{hess_mcavoy_2009, place={New York}, title={To disclose or not to disclose: A controversial choice for teachers}, booktitle={Controversy in the Classroom: The Democratic Power of Discussion}, publisher={Routledge}, author={Hess, D. and McAvoy, P.}, editor={Hess, D.Editor}, year={2009}, pages={97–112} }
 @article{mcavoy_2008, title={Should arranged marriages for teenage girls be allowed?}, volume={6}, ISSN={1477-8785 1741-3192}, url={http://dx.doi.org/10.1177/1477878507086728}, DOI={10.1177/1477878507086728}, abstractNote={In this article I offer a framework for thinking about how public schools in liberal societies ought to respond to instances of arranged marriages for girls from deeply communitarian cultural groups. Focusing on three cases of culturally and religiously arranged marriages from the Hmong, Islamic fundamentalist and Mormon fundamentalist communities, I show that neither the type of tolerance demanded by group rights theorists, nor Susan Okin's claim that liberals should `enforce' women's rights, provides liberals with a satisfactory response. Instead, I argue that Rawls' concept of overlapping consensus provides us with a more just way to think through these tensions between cultural values.Through this discussion it becomes clear that: (a) specifics matter; and (b) what we must not do when making policies is move girls from one autonomy-limiting situation into a different non-autonomous situation.}, number={1}, journal={Theory and Research in Education}, publisher={SAGE Publications}, author={McAvoy, Paula}, year={2008}, month={Mar}, pages={5–20} }