Actions for Navigating Contention in a Discordant Society : How Teachers Manage Contentious Issues Discussion in Secondary Social Studies Classrooms

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Navigating Contention in a Discordant Society : How Teachers Manage Contentious Issues Discussion in Secondary Social Studies Classrooms

Author
Stanley, Melissa
Published
[University Park, Pennsylvania] : Pennsylvania State University, 2023.
Physical Description
1 electronic document
Additional Creators
Zembal-Saul, Carla
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Restricted (PSU Only).
Summary
This dissertation is comprised of three parts, part one is comprised of the introduction, literature review, and methodology and study design chapters. Parts two and three include two papers, each drawing on a qualitative interview study of teachers' beliefs, attitudes, and practices with discussion of contentious issues. The first paper is entitled "Avoidance or surreptitious mutiny? Secondary teachers' experiences, attitudes, and beliefs about contentious issues discussion." In recent years, social studies curriculum has become a subject of nationwide debate. Social studies teachers face increased scrutiny, particularly concerning contentious issues, as legislators, parents, administrations, and others argue over what should and should not be taught. Teachers seeking to discuss contentious issues with their students risk intense public criticism or potential termination. For this study, I interviewed six secondary social studies teachers about their beliefs, experiences, and practices surrounding contentious issues discussion. Results of these responsive interviews indicate that these teachers attest they are willing to engage students in these difficult discussions in spite of possible risks and consequences. This finding suggests that teachers may be more equipped to deal with criticism and limitations than previously thought. Still, they also may need additional support to navigate the tense sociopolitical climate. The second paper is entitled "Making sense of practice: A framework for meaningful discussion of contentious issues." Research has demonstrated the effectiveness of discussions for student learning, yet social studies teachers avoid discussions of contentious student issues. Social studies teachers are faced with teaching and discussing contentious issues in an increasingly discordant society. Research on wise practices from the areas of discussion, contentious issues, and dialogic teaching can help support teachers in this challenging work. Still, many of the articles are inaccessible for teachers. Through an interview study of six secondary social studies teachers, I propose and test a new framework designed to provide teachers who have not witnessed or experienced meaningful contentious issues discussions with an authentic, credible, and practical guide to them more accessible and doable.
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Dissertation Note
Ph.D. Pennsylvania State University 2023.
Technical Details
The full text of the dissertation is available as an Adobe Acrobat .pdf file ; Adobe Acrobat Reader required to view the file.
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