Exploring Controversial Issues in the Primary Social Studies Classroom, pp. 12 of 12


Allan, L. (1994). The social construction of literacy in the primary school. South Melbourne: Macmillan Education Australia.

Andolina, M. W., Jenkins, K., Keeter, S., & Zukin, C. (2002). Searching for the meaning of youth civic engagement: Notes from the field. Applied Developmental Science, 6(4), 189-195. https://doi.org/10.1207/S1532480XADS0604_5

Apple, M. W. (2009). Series editor introduction. In Hess, D. E., Controversy in the classroom: The democratic power of discussion (pp. xi-xiii). New York: Routledge.

Avery, P. G. (2002). Political tolerance, democracy, and adolescents. In Parker, W. C. (Ed.), Education for democracy: Contexts, curricula, assessments (pp. 113-130). Greenwich, Connecticut: Information Age Publishing.

Barton, K. C., & McCully, A. (2005). History, identity and the school curriculum in northern Ireland: An empirical study of secondary students’ ideas and perspectives. Journal of Curriculum Studies, 37, 85–116. https://doi.org/10.1080/0022027032000266070

Barton, K., & McCully, A. (2007). Teaching controversial issues... where controversial issues really matter. Teaching History, 127, 13-19.

Bickmore, K., & Parker, C. (2012). Conflict management and dialogue with diverse students: Novice teachers’ approaches and concerns. Journal of Teaching and Learning, 8(2), 47-63. Retrieved from: https://ojs.uwindsor.ca/index.php/JTL/article/download/3313/pdf/0

Bickmore, K., & Parker, C. (2014). Constructive conflict talk in classrooms: Divergent approaches to addressing divergent perspectives. Theory & Research in Social Education, 42(3), 291-335. https://doi.org/10.1080/00933104.2014.901199

Burbules, N., & Rice, S. (1991). Dialogue across differences: Continuing the conversation. Harvard Educational Review, 61(4), 393–416. http://dx.doi.org/10.17763/haer.61.4.yr0404360n31j418

Carrington, B., & Troyna, B. (1988). Children and controversial issues. In Carrington, B., & Troyna, B. (Eds.), Children and controversial issues: Strategies for the early and middle years of schooling (pp. 1-10). Philadelphia: The Falmer Press.

Cooper, A., & Portelli, J. P. (2012). Teaching controversial issues: An educational imperative. In McMahon, B. J., & Portelli, J. P. (Eds.), Student Engagement in Urban Schools: Beyond Neoliberal Discourses (pp. 171-196). Charlotte: Information Age Publishing.

Crick, B. (2008). Education for citizenship and the teaching of democracy in schools. Qualifications and Curriculum Authority. https://dera.ioe.ac.uk/4385/1/crickreport1998.pdf

Freire, P. (1970). Pedagogy of the oppressed. New York: NY: Seabury.

Gollob, R., & Krapf, P. (2008) Living in democracy: EDC/HRE lesson plans for lower secondary level. Belgium: Council of Europe Publishing.

Hemmings, A. (2000). High school democratic dialogues: Possibilities for praxis. American Educational Research Journal, 37(1), 67-91. https://doi.org/10.3102/00028312037001067

Hess, D. E. (2002). Discussing controversial public issues in secondary social studies classrooms: Learning from skilled teachers. Theory and Research in Social Education, 30(1), 10-41. https://doi.org/10.1080/00933104.2002.10473177

Hess, D. E. (2004). Controversies about controversial issues in democratic education. PS: Political Science and Politics, 37(2), 257-261. http://dx.doi.org/10.1017/S1049096504004196

Houser, N. (1996). Negotiating dissonance and safety for the common good: Social education in the elementary classroom. Theory and Research in Social Education, 24(3), 294-312. https://doi.org/10.1080/00933104.1996.10505780

Ho, L. C. (2017). Commentary: How should Singapore teachers manage issues of race in the classroom? ChannelNewsAsia. Retrieved from https://www.channelnewsasia.com/news/singapore/commentary-how-should-sin...

Ho, L. C., & McAvoy, P., Hess, D., & Gibbs, B. (2017). Teaching and learning about controversial issues and topics in the social studies: A review of the research. In Manfra, M. M., & Bolick, C. M. (Eds.), The wiley handbook of social studies research (pp. 321-335). USA: WileyBlackwell.

Johnson, D. W., & Johnson, R. T. (2012). Restorative conflict in schools: Necessary roles of cooperative learning and constructive conflict. Negotiation and Conflict Management Research, 5(1), 4-28. https://doi.org/10.1111/j.1750-4716.2011.00088.x

Johnson, D. W. (2015). Constructive controversy: Theory, research, practice. Cambridge, UK: Cambridge University Press.

Kerr, D., & Huddleston, T. (Eds.). (2015). Living with controversy: Teaching controversial issues through education for democratic citizenship and human rights. Council of Europe, Strasbourg.

Lockwood, A. (1996). Controversial issues: The teacher's crucial role. Social Education, 60(1), 28-31.

Maloch, B. (2002). Scaffolding student talk: One teacher's role in literature discussion groups. Reading Research Quarterly, 37(1), 94-112. https://doi.org/10.1598/RRQ.37.1.4

McCall, A. (2004). Using poetry in social studies classes to teach about cultural diversity and social justice. The Social Studies, 95, 172–176. https://doi.org/10.3200/TSSS.95.4.172-176

McCully, A. (2006). Practitioner perceptions of their role in facilitating the handling of controversial issues in contested societies: A northern Irish experience. Educational Review, 58(1), 51-65. https://doi.org/10.1080/00131910500352671

Ochoa-Becker, A. (2007). Democratic education for social studies: An issues-centered decision making curriculum. Greenwich, Connecticut: Information Age Publishing.

Parker, W. C. (2010). Listening to strangers: Discussion in democratic education. Teachers College Record, 112, 2815-2832. Retrieved from: https://www.dfsd.org/cms/lib/NY02214206/Centricity/Domain/70/ListeningTo...

Phillips, I. (2008). Teaching history: Developing as a reflective secondary teacher. London: SAGE Publications.

Smith, S., & Fairman, D. (2005). The integration of conflict resolution into the high school curriculum: The example of workable peace. In Noddings, N. (Ed.), Educating citizens for global awareness (pp. 40–56). New York: Teachers College Press.

Versfeld, R. (2005). Teaching controversial issues. South Africa: New Africa Education.

Williams, R. (1977). Marxism and literature. New York, NY: Oxford University Press.

Young, I. M. (1996). Communication and the other: Beyond deliberative democracy. In S.  Benhabib (Ed.). Democracy and difference:  Contesting the boundaries of the political (pp. 120-137). Princeton, NJ: Princeton University Press.

Zembylas, M. & Kambani, F. (2012). The teaching of controversial issues during elementary-level history instruction: Greek-Cypriot teachers' perceptions and emotions. Theory & Research in Social Education, 40(2), 107-133. https://doi.org/10.1080/00933104.2012.670591

Zimmerman, J., & Robertson, E. (2017). The case for contention: Teaching controversial issues in American schools. Chicago: University of Chicago Press.


An Inspiring Quote

"[Open-mindedness] includes an active desire to listen to more sides than one; to give heed to facts from whatever source they come; to give full attention to alternative possibilities; to recognize the possibility of error even in the beliefs that are dearest to us."

~ John Dewey, How We Think

Newsletter Subscription

Subscribe to our newsletter and stay up-to-date with new journal issues!