TEACHING CONTROVERSIAL ISSUES
Critically examines different lines of research in controversial issues instruction such as the contextual factors affecting the teaching of controversial topics, and the instructional practices involved in teaching controversial issues. Contextual factors affecting teachers' decisions to teach controversial issues or topics include official curricular policies, community beliefs, emotional histories, and teachers' differing beliefs and sense of purpose. Examines the affordances and constraints of different pedagogical approaches to teaching controversial issues such as the use of discussion and deliberation, as well as pedagogies that recognize the importance of trust, power, emotion, and personal connections.
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