Who Wants a Political Classroom? Attitudes toward Teaching Controversial Political Issues in School

Autor/inn/en	Gindi, Shahar; Sagee, Rachel; Gilat, Itzhak
Titel	Who Wants a Political Classroom? Attitudes toward Teaching Controversial Political Issues in School
Quelle	In: Journal of Social Science Education, 20 (2021) 2, S.130-150 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1618-5293
Schlagwörter	Teacher Attitudes; Parent Attitudes; Student Attitudes; High School Students; Adolescents; Adults; Jews; Controversial Issues (Course Content); Political Issues; Discussion (Teaching Technique); Classroom Environment; Civics; Self Disclosure (Individuals); Persuasive Discourse; Teacher Competencies; Religious Factors; Age Differences; Educational Attainment; Predictor Variables; Foreign Countries; Israel + Suchen Sie Ihr Suchwort? Lehrerverhalten; Elternverhalten; Schülerverhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Jew; Jude; Jüdin; Juden; Controversial issues; Kontroverse; Politischer Faktor; Klassenklima; Unterrichtsklima; Staatsbürgerkunde; Persuasion; Persuasive Kommunikation; Lehrkunst; Age; Difference; Age difference; Altersunterschied; Bildungsabschluss; Bildungsgut; Prädiktor; Ausland
Abstract	Purpose: Many argue for the benefits of controversial political issues (CPI) discussions but little is known about teachers', parents', and students' attitudes toward CPI. The present study explored these attitudes, as well as attitudes towards specific controversial topics, and how they relate to socio-demographic variables. Design/methodology/approach: Quantitative cross-sectional methodology was employed using questionnaires to collect data. Random stratified sampling was used to obtain a representative sample of 501 Jewish Israeli adults, including 70 teachers, and 201 Jewish Israeli 10th-12th grade students. Findings: Respondents, including the teachers themselves, had little confidence in teachers' ability to conduct CPI discussions in classrooms. Students reported low incidents of CPI discussions in classrooms, and that they are mostly held by homeroom and civics teachers. Students supported CPI discussions more than adults (including teachers) and wanted teachers to disclose their opinions much more than adults did. Support for CPI discussions differed according to specific topics. Linear regression revealed that the less religious individuals are, the more left-wing, older and more educated, the more they will support CPI teaching. (As Provided).
Anmerkungen	Journal of Social Science Education. Bielefeld University Faculty of Sociology, Universitätsstraße 25, 33615 Bielefeld, Germany. Tel: +49-521-106-3985; Fax: +49-521-106-153986; e-mail: info@jsse.org; Web site: http://www.jsse.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01