The Teaching of Controversial Issues: an evaluation

Abstract

Much of the advice which has been offered to teachers on how to handle controversial subject‐matter in the classroom appears to be derived from a theoretical analysis of the problem rather than from classroom practice. The methods and strategies advocated are often based upon untested assumptions about the teacher's authority and influence and the susceptibility of pupils. This article draws on current classroom research to demonstrate the problems of attempting to lay down hard and fast rules for teaching controversial issues (eg. that they should be taught in a balanced or an objective or a neutral way). The approach teachers adopt must take into account the circumstances encountered in each classroom, the specific constraints operating in each school, and the knowledge, values and experiences which pupils already have.

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