Abstract
The advent of online learning in the wake of the COVID-19 pandemic radically altered the landscape of modern education. While most research has examined the socio-emotional and academic impact of the shift to online school, far less attention has been given to its effect on extra-curricular activities. This article examines the ways in which virtual learning effected competitive high school debate, and how a transition to an entirely virtual debate format radically altered students’ and coaches’ experiences within the activity. Drawing on empirical studies and real-world experiences, this article underscores how virtual debate made the activity more accessible for historically marginalized communities, ultimately diversifying the activity.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Recommended Citation
Goodson, Annie
(2023)
"Semi-public speaking: How virtual high school debate competition increased accessibility for marginalized students,"
The Advocate:
Vol. 28:
No.
2.
https://doi.org/10.4148/2637-4552.1186
Included in
Accessibility Commons, Educational Methods Commons, Educational Technology Commons, Gender Equity in Education Commons, Secondary Education and Teaching Commons
