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Description
About this module: Teaching often involves examining areas that are known or that are agreed upon. However, many aspects of the world are not known. Many issues; political, moral, social, historical, aesthetic and scientific are contested and can be matters of controversy. This module is an introduction to the philosophical and pedagogical questions raised by the teaching of controversial issues. The module is suitable for all students.听 No teaching experience is required, although students with a teaching background often find the module useful in their practice.听听 The module is assessed by 5,000-word essay.听
Content: This module will explore the philosophy and pedagogy of teaching controversial issues. It offers both a theoretical basis as well as practical strategies for teaching controversial issues in schools/colleges.听
Teaching delivery:听听 The module can be studied in person or online.听 The in-person mode involves attending 10 weekly sessions (3 hours per session).听 Each session is听 a mixture of lecture, small group discussions and other activities.听听 The online mode runs over 10 weeks, with a different topic each week.听 A weekly video lecture is provided along with readings, discussion forums and other activities.听 The online route is designed to be asynchronous, but an optional live online session is also available each week to discuss the themes with the tutor and your fellow students.听听
Indicative Topics: Topics such as the following will be covered. Defining Controversial issues.听 Teacher 鈥楧irection鈥�.听 The aims of teaching controversial issues.听 Critical thinking and the barriers to rational thought.听 Neutrality and teacher position.听 Classroom Discourse.听 Safe/Brave spaces.听 Being a teacher/students of controversy. Case studies of the teaching of controversial issues.听
Module aims: This module aims to help students:听
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understand some of the philosophical and pedagogical questions raised by the teaching of controversial issues听
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characterise the nature of different controversial issues听听
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question the rationales for teaching controversial issues听
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examine key concepts such as respect, neutrality and safety听听
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reflect on the role of the teacher in classroom discussion of controversial issues听
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explore ways of encouraging argument and developing critical thinking.听
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consider different ways in which controversial issues could be addressed in classrooms听
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Recommended readings:听 This is a selection of some of the readings discussed on the course.听
Beck, T. (2013) Identity, Discourse, and Safety in a High School Discussion of Same-Sex Marriage. Theory & Research in Social Education, 41:1, 1-32听
Callan, E. (2011) When to shut students up: Civility, silencing, and free speech. Theory and Research in Education, Vol.9(1), pp.3-22.听
Harless, J. (2018) Safe space in the college classroom: contact, dignity, and a kind of publicness, Ethics and Education, 13:3, 329-345听
Hand, M. & Levinson, R. (2012) Discussing Controversial issues in the Classroom. Educational Philosophy and Theory, Vol. 44, No. 6, pp.614-629听
Journell, W. (2017). Framing controversial identity issues in schools: The case of HB2, bathroom equity, and transgender students. Equity & Excellence in Education, 50, 339鈥�354. doi:10.1080听
S忙tra, E. (2021). Discussing Controversial Issues: Exploring the Role of Agonistic Emotions. Democracy and Education, 29 (1), Article 3.听
Shi, Y., Shen, X., Wang, T., Cheng, L. and Wang, A. (2021). Dialogic teaching of controversial public issues in a Chinese middle school. Learning, Culture and Social Interaction, 30, p.100533.听
Module deliveries for 2024/25 academic year
Last updated
This module description was last updated on 8th April 2024.
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