Discussing Controversial Topics in the Classroom: Creating a Context for Learning

Social Studies Teachers’ Opinions and Practices Regarding Teaching Controversial Issues

“…It was also observed that the students did not question their teachers' opinions. Thinking that their teachers' opinions are not open to question negatively affects student participation in discussing controversial issues (Lusk & Weinberg, 1994). On the other hand, Harwood and Hahn (1990) stated that teachers should allow students to challenge their own thoughts or attitudes, since all views and thoughts surrounding controversial issues are subject to questioning and examination.…”

Social Justice Mentoring: Preparing Family Therapsists for Social Justice Advocacy Work

“…For many students, learning about the concept of societal privilege and unearned advantage is difficult and uncomfortable (Lusk & Weinberg, 1994). It is not uncommon for students to react to this self-reflection process with defensiveness and what could appear to be resistance (Lusk & Weinberg, 1994;Mio, & Barker-Hackett, 2003).…”

“…For many students, learning about the concept of societal privilege and unearned advantage is difficult and uncomfortable (Lusk & Weinberg, 1994). It is not uncommon for students to react to this self-reflection process with defensiveness and what could appear to be resistance (Lusk & Weinberg, 1994;Mio, & Barker-Hackett, 2003). However, an exploration of privilege is challenging for privileged groups and this reaction should not be seen as resistance, but rather a normal and expected part of the developmental process of learning about and accepting one's societal privileges.…”

‘We do not talk about these things’: the promises and challenges of reflective thinking and controversial issue discussions in a Chinese high school

“…Yet, few students enjoy the opportunity for discussions within diverse ideological settings and there is a virtual absence of opportunities for students to engage in controversial issues discussions (Hess 2009;Kahne et al 2000). Although students of the majority group typically enjoy more freedom to express their opinions (Leib 1998) and views of nondominant groups members are more easily discredited in student minds (Lusk and Weinberg 1994), many western students are reluctant to discuss controversial issues as they presume an underlying assumption that they will suffer negative repercussions outside of the classroom. Western student inhibitions include general discomfort about conflict and concerns about peer perception if they hold a position outside of moderation, as well as expectations of lower grades if in disagreement with the teacher (Lusk and Weinberg 1994).…”

“…Although students of the majority group typically enjoy more freedom to express their opinions (Leib 1998) and views of nondominant groups members are more easily discredited in student minds (Lusk and Weinberg 1994), many western students are reluctant to discuss controversial issues as they presume an underlying assumption that they will suffer negative repercussions outside of the classroom. Western student inhibitions include general discomfort about conflict and concerns about peer perception if they hold a position outside of moderation, as well as expectations of lower grades if in disagreement with the teacher (Lusk and Weinberg 1994). Generally, students are often reluctant to 'say anything in class which might jeopardize their peer relationships' (Lusk and Weinberg 1994, 306).…”