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ERIC Number: EJ1046338
Record Type: Journal
Publication Date: 2014
Pages: 27
Abstractor: As Provided
Reference Count: 57
ISBN: N/A
ISSN: ISSN-1542-7587
"We Must Look at Both Sides"--But a Denial of Genocide Too?: Difficult Moments on Controversial Issues in the Classroom
Kubota, Ryuko
Critical Inquiry in Language Studies, v11 n4 p225-251 2014
In language education, controversial issues sometimes emerge in either planned or spontaneous ways. Based on a classroom episode, this article illuminates dilemmas of approaching controversial issues for teachers who embrace critical pedagogy. A review of interdisciplinary literature demonstrates a general agreement on presenting balanced views while exhibiting disagreements on teacher neutrality. While advocates of critical pedagogy may not support maintaining an absolute balance or teacher neutrality, their progressive stance, just as a conservative one, may lead to the imposition of ideas. Although a poststructuralist approach, which views all knowledge as legitimate for examination with contextual relativity, might be a solution, it sometimes contradicts support for social justice. This paradox parallels a rift between theory and practice as seen in the criticisms of postcolonial/poststructuralist theory. It suggests that a focus on not only open attitudes and knowledge deconstruction but also affective dimensions with imagination and hyper-self-reflexivity broadens pedagogical possibilities.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Japan