Chapter 19: Constructing Rationales to Teach Controversial Issues

The Constructing Rationales paper assignment asks teacher candidates to explicate, analyze, and discuss a range of scholarly work in order to develop a one- page rationale for teaching controversial issues that can be easily disseminated.

The work of developing tolerant, reflective, and engaged democratic citizens hinges upon the full release and discussion of controversial issues in the classroom (Misco & De Groof, 2014). A teacher candidate fortified with a strong philosophical rationale for teaching about controversial issues and armed with appropriate instructional strategies and curriculum within a supportive context is positioned to develop understandings of nuanced normative issues and confront prejudices. Every free society struggles with this most critical and foundational educative enterprise. Moreover, controversial issues evolve. They often come into being as taboo, develop into topics for discussion inside and outside of classrooms, and ultimately become settled (Hess, 2009). Stakeholders in different contexts may view the current controversial state of an issue differently and it is incumbent upon candidates to apply judgment in their gatekeeping decisions about controversial issue inclusion. Yet, even with a provocative curriculum, eager students, and well-prepared candidates poised to confront controversy, the milieus can act as obstacles to opening and discussing closed areas (Misco, 2012).