Teaching Controversy in the Classroom: A Systematic Review of Challenges, Teacher Positions, and Strategies in Teaching Controversial Issues

• In Event: AERA Roundtable Session Wednesday 3:45 pm - Gold 1
  In Roundtable Session: Teaching Truth in Turbulent Times: Navigating Controversy, Civic Courage, and Historical Reckoning in Education

Abstract

Amidst rising global social unrest and political polarization, teaching controversial issues is vital for fostering students' moral and civic awareness. However, this practice risks emotional conflicts and dissatisfaction from parents and school management. This review examined the influencing factors, teachers’ positions, and coping strategies in teaching controversial issues based on 61 educational studies published between 2012 and 2022. The findings suggest that political contexts, socio-cultural environments, pedagogical factors, and professional issues jointly shaped how teachers approached controversial issues. Teachers made difficult choices when deciding their positions, such as avoidance, neutrality/balance, open/committed position, or building consensus. In addition to discussion-based teaching, teachers usually neutralize risk through careful selection and strategic framing of controversial issues and the creation of a supportive classroom environment.

Author

• Yue Li, The Chinese University of Hong Kong