Abstract
The sensitive nature of certain controversies is particularly problematic for teaching across difference. Questions as to what makes a controversy sensitive and how care and empathy are implicated in discussing it are considered through examples connected to the author’s own practice and in light of the traditional rationalist concept of critical spirit and feminist strong reflexivity. The suggestion is made that discussing sensitive controversy requires a ‘doubled view’ and that this is needed at all levels of inquiry.
Highlights
One of the difficult balances to achieve in teaching philosophy of education to pre-service teachers is that of discussing a controversial issue the substance of which has had a direct negative impact upon one or more students in the class
Though I did not and still do not believe the play should be avoided in secondary language arts, I did feel uncomfortable even as I taught the context of anti-Semitism from which Shakespeare’s characterization sprang
When faced with a sensitive controversy, how is the teacher to weigh her pedagogical choices along a continuum between taking up the issue at the risk of exacerbating a volatile situation, and avoiding it thereby reneging on her responsibility to teach students to be critical? Is there guidance to be found within the conceptualization of critical thinking as an educational ideal? These questions shall be taken up as follows: I will examine what makes a controversy sensitive and how caring and empathy are involved in its treatment, and move to that component of the concept of critical thinking referred to as the critical spirit, suggesting how the teacher might respond in discussions of sensitive controversy such that she acts in the spirit of criticism
Summary
One of the difficult balances to achieve in teaching philosophy of education to pre-service teachers is that of discussing a controversial issue the substance of which has had a direct negative impact upon one or more students in the class. To say nothing could imply a range of untenable notions, not least of which are that sensitive issues do not belong in the school curriculum, high-school students are too immature to discuss with seriousness matters of grave concern to adults, and racism is not an important problem in this community. A teacher faced with such a situation and believing that this is the moment to raise the issue precisely because it is hotly debated in the community, may reason that, as it is her responsibility not to shirk from controversy, this is her best chance to engage students in one. When faced with a sensitive controversy, how is the teacher to weigh her pedagogical choices along a continuum between taking up the issue at the risk of exacerbating a volatile situation, and avoiding it thereby reneging on her responsibility to teach students to be critical? George Dei (1996) points out that, in respect to the concepts of race and racism, “educators cannot overlook the fact that the theoretical exercise of debating the intellectual validity of these concepts can be painful for individuals who live the experiences being
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
