Navigating Controversy in the Classroom: A Systematic Review of Challenges and Approaches to Teaching Controversial Issues

• In Event: AERA Graduate Student Research-in-Progress Session 5
  In Roundtable Session: Critical Frameworks and Controversial Issues in the Classroom (Table 10)

Abstract

In response to rising concerns about radicalization and hate crimes, this systematic literature review explores the intricate relationship between the social environment and teaching controversial issues, underscoring the risky and socially embedded nature of controversial issues. Focusing on 43 journal articles spanning diverse subjects and regions, this review reveals distinct contentious topics influenced by unique social contexts. Educators' perceptions of teaching controversial issues vary, with attitudes shaped by political, cultural, and pedagogical factors. The study identifies different teacher positions and attitudes towards controversy in the curriculum, accompanied by strategies for addressing emotional conflicts. While challenges exist, addressing knowledge gaps, providing training, and fostering inclusive environments are crucial for promoting critical thinking, empathy, and societal understanding among students.

Author

• Yue Li, The Chinese University of Hong Kong