Teaching Controversy

Abstract

Controversy has become an inescapable aspect of classroom teaching in the 21st century. Not only are teachers expected to discuss contentious political policies, unjust historical practices and violent international conflicts in a variety of subject areas, but they also often encounter deep ideological divides among students, parents and other stakeholders. In spite of these challenges, teaching controversy harbors great potential for advancing civic and democratic goals in the classroom. Teaching controversy can improve students’ rational and critical thinking skills; it can increase empathy and understanding of different views; and it can provide opportunities to hone the discussion and deliberation skills young people will need to participate in democratic processes. What do educators need to capitalize on these important advantages, while avoiding the pitfalls of political controversy? What ethical and political conditions should be in place to ensure their success? What role should controversy play in an empowering and uplifting democratic education? Teaching Controversy addresses these questions with clarity and vision. The volume discusses the particular challenges and possibilities of teaching controversies in a variety of sociopolitical, institutional and international contexts. It summarizes and systematizes relevant empirical research on the effectiveness of various approaches to teaching controversy. And it offers insight into the pedagogical conditions that support civic learning and community-building in the classroom, and those conditions that can undermine the project of democratic education.