1. Session 2 Challenges and benefits of teaching controversial issues
Welcome the group and do introductions.
Session 2 Challenges and benefits of teaching controversial issues

2. Introduction
Aim
to explore the challenges and benefits of teaching controversial issues
Objectives
to recognise the challenges associated with teaching controversial issues
to find ways to overcome challenges
to understand how teachers’ attitudes impact on teaching controversial issues
to understand the benefits to the pupil and society

3. Teaching Controversial Issues
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4. Research suggests that teachers tend to
avoid teaching controversial issues.
Note: all references are listed in full in the References section of the Training Guidance Notes.
Facilitate discussion using the questions and information below.
Research suggests that teachers tend to avoid teaching controversial issues. Why do you think that is?
The research shows that teachers may avoid teaching controversial issues for a variety of reasons, including:
lack of knowledge about the issue;
lack of experience and confidence in teaching controversial issues; and
the issue may conflict with the teacher’s views, values and beliefs.
(Barton and McCully, 2007; Fournier-Sylvester, 2013).
What controversial issues would you prefer not to teach? Why?
(Barton and McCully, 2007; Bell et al., 2010; CDVEC Curriculum Development Unit, 2012; NICIE, 2005; T.E.A.C.H., 2007)

5. Activity 1: Challenges Work in pairs.
Rank each of the challenge statements in order from 1 to 5, with 1 as the least challenging to 5 as the most challenging.
Justify your thinking.
Share and discuss your group’s ideas with others.
How could you and the school deal with these challenges?
Introduce Activity 1 to teachers. Ask them to work in pairs.
Activity 1: Challenges
In this activity we will explore the challenges of teaching controversial issues.
Give each pair a copy of Resource Sheet 2: The challenges of teaching controversial issues.
Ask them to rate each of the challenge statements in order from 1 to 5, with 1 as the least challenging to 5 as the most challenging.
Write down ways that you and your school could deal with these challenges.
Facilitate discussion using the questions below.
Questions
Was there any agreement between the groups about the least and most challenging aspects of teaching controversial issues?
What were your reasons for rating these statements least and most challenging?
How could you and the school deal with these challenges?
Ask teachers to use their reflective journals to record any points of interest.

6. Barriers to teaching controversial issues
Denial
Privilege
Avoidance
Academic views
Facilitate discussion using the information below and the points on the slide.
Teachers’ attitudes can make teaching controversial issues challenging.
Here are some examples of types of attitudes to teaching controversial issues that have been identified in research.
What do you think each of these types of attitudes refer to?
Use the information below when discussing the bullet points with teachers.
Denial: the teacher ignores the issue is controversial and teaches as they would normally, possibly seeking ‘right’ and ‘wrong’ answers.
Privilege: the teacher assumes their views are ‘right’ and influences pupils to agree with them.
Avoidance: the teacher feels unable or unwilling to teach the issue, so avoids it.
Academic: the teacher considers the issue from an academic viewpoint which does not reflect the reality of the situation.
(Gallagher, 2011; Hess, 2004)
What types of teacher attitudes might contribute to effective teaching of controversial issues?
(Hess, 2004; Gallagher, 2011)

7. Enabling attitudes towards teaching controversial issues
Acceptance
Remaining open-minded
Pragmatism
Being prepared
Some examples of teacher attitudes which can enable you to successfully teach controversial issues include:
Acceptance: the teacher acknowledges that the issue is sensitive or controversial. They are aware of its complexity and opposing viewpoints on the topic.
Remaining open-minded: the teacher willingly acknowledges that their views represent one perspective and other views are valid. They research the issue further. They formulate their views based on multiple perspectives and a wide range of evidence.
Pragmatism: the teacher understands the academic and theoretical perspectives on an issue but is also able to relate them to a real-world context. They translate them in a way that pupils can easily understand, and use them to support arguments.
Being prepared: the teacher develops experience of teaching controversial issues. They research issues and teaching methodologies and undertake training. They develop their confidence and competency and are better prepared to successfully teach controversial issues.

8. Benefits to the pupil Pupils can:
become more informed and better prepared to make a positive contribution to society
learn to handle disagreement, resolve conflict and acknowledge other viewpoints
develop an understanding of their emotions and those of others
learn to work collaboratively
Overview: why teach controversial issues?
The main reasons why we are encouraging the teaching of controversial issues concern the benefits to the pupils and to society.
Democratic societies support human rights and promote the right of free speech. They encourage participation in politics and society. A vital part of this is supporting young people to participate in public discussions about issues arising in politics, society, and the economy.
Teachers should encourage young people to express themselves and share their views on issues, some of which will be controversial.
Benefits to the pupil
The following two slides outline some of the benefits to pupils of teaching controversial issues.
Pupils can:
become more informed and better prepared to make a positive contribution to society: controversial issues are part of young people’s daily lives, and they need to develop the skills required to make informed decisions, to think critically and analyse and make sense of information.
learn to handle disagreement, resolve conflict and acknowledge other viewpoints: pupils can develop their communication skills and participate in discussion, listen to and respect the views of others and learn to disagree with others in a proficient manner.
develop an understanding of their emotions and those of others: pupils can begin to analyse their feelings about controversial issues and develop a sense of empathy.
learn to work collaboratively: pupils can participate in activities which encourage them to develop their skills in working with others.

9. Benefits to the pupil (cont.)
Pupils can:
develop their communication skills
develop higher order thinking skills
learn to become critically reflective thinkers
learn to detect bias and hidden agendas
develop higher levels of self-esteem and confidence
learn to think for themselves
develop their capacity for ethical and moral reasoning
Benefits to the pupil (continued from slide 7)
Pupils can:
develop their communication skills:
developing their reading skills by interpreting and analysing information;
developing their writing skills by presenting reasoned arguments for and/or against a controversial issue; and
developing their speaking and listening skills through debates, class discussion, group work and giving presentations on issues.
develop higher order thinking skills and learn how to become critically reflective thinkers: they develop higher order and critical thinking skills such as problem solving, evaluating, interpreting and synthesising information when studying controversial issues.
develop higher levels of self-esteem and confidence: pupils gain experience of thinking through issues and sharing their views with others in a supportive environment. This can help them gain confidence in their ability to engage with others and can help to improve their self-esteem.
learn to think for themselves: discussing controversial issues encourages pupils to develop their own ideas and to think critically about issues.
develop their capacity for ethical and moral reasoning: pupils can consider controversial issues from multiple perspectives and examine them from moral and ethical viewpoints.

10. Activity 2: Benefits to society
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11. Activity 2: Benefits to society
What are the benefits to society of teaching young people about controversial issues?
Work in pairs.
Discuss your response to the question.
Write down your answers on Post-its and display them on flip chart paper.
Share your thinking and answers.
Benefits to society
Introduce Activity 2 and ask teachers to get into pairs. Facilitate discussion, using the examples below to help you.
What are the benefits to society of teaching young people about controversial issues?
Examples
Young people will be better informed about social issues.
Young people can support the democratic process and democracy.
It may encourage young people to engage more in society/politics.
Young people will have the skills to challenge decision-makers on controversial topics.

12. Debrief
What are the main challenges of teaching controversial issues for you and your school?
Would you agree that you and your school should teach controversial issues, and why?
Have these two training sessions made you think more about your own views on teaching controversial issues?
Debrief
Summarise the key points of the training session.
Then, facilitate discussion using the questions on the slide.