NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1018000
Record Type: Journal
Publication Date: 2013
Pages: 9
Abstractor: As Provided
Reference Count: 21
ISBN: N/A
ISSN: ISSN-1195-4353
Daring to Debate: Strategies for Teaching Controversial Issues in the Classroom
Fournier-Sylvester, Nicole
College Quarterly, v16 n3 Sum 2013
Have you ever avoided discussing controversial issues in the classroom? Teachers report often avoiding these types of discussions due to concerns about the unpredictability of student reactions, accusations of trying to push a political agenda, and insufficient knowledge or skills to work through complex issues. Debates, however, have been shown to have a direct and positive impact on students' critical thinking skills and democratic commitments. With some preparation and facilitation techniques, teachers' concerns can be addressed and open discussions of current events and social issues can become an extremely rewarding experience for both teachers and their students.
Seneca College of Applied Arts and Technology. 1750 Finch Avenue East, Toronto, Ontario M2J 2X5, Canada. Tel: 416-491-5050; Fax: 905-479-4561; Web site: http://www.collegequarterly.ca
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A