Fear, Pressure, and Controversy: Social Studies Teachers' Perceptions of "Controversial Issues" in Their Classrooms

• In Event: Equity Across Multiple Disciplines and Contents

Abstract

This qualitative study sought to understand how critically-oriented social studies teachers perceived and identified the topics that they chose to teach in their secondary social studies classrooms within a national system of schooling where such issues are constantly embroiled in a “war of cultural politics” (Apple, 1993, 2000, 2006) that could result in an endangering of their ability to keep their teaching positions. Specifically, this study sought to see how the teachers categorized certain topics as either controversial or non-controversial. A consistent pattern arose where all participants, despite the academic conceptualization of what a controversial public issue truly is, identified any topic that could elicit anger, distaste, or concern from any actor outside of the classroom as a controversial topic.

Author

• Erik James Shaver, Ball State University