Deciding What Is a Controversial Issue
A Case Study of Social Studies Curriculum Controversy
Bibliographic Data
| ID | 11071306 |
|---|---|
| Authors | Steven P Camicia (0000-0003-4953-7995, Utah State University, corresponding author) |
| Year | 2008 |
| Volume | 36 |
| Issue | 4 |
| Pages | 298-316 |
| Publication date | 2008-09-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory & Research in Social Education (JOURNAL) |
| Journal identifiers | ISSN: 0093-3104 • E-ISSN: 2163-1654 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00933104.2008.10473378 |
| OpenAlex | W1969492931 |
| Language | EN |
| Citations received | 23 |
| References cited | 23 |
Frame analysis was used to examine how competing stakeholders framed a sixth grade curriculum controversy over whether the WWII internment of Japanese Americans should be categorized as a controversial issue. Teachers and administrators in a northwestern U.S. school claimed that the internment was clearly wrong and not controversial, but these claims were challenged by a small group of activists. Three data sets were analyzed: 11 semi-structured interviews, 40 public documents, and curriculum materials. Although activists could not change the school's claims, they were able to change the curriculum. Findings illustrate the ways that stakeholders in social studies curriculum controversies negotiate whether an issue should be categorized as controversial. Categorizations were dynamic and contingent on historical, contemporary, and ideological contexts
Curriculum · Curriculum development · Curriculum theory · Ideology · Negotiation · Pedagogy · Political science · Politics · Public relations · Social science · Social studies · Sociology · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Innovative Teaching Methodologies in Social Sciences · Law
How Have Descriptions of the Arab-Israeli Conflict Changed in High School U.S. History Textbooks Since the 1950s?
Teaching and Learning about Controversial Issues and Topics in the Social Studies
Democratic education and the teaching of controversial issues in polarising times
Populist politics in the classroom
“What’s Manzanar?”
Hiding in the classroom
Guerrillas or missionaries? Teachers addressing controversial topics of global citizenship education under unfavourable conditions
We do not talk about these things’
A Perspective on Digital Storytelling Experiences of Primary School Teachers on Teaching Controversial Issues in Turkey
Operationalizing Social Justice in Social Studies Education
Profile of an Elementary Teacher—How Instructional Strategies Differ across Elementary Classrooms
Broaching the subject
Decentering teacher voice - And stance? Teacher candidates’ explicit and implicit disclosure in social studies discussions
Invisibility is not a natural state for anyone”
Navigating identity as a controversial issue
Teachers' Controversial Issue Decisions Related to Race, Gender, and Religion During the 2008 Presidential Election
A Social Studies Teacher's Sense Making of Controversial Issues Discussions of Race in a Predominantly White, Rural High School Classroom
Deontological Reconceptualization
Getting critical with compelling questions
Preparing to Teach a Slavery Past
There is no such thing as being Guamanian”
Dissonant memories of Japanese American incarceration
Teaching Controversial Issues in Diverse Religious Education Classrooms
History on Trial
Multicultural Education, Transformative Knowledge, and Action
Lies my teacher told me
Controversy in the Classroom
The Struggle for the American Curriculum, 1893-1958
Contentious Curricula
Ideology and United States History Textbooks
Case Study Research
The Discovery of Grounded Theory
Cultura, Educação E Movimentos Sociais
Ideology and Curriculum
Handbook of Research in Social Studies Education
Ideology and Curriculum
Social Movements And Culture
Projections of Power
Whose America
The Canon Debate, Knowledge Construction, and Multicultural Education
Frame Alignment Processes, Micromobilization, and Movement Participation
Why Do Some Curricular Challenges Work While Others Do Not? The Case of Three Afrocentric Challenges
| Unique citing works | 23 |
|---|---|
| Citations per year | 1,53 |
| Citation span | 2011 - 2026 (16) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 23 |