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Divide and Sharing : Navigating Controversial Issues in the Classroom /

Divide and Sharing : Navigating Controversial Issues in the Classroom /

In a polarized world, educators face the challenge of addressing controversial issues in the classroom. This book provides an in-depth exploration of the ethical, philosophical, and practical considerations involved in discussing sensitive topics. Drawing on case studies from Israel and Western demo...

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Main Author: Gusacov, Eran (Author)

Format: eBook

Language: English

Published: Leiden ; Boston : Brill, 2025.

Series: Educational Research E-Books Online, Collection 2026.

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Education.

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Call Number: LA227.3

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Table of Contents:
  • Introduction
  •  1 Book Structure
  • PART 1: Theoretical Examination of the Concept and Presentation of Its Objectives
  • Introduction to Part 1
  • 1 What Exactly Are "Controversial Public Issues?"
  •  1 Controversial Public Issues: Defining and Clarifying the Concept
  •  2 First Delineation: "Excluded from the Circle"
  •  3 Second Delineation: "The Circle of Reason"
  •  4 The Language of Controversy
  •  5 Matters of Emotion
  •  6 A Critical Examination of the Epistemic Criterion
  •  7 Third Delineation: "Circle of Public Examination"
  •  8 Summary
  • 2 The Aim of Teaching Controversial Public Issues in the Classroom
  •  1 Central Models of Democracy
  •  2 In Praise of Listening to the Other Voice and Making It Heard: From Past to Present
  •  3 The Connection between Teaching Controversial Public Issues and Liberal-Democratic Ideology
  •  4 Arguments Supporting the Teaching of Controversial Public Issues in Schools
  •  5 Voices Critiquing the Necessity of Discussion on Controversies and Its Objectives
  •  6 Summary
  • 3 Political Education, Ideological Education, and Indoctrination
  •  1 Conceptual Examination: What Does "Political" Really Mean?
  •  2 Second Conceptual Examination: What Is "Political Education"?
  •  3 Liberal-Democratic Political Education
  •  4 Critical and Agonistic Political Education
  •  5 Conceptual Examination: Ideological Education and Indoctrination
  •  6 Indoctrination
  •  7 Demonstration of Ideological Indoctrination
  •  8 Summary
  • 4 On the Importance of Context in Engaging with Publicly Controversial Issues
  •  1 The Context of Time and Place
  •  2 The Context of Classroom Dynamics
  •  3 The Ideological-Political Context in a Multisectoral Society
  •  4 The Classroom Context: The Social Group
  •  5 The Personal Context: Personal Characteristics of the Students
  •  6 Cognitive Differences
  •  7 Inclusion of Students with Special Needs
  •  8 Gender of the Students in the Class
  •  9 Emotional and Social Differences
  •  10 The Context of Knowledge Domain
  •  11 Contextual and Non-Contextual Knowledge
  •  12 The School Context
  •  13 Summary
  • 5 The Importance of a Teacher's Guiding Educational Ideology
  •  1 The Necessity of Ideological Choice in Education
  •  2 On Meta-Ideologies in Education
  •  3 The Meta-Ideology Centered on Society ("Ideology of Socialization")
  •  4 The Educational Ideology Centered on Culture (Acculturation)
  •  5 The Educational Ideology Focused on the Individual (Individuation)
  •  6 Ideological Turn: Contemplative Education
  •  7 A Mix of Ideologies
  •  8 The Intersection of Engaging with Controversial Public Issues and Education Driven by an Agenda
  •  9 Critical Pedagogy
  •  10 Summary
  • 6 Possible Methods for Teaching and Learning Controversial Public Issues
  •  1 Open Discussion vs. Closed Discussion
  •  2 The Teacher's Role in Managing Open Discussions
  •  3 Types of Discussions on Controversial Public Issues
  •  4 Initiating and Planning Discussions on Publicly Controversial Issues
  •  5 The Debate on Teachers' Disclosure of Personal Views in Publicly Controversial Issues
  •  6 How Can a Teacher Assess the Way They Taught Controversial Public Issues?
  •  7 Expression of Interest in Public Controversial Topics
  • PART 2: Examples of Controversial Issues, Presenting Problems, and Proposing Solutions
  • Introduction to Part 2
  • 7 Critical Race Theory (CRT) as a Controversial Issue
  •  1 Introduction
  •  2 Part One: On Critical Race Theory
  •  3 Academic Roots of CRT
  •  4 Criticisms of Critical Race Theory (CRT)
  •  5 The Political Reaction to Critical Race Theory
  •  6 The Relevance of Critical Race Theory in Non-American Contexts
  •  7 Part Two: The Question of Addressing Critical Race Theory in Schools
  •  8 The Options Available to the Teacher
  •  9 The First Option: Classroom Political Discussion
  •  10 The Second Option: Apolitical Discussion
  •  11 The Third Option: A Moral Discussion
  •  12 The Fourth Option: An Ideological Discussion
  •  13 Summary
  • 8 On the Challenges of Teaching Controversial Topics in Our Time
  •  1 Introduction
  •  2 The Current Challenges in Teaching Controversial Public Issues
  •  3 Sub-Argument 1: Distinguishing between Teaching Argumentation Skills and Addressing Controversial Public Issues
  •  4 Sub-Argument 2: Discussions on Controversial Public Issues Do Not Necessarily Prepare Students for Real Civic Life
  •  5 Sub-Argument 3: Social Reality Is Not Dialogical and Is Permeated by the Silencing of Opposing Views
  •  6 Sub-Argument 4: Teachers and Schools Driven by Ideology Will Find It Difficult to Conduct Open and Dialogical Discussions on Controversial Public Issues
  •  7 Sub-Argument 5: Public Controversial Issues Are Ideologically Context-Dependent
  •  8 Sub-Argument 6: Many Students Lack the Knowledge and Skills Required for a Serious and Productive Discussion on Controversial Public Issues
  •  9 Sub-Argument 7: Individual Differences among Students Hinder Open Participation in Classroom Discussions
  •  10 Sub-Argument 8: Many Teachers Lack the Political Knowledge, General World Knowledge, and Intellectual Capacity Necessary to Conduct Classroom Discussions on Controversial Public Issues
  •  11 Sub-Argument 9: When Some Parents and Students Oppose Discussions on Controversial Public Issues, such Discussions May Be Avoided
  •  12 Summary
  • 9 Paving the Way: Guidelines for Teaching Controversial Public Issues in the Present Era
  •  1 Steps Required for Addressing Controversial Public Issues
  •  2 Creating a Suitable Classroom Atmosphere
  •  3 Preparing for Dialogue Management
  •  4 Promoting Literacy
  •  5 Political Literacy
  •  6 Disciplinary Literacy
  •  7 Media Literacy
  •  8 Multicultural Literacy
  •  9 Logical Literacy
  •  10 Determining the Content and Topics for Discussion
  •  11 Defining Objectives
  •  12 Context and Ideology
  •  13 Selection of Topics
  •  14 Additional Comments and Insights
  •  15 Concluding Remarks
  • References
  • Index.