Tackling controversial issues in the classroom

1. ADDRESSING
THE ELEPHANT
IN THE ROOM
Tackling controversial issues in the classroom
Sumeya Sayid-Mohamud
ARP, 2008

2. CONTEXT
● Features of the school
▪ Co- ed High school located in South Western Sydney
▪ Size: Approximated 1100 students
▪ Middle to lower income
▪ Over 95% NESB; Chinese, Greek, Middle Eastern and
Pacific Islanders.
● Features of the Class
▪ Year 9 History Class
▪ Size: 30 students (18 boys, 12 girls)
▪ Student ability: mixed ability (some students with
limited and below average reading and writing
abilities).

3. Class context
● Teacher centred learning
● Superficial discussion of issues
● Reluctance to voice opinions
● Deference to teacher’s opinions
● Lack of listening and discussion skills
● Lack of Higher Order Thinking
● General lack of enthusiasm for history

4. RESEARCH ISSUE
● I chose to base my research on teaching controversial issues
as a way of improving my practice.
● As a HSIE teacher it is essential that I can implement the
appropriate teaching strategies and create the necessary
conditions for dealing with controversial issues.
“Schools have come to be required to deal not only with matters
of fact but … increasingly in recent years, with personal morality
and ethical issues…the study of controversial issues may be seen
as a valuable and significant part of the educational
process…teaching approaches need to be sensitive, objective and
balanced where controversial issues are considered by the school
to have curriculum relevance.
(NSW Department of Education & Training. (2007).Controversial issues in
schools Policy Implementations Procedures).

5. RATIONALE
● Teaching controversial issues as an important way
of promoting civic competence. (Soley; Rossi, 1996)
● The need for teaching controversial topics is seen
as the responsibility of teachers as a way to
challenge the views that they gain from outside
influences i.e. the media (Soley; Rossi, 1996; Day et al,
2004)
● Success is dependent on the conditions under
which the issue is discussed and how it is
managed. (Lusk, A. B. & Weinberg, A. S. (1994).

6. RESEARCH QUESTION
“ What is the best approach
to teaching controversial
issues in the classroom?”

7. RESEARCH OBJECTIVES
●Compare different approaches to teaching
controversial issues; strengths and weaknesses
●Create conditions which are suitable for discussing
controversial issues: safe and encouraging
environment; dealing with issues that have
significance for them.
● Students gain the necessary analytical and
communication skills to deal with controversial
issues
●Improve my teaching practice

8. STRATEGIES USED
●The three recommended strategies in
order of popularity:
o Discussion: allows students to dissect, clarify and
express their opinions.
o Debate: allows students to consider different
perspectives and make their judgment.
o Role Playing: allows students to connect with the
past.

9. METHODOLOGY
● Observation
● Self and peer assessment
questionnaire (students)
● Informal discussion with students
● Personal reflection
● Sample of student work

10. CYCLE 1: Observation
●Aim: Information gathering
▪ Class dynamics
▪ Do the students have the necessary
discussion skills?
▪ Which class I will use for the action
research?
▪ When and how many times I will
implement each strategy?
●Strategy:
▪ Initiate and observe informal discussions

11. FINDINGS
● Quieter students reluctant to voice their
opinions
● Students holding back because they felt
their answers were not correct
● Superficial comments and lack of analysis
● Students did not listen to each other
● Lack of motivation in contributing to the
class

12. REFLECTION
● Students are not used to expressing their own
opinions.
● Students expect the teacher to tell them what to
think.
● Students prefer answering comprehension
questions to deeper analysis of issues
● Need to find a way to ensure that they critically
evaluate the issues and form their own
conclusions

13. CYCLE 2: Discussion
●Aim:
▪ Students learn analytical and discussion
skills
▪ Create a safe environment where they
feel free to express their opinions
▪ Get all the students to contribute
▪ Discuss controversial issues in an
environment where everyone’s opinions
are respected

14. STRATEGY
● Creating the conditions and implementing the
strategy
▪ Students set the rules for discussion
▪ Students practice their discussion skills by commenting on
the previous student’s comments
▪ Informal discussions about issues they are comfortable
discussing
▪ Encouragement: offering praise for contribution
▪ Socratic questioning and source analysis: to encourage
critical thinking
▪ Waiting time: allowing for quieter students to contribute
▪ Reading out loud as a way for students to gain confidence
and become accustomed to contributing in the classroom
▪ Discussing issues that have significance for them; for
example by comparing dictation test to Citizenship test;
discussing issues towards minority groups in Australia.

15. FINDINGS
● Noticeable improvement in the number of students
contributing to the discussion
● Although most students still reticent to contribute (either
due to shyness or lack of enthusiasm)
● Some contribution from the quieter students
● Most students freely expressed their opinions on the issues
we discussed
● There was still a problem with students not listening to
each other and the lack of deeper thinking

16. CYCLE 3: Debate/Role play
●Aim:
▪ For all students to contribute freely
▪ Students to analyse and express their
opinions on the controversial issue
▪ Students to engage critically with the issue
▪ Students to follow the rules: listening,
responding respectfully

17. STRATEGY
● As a class came up with the rules for a debate
(sense of ownership)
● Students practiced debating for or against
federating with other states i.e. state of origin
rivalry
● Main debate: Students were divided into two
groups and they had to pretend that they were
either Europeans or non- Europeans living in
Australia in 1900s and present an argument for or
against the Immigration Restriction Act
(White Australia policy)

18. Data
0
18
35
53
70
Discussion Debate
Participated
Did not participate

19. Questionnaire results
0
20
40
60
80
Discussion Debate Preferred
debate
Enjoyed
Did not enjoy
Preffered debate
Pref. Discussion

20. FINDINGS
● Students were enthusiastic and highly
engaged
● Most students took on their roles with
fervour
● Students were freer and less hesitant in
expressing themselves
● Some of my Asian students who were
against Asian migration got enthusiastically
involved in their roles
● It allowed for more students to participate

21. Findings Cont….
● Most of the students were listening and
responding to each other
● Prior knowledge and discussion of the
topic helped But
● Some students still did not get involved
● Some students in their enthusiasm were
still not listening to others
● Only some of the students showed a
deeper and more comprehensive
understanding of the issue

22. REFLECTION
● The debate allowed for students to freely express themselves
● It was a wonderful way to discuss such a sensitive issue without
the students feeling uncomfortable.
● Although the informal atmosphere meant that students
contributed more freely, it also meant that there was an
imbalance in the contribution
● I still need to find other ways of involving everyone; maybe
allocating specific roles, smaller groups.
● There still need to be an improvement in the way the students
communicate with each other
● I need to create more activities to improve their HOT skills

23. IMPLICATIONS
● Dealing with controversial issues is an important way
for students to critically evaluate and form their
opinions about important issues
● As teachers, we need to take into consideration the
school, class environment and topic before dealing
with any issue
● We also need to take into consideration our own
perspectives on these issues
● We need to choose the appropriate strategy suitable
for the specific class

24. IMPLICATIONS continued…
● Guidelines need to be set beforehand preferably by the
students
● Students need to have the necessary knowledge and
skills before implementing any strategies
● The role of the teacher is vital because students take
their cue from the teacher.

25. BIBLIOGRAPHY
● Burch, C.( 2001). Classroom action research. Retrieved May 20, 2008 from
http://www.madison.k12.wi.us/sod/car/carhomepage.html
● Day, V., Dillon, J., Grace, M. & Oulton, C. (2004). Controversial issues-
teachers’ attitudes and practices in the context of citizenship education. Oxford
review of education, 30(4), 489-507.
● Lockwood, A. (1996). Controversial issues: the teacher’s crucial role. Social
Education, 60 (1), 28-31.
● Lusk, A. B. & Weinberg, A. S. (1994). Discussing controversial topics in the
classroom: creating a context for learning. Teaching sociology, 22 (4), 301-308.
● McNiff, J. & Whitehead, J. (2005) Action research for teachers: a practical
guide. London: David Fulton Publishers
● NSW Department of Education & Training. (2007).Controversial issues in
schools Policy Implementations Procedures Policy. Sydney: Author
● NSW Institute of Teachers. (2005). Professional teaching standards. Sydney:
Author.
● Rossi, John, L. (1996) Creating strategies and conditions for civil discourse
about controversial issues. Social Education, 60(1), 15-21.
● Soley, M. (1996) If it's controversial, why teach it? Social Education, 60(1), 9-14