Controversy in the classroom: The democratic power of discussion

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Facilitating Whole-Class Discussions in History: A Framework for Preparing Teacher Candidates (2018, background): “practice-based teacher education, social studies teacher education, preservice teacher education, social studies education, history education rather than history (e.g., Hess, 2009; Hess & Posselt, 2002; Parker et al., 2011).”
Teaching Who You Are: Connecting Teachers’ Civic Education Ideology to Instructional Strategies (2018, background): “Finally, social studies education has long called for teachers to purposefully address controversial issues and political partisanship (Hess, 2009; Hess & McAvoy, 2015; Ho, McAvoy, Hess, & Gibbs, 2017; Hunt & Metcalf, 1955; Levinson, 2012; Oliver & Shaver, 1966; Rugg, 1921).”
A Social Studies Teacher's Sense Making of Controversial Issues Discussions of Race in a Predominantly White, Rural High School Classroom (2011, background): “…as being either controversial or non-controversial often reflects how the issues are characterized in the larger society (Camicia 2008; Winter 2011 111 Hess, 2009), we found that Emma defined controversial issues as those that are not “settled” and, accordingly, still appropriate for public debate.”