Unit 7
Controversy in the Classroom

Overview

One of the most difficult decisions for teachers is whether or not to tackle controversial issues, and if they decide to do so, how should they handle them. It can be argued that it is the duty of the school to prepare students to face the world as it exists. Because the world is full of controversies, why shouldn’t students be told about them? Why not discuss what really goes on outside of the school walls?

There are many aspects to dealing with controversy in schools. For example, “Is the subject matter to be taught controversial?” And, “How should controversial subjects be taught?” The Supreme Court of Canada has provided some guidelines on these questions.

Objectives

After completing this unit, you should be able to

  1. examine the controversial issues in a society for which students should be prepared.
  2. discuss the notion that teaching inevitably involves controversy.
  3. assess the meaning of ‘controversial’ in the context of teaching.
  4. review the proposition that the school is a communication centre for a range of social values, and it is sometimes necessary for teachers to discuss controversial issues with their students.
  5. analyze the implications of the Supreme Court of Canada’s decision in Chamberlain v. Surrey School District No. 36 (2002).
  6. examine the concept that some cognitive dissonance is necessary in order to teach children tolerance for other people’s beliefs and practices, and to respect the rights, values, ways, and convictions of others.
  7. discuss the educational reality that, in addition to teaching controversial subjects, teachers are also faced with the problem of how such subjects should be taught.
  8. evaluate the extent to which a teacher can be controversial in the classroom.
  9. discuss the case, Morin v. Prince Edward Island Administrative Unit No. 3 School Board (PEI Court of Appeal, 1999).
  10. describe how the Canadian Charter becomes relevant in cases concerning controversial subjects taught in the classroom.
  11. analyze the nature and practice of teaching controversial subjects.
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