How Do We Discuss Controversial Issues That Confront Injustices?: Three Approaches to Framing Critical Inquiries

Autor/inn/en	Krutka, Daniel G.; Hlavacik, Mark
Titel	How Do We Discuss Controversial Issues That Confront Injustices?: Three Approaches to Framing Critical Inquiries
Quelle	In: Social Education, 86 (2022) 3, S.197-203 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0037-7724
Schlagwörter	Controversial Issues (Course Content); Racism; History Instruction; Discussion (Teaching Technique) + Suchen Sie Ihr Suchwort? Controversial issues; Kontroverse; Rassismus; History lessons; Geschichtsunterricht
Abstract	Building on the Inquiry Design Model (IDM) developed by Kathy Swan, John Lee, and S.G. Grant as an instructional articulation of the C3 Framework, Ryan Crowley and LaGarrett King suggest that teachers engage in a critical inquiry when addressing injustices. They recommend teachers accomplish this by designing inquiries that question systems of power and oppression, center the perspectives of oppressed or marginalized people, and ask students to take tangible steps toward redressing the injustices they study. The present article emerged from the authors' own struggles as teacher educators working with teacher candidates to design critical inquiries and use discussion as a means to facilitate students' engagement with inquiry. They offer three frameworks for discussing controversial public issues: (1) deliberation; (2) civic litigation; and (3) counternarration. The authors recommend choosing the discussion format that fits best with the pedagogical goals of the inquiry and the realities of the classroom where it will be taught and have provided a decision tree as a tool to help educators strengthen the inquiry design process. (ERIC).
Anmerkungen	National Council for the Social Studies. 8555 Sixteenth Street #500, Silver Spring, MD 20910. Tel: 800-683-0812; Tel: 301-588-1800; Fax: 301-588-2049; e-mail: membership@ncss.org; Web site: http://www.socialstudies.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01