Teaching and Learning about Controversial Issues: Lessons from Northern Ireland

King, John T.

doi:10.1080/00933104.2009.10473395

Cited by 75 publications

(44 citation statements)

References 21 publications

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“…Educational programs that have been developed to train teachers to be more sensitive to classroom diversity often result only in minor changes in pedagogical thinking, or their results prove to be short lived, even if the program includes encounters with students from various backgrounds (Harris & Haydn, 2006;Virta, 2009). This study supports other research claiming that educating and supporting history teachers in their professional development may benefit when critical reflection on curriculum choices is enriched by addressing more deeply their own insecurities and (in-)sensibilities toward sensitive topics and student audiences (Bickmore & Parker, 2014;Hawkey & Prior, 2011;King, 2009;Zembylas & Kambani, 2012). The results of this study point to the importance of simultaneously addressing teachers' own historical identities, their content knowledge of various perspectives on topics in the past and the present, and their social role in a democracy.…”

Section: Conclusion and Discussionsupporting

confidence: 73%

“…With regard to controversial issues in the present, several studies have emphasized the relationship between teachers' social identities and their curriculum decisions to avoid or confront students, with varying strategies and results when it comes to dialogue about present values and emotions (Bickmore & Parker, 2014;Epstein & Shiller, 2005;Hess, 2002Hess, , 2005King, 2009;Oulton, Day, Dillon, & Grace, 2004). Regarding dialogue, however, we should also bear in mind how disciplinary knowledge influences teacher decisions.…”

Section: Theoretical Framework Teacher Knowledgementioning

confidence: 99%

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Preparing to Teach a Slavery Past: History Teachers and Educators as Navigators of Historical Distance

Klein

2016

Theory & Research in Social Education

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Section: Conclusion and Discussionsupporting

confidence: 73%

Section: Theoretical Framework Teacher Knowledgementioning

confidence: 99%

Preparing to Teach a Slavery Past: History Teachers and Educators as Navigators of Historical Distance

Klein

2016

Theory & Research in Social Education

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“…Blum 2004, Cowan and Maitles 2011, Hess 2002, King 2009, Schär and Sperisen 2010, Schulz 2008, Weldon 2010. However, they fail to address the question as to how students conceive of those issues and reflect on them.…”

Section: Theoretical and Analytical Framementioning

confidence: 90%

How Finnish upper secondary students conceive transgenerational responsibility and historical reparations: implications for the history curriculum

Löfström¹

2013

Journal of Curriculum Studies

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To cite this article: Jan Löfström (2014) How Finnish upper secondary students conceive transgenerational responsibility and historical reparations: implications for the history curriculum, Journal of Curriculum Studies, 46:4, 515-539, Downloaded by [University of Cambridge] at 16:21 22 December 2014 How Finnish upper secondary students conceive transgenerational responsibility and historical reparations: implications for the history curriculum JAN LÖ FSTRÖ M The article discusses how Finnish upper secondary school students ponder upon the questions of transgenerational responsibility and historical reparation. These questions have got a prominent place in the history culture in many societies in the last 20 years. The philosophical and political dimensions of reparations for historical injustices have been analysed in numerous studies but there is little research on what citizens think of the notion of historical reparation. The article is based on focus group interviews of 53 upper secondary school students, carried out in 2008-2009. It suggests that the students' reflections on the questions of transgenerational moral responsibility and historical reparation open a view on their historical consciousness which is a relevant subject to consider when developing the school history curriculum. The key theme in the analysis is how the students conceive the preconditions of responsibility and the limits of historical continuity. The article discusses the implications of the findings for the history curriculum. It also urges for comparative studies on the subject, giving as an example a project where similar focus groups have been carried out in five other European countries, in 2011-2012.

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“…Context therefore shapes what teachers view as appropriate and controversial, leaving teachers with many disincentives, including fear of isolation, censure, and recrimination (King, 2009;McCully, 2006). When located within a fidelity paradigm of curriculum implementation, context serves as a powerful factor in minimizing opportunities for teachers to engage students in controversial issue discussions (Misco, 2010a).…”

Section: Introductionmentioning

confidence: 97%

“We are only looking for the right answers”: the challenges of controversial issue instruction in South Korea

Misco

2014

Asia Pacific Journal of Education

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This study explores the perceptions of South Korean moral and social studies education teachers, teacher educators, and students on the promises and challenges of introducing and discussing controversial issues within their classrooms. The findings suggest that college entrance exams, textbooks, didacticism, dualism, administrators, textbooks, standards, fear of bias, scant instructional time, and reticent classroom climates collectively undermine controversial instruction in South Korea The few pathways that counter these challenges include student-generated curriculum topics and tying lessons to current events. Similar to other democratic societies, South Korea's paucity of reflective thinking on controversial issues represents a clear hazard to the development of citizens who make informed and reasoned decisions for the common good.

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Teaching and Learning about Controversial Issues: Lessons from Northern Ireland

Cited by 75 publications

References 21 publications

Preparing to Teach a Slavery Past: History Teachers and Educators as Navigators of Historical Distance

Preparing to Teach a Slavery Past: History Teachers and Educators as Navigators of Historical Distance

How Finnish upper secondary students conceive transgenerational responsibility and historical reparations: implications for the history curriculum

“We are only looking for the right answers”: the challenges of controversial issue instruction in South Korea

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