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Author: Diana E. Hess
Publisher: Routledge
ISBN: 1135897352
Category : Education
Languages : en
Pages : 214
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Book Description
Through rich empirical research from real classrooms throughout the nation, Controversy in the Classroom demonstrates why schools have the potential to be particularly powerful sites for democratic education.
Author: Diana E. Hess
Publisher: Routledge
ISBN: 1135897352
Category : Education
Languages : en
Pages : 214
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Book Description
Through rich empirical research from real classrooms throughout the nation, Controversy in the Classroom demonstrates why schools have the potential to be particularly powerful sites for democratic education.
Author: Joseph Entin
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 216
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Book Description
This book features the most important and exciting writing from the past 15 years of Radical Teacher magazine. Focusing on the personal experience of teachers and the practical realities of teaching, the essays cover Teaching About War; Teaching About Globalization; Teaching About Race, Ethnicity, and Language; Teaching About Gender and Sexualities; and Threats to Public Education: Testing, Tracking, and Privatization . This is a must read for all teachers who are committed to creative pedagogy and social justice. Contributors: Bernadette Anand, Nancy Barnes, Lilia I. Bartolom , Bill Bigelow, Lawrence Blum, Marjorie Feld, Michelle Fine, H. Bruce Franklin, Stan Karp, Kevin K. Kumashiro, Pepi Leistyna, Arthur MacEwan, Sarah Napier, Bob Peterson, Nicole Polier, Patti Capel Swartz, Maria Sweeney, Rita Verma, and Kathleen Weiler.
Author: Judith L. Pace
Publisher: Rowman & Littlefield
ISBN: 1475851987
Category : Education
Languages : en
Pages : 227
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Book Description
Teaching controversial issues in the classroom is now more urgent and fraught than ever as we face up to rising authoritarianism, racial and economic injustice, and looming environmental disaster. Despite evidence that teaching controversy is critical, educators often avoid it. How then can we prepare and support teachers to undertake this essential but difficult work? Hard Questions: Learning to Teach Controversial Issues, based on a cross-national qualitative study, examines teacher educators’ efforts to prepare preservice teachers for teaching controversial issues that matter for democracy, justice, and human rights. It presents four detailed cases of teacher preparation in three politically divided societies: Northern Ireland, England, and the United States. The book traces graduate students’ learning from university coursework into the classrooms where they work to put what they have learned into practice. It explores their application of pedagogical tools and the factors that facilitated or hindered their efforts to teach controversy. The book’s cross-national perspective is compelling to a broad and diverse audience, raising critical questions about teaching controversial issues and providing educators, researchers, and policymakers tools to help them fulfill this essential democratic mission of education.
Author: Jonathan Zimmerman
Publisher: University of Chicago Press
ISBN: 022645634X
Category : Education
Languages : en
Pages : 129
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Book Description
From the fights about the teaching of evolution to the details of sex education, it may seem like American schools are hotbeds of controversy. But as Jonathan Zimmerman and Emily Robertson show in this insightful book, it is precisely because such topics are so inflammatory outside school walls that they are so commonly avoided within them. And this, they argue, is a tremendous disservice to our students. Armed with a detailed history of the development of American educational policy and norms and a clear philosophical analysis of the value of contention in public discourse, they show that one of the best things American schools should do is face controversial topics dead on, right in their classrooms. Zimmerman and Robertson highlight an aspect of American politics that we know all too well: We are terrible at having informed, reasonable debates. We opt instead to hurl insults and accusations at one another or, worse, sit in silence and privately ridicule the other side. Wouldn’t an educational system that focuses on how to have such debates in civil and mutually respectful ways improve our public culture and help us overcome the political impasses that plague us today? To realize such a system, the authors argue that we need to not only better prepare our educators for the teaching of hot-button issues, but also provide them the professional autonomy and legal protection to do so. And we need to know exactly what constitutes a controversy, which is itself a controversial issue. The existence of climate change, for instance, should not be subject to discussion in schools: scientists overwhelmingly agree that it exists. How we prioritize it against other needs, such as economic growth, however—that is worth a debate. With clarity and common-sense wisdom, Zimmerman and Robertson show that our squeamishness over controversy in the classroom has left our students woefully underserved as future citizens. But they also show that we can fix it: if we all just agree to disagree, in an atmosphere of mutual respect.
Author: Nel Noddings
Publisher: Teachers College Press
ISBN: 080777488X
Category : Education
Languages : en
Pages : 193
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Book Description
In this book, eminent educational philosopher Nel Noddings and daughter Laurie Brooks explain how teachers can foster critical thinking through the exploration of controversial issues. The emphasis is on the use of critical thinking to understand and collaborate, not simply to win arguments. The authors describe how critical thinking that encourages dialogue across the school disciplines and across social/economic classes prepares students for participation in democracy. They offer specific, concrete strategies for addressing a variety of issues related to authority, religion, gender, race, media, sports, entertainment, class and poverty, capitalism and socialism, and equality and justice. The goal is to develop individuals who can examine their own beliefs, those of their own and other groups, and those of their nation, and can do so with respect and understanding for others values. Book Features: Underscores the necessity of moral commitment in the use of critical thinking. Offers assistance for handling controversial issues that many teachers find unsettling. Proposes a way for students and teachers to work together across the disciplines. “Brooks and Noddings offer a timely and inspirational guide for teaching critical thinking in American schools. With deep roots in American philosophy and traditions, this book inspires us to teach students to question authority while fostering meaningful conversations about the difficult issues confronting our nation. This book offers a recipe for nurturing the next generation of caring and critical democratic citizens.” —Andrew Fiala, professor, California State University, Fresno “Chock-full of contemporary and historical examples, this book offers educators myriad examples of how to help students learn to talk with and listen to others and to understand the fullness of our collective humanity.” —Suzanne M. Wilson, University of Connecticut
Author: Diana E. Hess
Publisher: Routledge
ISBN: 1317575024
Category : Education
Languages : en
Pages : 289
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Book Description
WINNER 2016 Grawemeyer Award in Education Helping students develop their ability to deliberate political questions is an essential component of democratic education, but introducing political issues into the classroom is pedagogically challenging and raises ethical dilemmas for teachers. Diana E. Hess and Paula McAvoy argue that teachers will make better professional judgments about these issues if they aim toward creating "political classrooms," which engage students in deliberations about questions that ask, "How should we live together?" Based on the findings from a large, mixed-method study about discussions of political issues within high school classrooms, The Political Classroom presents in-depth and engaging cases of teacher practice. Paying particular attention to how political polarization and social inequality affect classroom dynamics, Hess and McAvoy promote a coherent plan for providing students with a nonpartisan political education and for improving the quality of classroom deliberations.
Author: Stuart Foster
Publisher: UCL Press
ISBN: 1787355691
Category : Education
Languages : en
Pages : 239
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Book Description
Teaching and learning about the Holocaust is central to school curriculums in many parts of the world. As a field for discourse and a body of practice, it is rich, multidimensional and innovative. But the history of the Holocaust is complex and challenging, and can render teaching it a complex and daunting area of work. Drawing on landmark research into teaching practices and students’ knowledge in English secondary schools, Holocaust Education: Contemporary challenges and controversies provides important knowledge about and insights into classroom teaching and learning. It sheds light on key challenges in Holocaust education, including the impact of misconceptions and misinformation, the dilemmas of using atrocity images in the classroom, and teaching in ethnically diverse environments. Overviews of the most significant debates in Holocaust education provide wider context for the classroom evidence, and contribute to a book that will act as a guide through some of the most vexed areas of Holocaust pedagogy for teachers, teacher educators, researchers and policymakers.
Author: Barbara Seidlhofer
Publisher: OUP Oxford
ISBN: 9780194374446
Category : Foreign Language Study
Languages : en
Pages : 366
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Book Description
There are several issues in English teaching on which applied linguists take very different positions: e.g. linguistic imperialism, the validity of critical discourse analysis, the pedagogic relevance of corpus descriptions of language, the theoretical bases of second language acquisition research, the nature of applied linguistics itself. This book presents exchanges between scholars arguing different positions, and directs attention to the key points at issue.
Author: Randy Bobbitt
Publisher: Rowman & Littlefield
ISBN: 1498569730
Category : Language Arts & Disciplines
Languages : en
Pages : 231
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Book Description
Controversial Books in K–12 Classrooms and Libraries: Challenged, Censored, and Banned analyzes the history of controversy surrounding assigned reading in K-12 classrooms and books available in school libraries. Randy Bobbitt outlines the history of book banning and controversy in the United States, stemming from 1950s conservative Cold War values of patriotism and respect for authority and ramping up through the 1960s and onward as media coverage and parental intervention into the inner workings of schools increased. The author claims that sensitive topics, including sexuality, suicide, and drug use, do not automatically imply the glorification of deviant behavior, but can be used constructively to educate students about the reality of life. Bobbitt argues that in an effort to shield children from the dangers of controversial issues, parents and administrators are depriving them of the ability to discover and debate values that are inconsistent with their own and those around them, teaching instead that avoidance of different viewpoints is the solution. Scholars of education, communication, literature, and policy will find this book especially useful.
Author: Natalia Mehlman Petrzela
Publisher: Oxford University Press
ISBN: 0199358478
Category : History
Languages : en
Pages : 337
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Book Description
The schoolhouse has long been a crucible in the construction and contestation of the political concept of "family values." Through Spanish-bilingual and sex education, moderates and conservatives in California came to define the family as a politicized and racialized site in the late 1960s and 1970s. Sex education became a vital arena in the culture wars as cultural conservatives imagined the family as imperiled by morally lax progressives and liberals who advocated for these programs attempted to manage the onslaught of sexual explicitness in broader culture. Many moderates, however, doubted the propriety of addressing such sensitive issues outside the home. Bilingual education, meanwhile, was condemned as a symbol of wasteful federal spending on ethically questionable curricula and an intrusion on local prerogative. Spanish-language bilingual-bicultural programs may seem less relevant to the politics of family, but many Latino parents and students attempted to assert their authority, against great resistance, in impassioned demands to incorporate their cultural and linguistic heritage into the classroom. Both types of educational programs, in their successful implementation and in the reaction they inspired, highlight the rightward turn and enduring progressivism in postwar American political culture. In Classroom Wars, Natalia Mehlman Petrzela charts how a state and a citizenry deeply committed to public education as an engine of civic and moral education navigated the massive changes brought about by the 1960s, including the sexual revolution, school desegregation, and a dramatic increase in Latino immigration. She traces the mounting tensions over educational progressivism, cultural and moral decay, and fiscal improvidence, using sources ranging from policy documents to student newspapers, from course evaluations to oral histories. Petrzela reveals how a growing number of Americans fused values about family, personal, and civic morality, which galvanized a powerful politics that engaged many Californians and, ultimately, many Americans. In doing so, they blurred the distinction between public and private and inspired some of the fiercest classroom wars in American history. Taking readers from the cultures of Orange County mega-churches to Berkeley coffeehouses, Natalia Mehlman Petrzela's history of these classroom controversies sheds light on the bitterness of the battles over diversity we continue to wage today and their influence on schools and society nationwide.
