Abstract
Public controversy often surrounds community policy issues. Controversy creates both opportunities and risks for community development specialists functioning as public policy educators. The risks are predictable, however, and amenable to management. In this paper, the authors present two case experiences in conducting policy education about controversial public issues in South Dakota and Idaho. The case experiences are described and analyzed for the risk management methods they imply for conducting policy education amidst controversy. The authors note that a trade-off exists for public policy educators between controversy and irrelevance. They argue that by using program management methods that minimize professional risks and take advantage of opportunities, policy educators at both state and local levels can and should work on controversial public issues.
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