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ERIC Number: EJ1166700
Record Type: Journal
Publication Date: 2018
Pages: 8
Abstractor: As Provided
ISSN: ISSN-1068-1752
The Controversy over Controversy in the Social Studies Classroom
Lintner, Timothy
SRATE Journal, v27 n1 p14-21 Win 2018
Social studies is by virtue opaque, unwieldly, and rarely neutral. It challenges convention and conventional thought and action. Embedding controversy into social studies instruction allows students to think deeply, critically, and passionately. Yet controversy is fraught with philosophical and pedagogical hurdles that often limit its use. Thus, the controversy over controversy in the social studies classroom. While recognizing that such hurdles exist, this article argues that, if approached with both fidelity and care, controversy can provide a platform for engaged and engaging social studies teaching and learning.
Southeastern Regional Association of Teacher Educators. Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A