The scientific literature has been showing that the teaching of
controversial topics constitutes one of the most powerful tools for
the promotion of active citizenship, the development and
acquisition of critical-reflective thinking skills (Misco, 2013),
and education for democratic citizenship (Pollak, Segal, Lefstein,
and Meshulam, 2017; Misco and Lee, 2014). It has also highlighted,
however, the complexities, risks and interference of emotional
reactions in learning about sensitive, controversial or
controversial historical, geographical or social issues (Jerome and
Elwick, 2019; Reiss, 2019; Ho and Seow, 2015; Washington and
Humphries, 2011; Swalwell and Schweber, 2016). Recent studies have
advanced in the analysis of strategies employed by teacher
educators in teaching controversial issues (Nganga, Roberts,
Kambutu, and James, 2019; Pace, 2019), and in the curricular
decisions of teachers about this teaching (Hung, 2019; King, 2009).
These developments confirm the appropriateness of discussing or
developing deliberative skills and conversational learning as the
most appropriate strategy for the didactic treatment of
controversial issues (Claire and Holden, 2007; Hand, 2008; Hess,
2002; Oulton, Day, Dillon and Grace, 2004; Oulton, Dillon and
Grace, 2004; Myhill, 2007; Hand and Levinson, 2012; Ezzedeen,
2008). The promotion of discussion on specific social justice
issues has also been approached from the use of controversial or
documentary images in teacher education contexts, in order to
question what is happening or has happened in present and past
societies (Hawley, Crowe, and Mooney, 2016; Marcus and Stoddard,
2009). In this context, the aim of this contributed volume is, on
one hand, to understand the discourses and decision-making of
teachers on controversial issues in interdisciplinary educational
contexts and their association with the development of deliberation
skills. On the other hand, it seeks to offer studies focused on the
analysis of the levels of coherence between their attitudes,
positions and teaching practices for the teaching and learning of
social problems and controversial issues from an integrated
disciplinary perspective.
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