Hard Questions

Learning to Teach Controversial Issues

Bibliographic Data

ID23511100
AuthorsJudith L Pace (0000-0003-3364-6716)
Year2021
Publication date2021-01-01
Open AccessNo
TypeBOOK
VenueHard Questions (SOURCE_BOOK)
PublisherRowman & Littlefield Publishers (PUBLISHER)
DOI10.5040/9798881829995
OpenAlexW7127722207
ISBN9798881829995
LanguageEN
Citations received8

Teaching controversial issues in the classroom is now more urgent and fraught than ever as we face up to rising authoritarianism, racial and economic injustice, and looming environmental disaster. Despite evidence that teaching controversy is critical, educators often avoid it. How then can we prepare and support teachers to undertake this essential but difficult work? Hard Questions: Learning to Teach Controversial Issues, based on a cross-national qualitative study, examines teacher educators’ efforts to prepare preservice teachers for teaching controversial issues that matter for democracy, justice, and human rights. It presents four detailed cases of teacher preparation in three politically divided societies: Northern Ireland, England, and the United States. The book traces graduate students’ learning from university coursework into the classrooms where they work to put what they have learned into practice. It explores their application of pedagogical tools and the factors that facilitated or hindered their efforts to teach controversy. The book’s cross-national perspective is compelling to a broad and diverse audience, raising critical questions about teaching controversial issues and providing educators, researchers, and policymakers tools to help them fulfill this essential democratic mission of education.

Coursework · Face (sociological concept) · Perspective (graphical) · Raising (metalworking) · Teacher education · Teaching method · Work (physics) · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Peace and Human Rights Education

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