Teachers' Conceptions of and Lesson Plans for Teaching Controversial Issues: Limitations for Deploying Their Pedagogical Potential
Teaching "controversial issues" has a high pedagogical potential for students to understand the characteristics of social conflicts and to become critical citizens. Twenty Chilean secondary education Social Studies teachers were invited to participate in a group interview and workshop to establish their conceptions of controversial issues and to design lesson plans for teaching such issues. The data showed that although teachers recognise some of the key elements that define these issues and recognise their pedagogical potential, they do not link them with learning the characteristics of social conflict and do not seek to deepen students' understanding of the actors and interests involved in such issues. The data reveal a tension between transmitting to students an interpretation of the traumatic issue in question and creating the conditions for students to analyse the different interpretations that may be in conflict. Therefore, to deploy the pedagogical potential of controversial issues, teachers need to refrain from expressing univocal truths and to question their position as owners and transmitters of knowledge.
Copyright (c) 2019 MarÃa Isabel Toledo Jofre, Renato Gazmuri Stein
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).