Controversial Discussions and Increasing Polarization: Social Studies Teachers' Perspectives on Controversy in the Classroom

• In Event: Sheraton Roundtable Session 27
  In Roundtable Session: Civic Dialogue and the Politics of Belonging: Perspectives on Controversy in the Classroom

Abstract

Classroom conversations create the meaningful dialogue which is vital to a healthy democracy. In controversial issue discussions in particular, differing opinions are considered valid, and students work to understand opposing viewpoints. If teachers are able to move beyond contextual forces and challenges associated with such discussions, social studies classrooms become unique spaces where teachers and students unpack complicated topics of public discourse. This small comparative case study explores two teachers’ experiences discussing controversial issues with students during the 2016 presidential election. Results illustrate that when teachers’ views are misaligned with the school climate, controversial discussions become a difficult pursuit. However, if teachers approach discussions from an inquiry-based standpoint, they are better able to combat a highly charged political climate.

Author

• Lauren Collet-Gildard, University at Albany - SUNY