Supporting multi-perspectivity and depolarisation: The role of preparatory reading in classroom discussions of a controversial issue

In the context of polarisation and segregation, multi-perspectivity in classroom discussions of controversial issues cannot be assumed but should be supported through appropriate teaching strategies. Explicit discussion structures have the potential to enhance discourse quality and foster mutual understanding. We investigate how structured classroom discussion, as a means to support multi-perspectivity, contributes to students’ argumentation, affective polarisation, and position on a controversial issue. Additionally, we examine the role of preparatory reading as a distinct component within structured discussions. A total of 676 Swedish secondary students participated. The study tested a module about the Quran burnings based on the Structured Academic Controversy. It employed a between-subject design in which students were randomly assigned to complete the test at one of three points in a cumulative sequence: (1) after the introduction, (2) after the preparatory reading, or (3) after the full structured discussion lesson. The analysis showed significant differences in argumentation and affective polarisation, most of which can be attributed to reading, with a marginal effect of discussions. Students expressed lower support for the ban after reading, with no further difference after discussion. These effects on polarisation and position were mainly observed among students with less prior exposure to opposing perspectives. These findings contribute to discussions on supporting multi-perspectivity in civics and on depolarisation strategies within educational settings. They demonstrate how preparatory reading within structured discussions can foster higher-quality discourse and reduce social divisions on politically charged topics. • Classroom experiment featuring a controversial issue discussion. • Explores effects on argumentation, affective polarisation and position on the issue • Preparatory reading played a more important role than the discussion itself • Students with less prior exposure to opposing views benefit more.