Teaching and learning about controversial issues: Lessons from northern ireland

Theory and Research in Social Education

Volumn 37, Issue 2, 2009, Pages 215-246

  King, John T ^a  

^a SOUTHERN OREGON UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84973096330     PISSN: 00933104     EISSN: 21631654     Source Type: Journal    
DOI: 10.1080/00933104.2009.10473395     Document Type: Article

References (69)

1. Aboulmagd, K., Arizpe, L., & Ashrawi, H. (2001). Crossing the divide: Dialogue among civilizations. South Orange, NJ: Seton Hall University Press.
2. Allport, G. W. (1954). The nature of prejudice. Cambridge, MA: Addison Wesley.
3. Avery, P. G., Johnson, D. W., Johnson, R. T., & Mitchell, J. M. (1999). Teaching an understanding of war and peace through structured academic controversies. In A. Raviv, L. Oppenheimer, & D. Bar-Tal (Eds.), How children understand war and peace (pp. 260-280). San Francisco: Jossey-Bass.
4. Bar-On, D. (2002). Conciliation through storytelling. In G. Salomon & B. Nevo (Eds.), Peace education: Concepts, principles, and practices around the world (pp. 109-116). Mahwah, NJ: Lawrence Erlbaum.
5. Barton, K. C., & McCully, A. W. (2005). History, identity, and the school curriculum in Northern Ireland: An empirical study of secondary students' ideas and perspectives. Journal of Curriculum Studies, 37, 85-116.
6. Barton, K., & McCully, A. (2007). Teaching controversial issues… where controversial issues really matter. Teaching History, 127, 13-19.
7. Becker, H., & Geer, B. (1969). Participant observation and interviewing: A comparison. In G. L. McCall & J. L. Simmons (Eds.), Issues in participant observation (322-331). Reading, MA: Addison-Wesley.
8. Bibace, R., Young, W., Herrenkohl, L., & Wiley, A. (1999). An introduction to partnership in research: Changing the researcher-participant relationship. In R. Bibace, J. Dillon, & B. Dowds (Eds.), Partnerships in research, clinical and educational settings (pp. 3-14). Stamford, CT: Ablex Publishing Corporation.
9. Boyle-Baise, M. (1998). Community based service-learning for multicultural teacher education: An exploratory study with pre-service teachers. Equity & Excellence in Education, 31, 52-60.
10. Brandhorst, A. (2004). Identity-centered conflicts, authority, and dogmatism: Challenges for the design of social studies curriculum. Theory and Research in Social Education, 32, 10-23.
11. Bruns, G. L. (1992). Hermeneutics ancient and modern. New Haven, CT: Yale University Press.
12. Burbules, N., & Rice, S. (1991). Dialogue across differences. Harvard Educational Review, 61, 393-416.
13. CCEA (2003). EMU & cultural heritage: Cross-curricular guidance materials. Belfast, Ireland: Council for the Curriculum Examinations and Assessment.
14. DENI (1982). The improvement of community relations: The contribution of schools. Bangor, Northern Ireland: Department of Education, Northern Ireland.
15. DENI (2000). Report of a survey of provision for EMU in post-primary schools: 1999-2000. Bangor, Northern Ireland: Department of Education, Northern Ireland.
16. Dewey, J. (1976). The child and the curriculum. In J. A. Boydston (Ed.), The middle works of John Dewey, 1899-1924: Vol. 2 (pp. 273-291). Carbondale, IL: Southern Illinois University Press. (Original work published 1903)
17. Dovidio, J., Gaertner, S., & Validzic, A. (1998). Intergroup bias: Status differentiation and a common in-group identity. Journal of Personality and Social Psychology, 75, 109-120.
18. Elbaz-Luwisch, F. (2004). How is education possible when there's a body in the middle of the room? Curriculum Inquiry, 34, 9-27.
19. Erickson, F. (1986). Qualitative methods in research on teaching. In M. Wittorck (Ed.), Handbook on research on teaching (pp. 119-145). New York: MacMillan.
20. Evans, R. W., Avery, P. G., & Pederson, P. V. (1999). Taboo topics: Cultural restraint on teaching social studies. The Social Studies, 90, 218-224.
21. Faulcaner, T., & Freeman, A. (2005). Teachers, classroom controversy, and the media. Social Education, 69, 323-327.
22. Fishkin, J. S. (1991). Democracy and deliberation. New Haven, CT: Yale University Press.
23. Florio-Ruane, S. (2001). Teacher education and the cultural imagination: Autobiography, conversation, and narrative. Mahwah, NJ: Lawrence Erlbaum.
24. Frazer, E. (2000). Citizenship education: Anti-political culture and political education in Britain. Political Studies, 48, 88-103.
25. Geertz, C. (1973). Thick description: Toward an interpretive theory of culture. In C. Geertz (Ed.), The interpretation of cultures (pp. 4-30). New York: Basic Books.
26. Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine.
27. Global Nomads Group. (2008). Overview. Retrieved September 18, 2008 from http://www.gng.org/about gng/overview.html.
28. nd ed). Princeton, NJ: Princeton University Press.
29. Habermas, J. (1982). The structural transformation of the public sphere. Translated by T. Burger and F. Lawrence. Cambridge, MA: Massachusetts Institute of Technology Press.
30. Hahn, C. L. (1998). Becoming political: Comparative perspectives on citizenship education. Albany, NY: State University of New York Press.
31. Halabi, R., & Sonnenschein, N. (2004). The Jewish-Palestinian encounter in a time of crisis. Journal of Social Issues, 60, 373-388.
32. Hammersley, M., & Atkinson, P. (1995). Ethnography: Principles in practice. New York: Routledge.
33. Harmon, A. (2008, August 24). A teacher on the front line as faith and science clash. New York Times, p. A1.
34. Hess, D. (1998). Discussing controversial public issues in secondary social studies classrooms: Learning from skilled teachers. Unpublished doctoral dissertation, University of Washington, Seattle.
35. Hess, D. (2002). Discussing controversial public issues in secondary social studies classrooms: Learning from skilled teachers. Theory and Research in Social Education, 30, 10-41.
36. Hess, D. (2004). Discussion in social studies: Is it worth the trouble? Social Education, 68, 151-156.
37. Hess, D. (2005). How do teachers' political views influence teaching about controversial issues? Social Education 69, 47-48.
38. Hess, D., & Posselt, J. (2002). How high school students experience and learn from the discussion of controversial public issues. Journal of Curriculum and Supervision, 17, 283-314.
39. Huber, J., Murphy, S., & Clandinin, J. (2003). Creating communities of cultural imagination: Negotiating a curriculum of diversity. Curriculum Inquiry, 33, 343-362.
40. Johnson, D. W., & Johnson, R. T. (1995). Creative controversy: Intellectual conflict in the classroom (3rd ed.). Edina, MN: Interaction.
41. King, J. (2004). Service learning as a site for critical pedagogy. Journal of Experiential Education, 26, 121-138.
42. King, J. (2007, October). Flags, friends and foes: Managing the risks of critical self-reflection. Paper presented at the Seventh International Transformative Learning Conference, Albuquerque, NM.
43. Kitson, A., & McCully, A. (2005). 'You hear about it for real in school.' Avoiding, containing and risk-taking in the history classroom. Teaching History, 120, 3237.
44. Larson, B. (1999). Influences on social studies teachers' use of classroom discussion. The Social Studies, 90, 125-133.
45. Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage Publications.
46. McClure, R., & Stiffler, L. (2007, January 12). Federal Way schools restrict Gore film: 'Inconvenient Truth' called too controversial. Seattle PI. Retrieved January 13, 2007 from http://seattlepi.nwsource.com
47. McCully, A. (2006). Practitioner perceptions of their role in facilitating the handling of controversial issues in contested societies: A Northern Irish experience. Educational Review, 58, 51-65.
48. McCully, A., Pilgrim, N., Sutherland, A., & McMinn, T. (2002). 'Don't worry, Mr. Trimble. We can handle it.' Balancing the rational and the emotional in the teaching of contentious topics. Teaching History, 106, 6-13.
49. Merriam, S. B. (1998). Case study research in education: A qualitative approach. San Francisco: Jossey Bass.
50. Morrow, D., & Wright, F. (1991). Seeking ways to peace in Northern Ireland: The importance of the unimportant. Oxford, England: Oxford University Press.
51. Mosher, R. L. (1994). The student as citizen: Politics and development. In R. L. Mosher, R. A. Kenny, & A. Garrod (Eds.), Preparing for citizenship: Teaching youth to live democratically (pp. 39-57). Westport, CT: Praeger.
52. Munck, R. (2000). Deconstructing terror: Insurgency, repression, and peace. In R. Munck & P. L. de Silva (Eds.), Postmodern insurgencies: Political violence, identity formation, and peacemaking in comparative perspective (pp. 1-13). New York: St. Martin's Press.
53. Nagda, B., Harding, S., Moise-Swanson, D., Balassone, M., Spearmon, M., & Mello, S. (2001). Intergroup dialogue, education and action: Innovations at the University of Washington School of Social Work. In D. Schoem & S. Hurtado (Eds.), Intergroup dialogue: Deliberative democracy in school, college, community and workplace (pp. 115-136). Ann Arbor, MI: University of Michigan Press.
54. Narayan, U. (1988). Working together across difference: Some considerations on emotions and political practice. Hypatia, 3, 31-47.
55. Noddings, N. (1992). The challenge to care in schools: An alternative approach to education. New York: Teachers College Press.
56. Nussbaum, M. C. (1997). Cultivating humanity. Cambridge, MA: Harvard University Press.
57. Paley, V. G. (1992). You can't say you can't play. Cambridge, MA: Harvard University Press.
58. Parker, W. C. (2003). Teaching democracy: Unity and diversity in public life. New York: Teachers College Press.
59. Parker, W. C. (2004). Diversity, globalization, and democratic education: Curriculum possibilities. In J. A. Banks (Ed.), Diversity and citizenship education (pp. 433-458). San Francisco: Jossey-Bass.
60. Reynolds, A. (1999). Working with children and adolescents in the schools: Multicultural counseling implications. In R. Sheets & E. Hollins (Eds.), Racial and ethnic identity in school practices: Aspects of human development (pp. 213-230). Mahwah, NJ: Lawrence Erlbaum.
61. Richardson, N. (1992, May). Roots if not wings: Where did EMU come from? Keynote address presented at the Conference on EMU in Transition, Newcastle, Northern Ireland.
62. Rossi, J. (2006). The dialogue of democracy. The Social Studies, 97, 112-120.
63. Salomon, G. (2002). The nature of peace education: Not all programs are created equal. In G. Salomon & B. Nevo (Eds.), Peace education: Concepts, principles, and practices around the world (pp. 3-14). Mahwah, NJ: Lawrence Erlbaum.
64. Scheffler, I. (1991). In praise of the cognitive emotions: And other essays in the philosophy of education. New York: Routledge.
65. Schoem, D., Hurtado, S., Sevig, T., Chesler, M., & Sumida, S. (2001). Intergroup dialogue: Democracy at work in theory and practice. In D. Schoem & S. Hurtado (Eds.), Intergroup dialogue: Deliberative democracy in school, college, community and workplace (pp. 1-21). Ann Arbor, MI: University of Michigan Press.
66. Smith, A. (1999, April). Education and the peace process in Northern Ireland. Paper presented at the annual meeting of the American Education Research Association, Montreal, Canada.
67. Trew, K., & Cox, C. (1996). Dimensions of social identity in Northern Ireland. Belfast, Northern Ireland: Northern Ireland Council for Educational Development.
68. Yin, R. K. (1994). Case study research: Design and methods. Beverly Hills, CA: SAGE.
69. Young, I. M. (1996). Communication and the other: Beyond deliberative democracy. In S. Benhabib (Ed.), Democracy and difference: Contesting the boundaries of the political (pp. 120-137). Princeton, NJ: Princeton University Press.