Teaching through Turmoil: Social Studies Teachers and Local Controversial Current Events

Autor/inn/en	Swalwell, Katy; Schweber, Simone
Titel	Teaching through Turmoil: Social Studies Teachers and Local Controversial Current Events
Quelle	In: Theory and Research in Social Education, 44 (2016) 3, S.283-315 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0093-3104
DOI	10.1080/00933104.2016.1201447
Schlagwörter	Social Studies; Controversial Issues (Course Content); Activism; Oral History; Critical Incidents Method; State Legislation; Budgets; Political Attitudes; Teacher Attitudes; Teaching Methods; Semi Structured Interviews; Middle School Teachers; Secondary School Teachers; Cues; Decision Making; Unions; Wisconsin + Suchen Sie Ihr Suchwort? Gemeinschaftskunde; Controversial issues; Kontroverse; Aktivismus; Politischer Protest; Oral tradition; Mündliche Überlieferung; Landesrecht; Finanzhaushalt; Political attitude; Politische Einstellung; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Stichwort; Decision-making; Entscheidungsfindung
Abstract	The protests against the Budget Repair Bill in Wisconsin during the spring of 2011 provide a powerful moment in which to examine social studies teachers' curricular, pedagogic, and personal political decisions in the context of a local, controversial current event. We engaged 7 middle and high school social studies teachers from small and large, liberal and conservative communities who participated in the protests in in-depth, semi-structured interviews using direct prompts rooted in critical incident scaffolding and open questions in keeping with oral history traditions. The teachers' stories reveal the profound significance of that moment in their lives, the ways in which teaching through turmoil deepened their political awareness and activism, a range of factors influencing their decisions of whether or not to disclose their opinions to their students, the importance of the need for "balanced" teaching of controversial issues, and the ways in which they feel their voices have been silenced in the aftermath of the legislation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01