| dc.description.abstract | The teaching of controversial topics in schools is a field of research which has seen much discussion, and yet has room for more. What is considered controversial or not is constantly changing. Discussing controversial topics with students in schools can both be challenging and rewarding. By teaching a contested topic as open, teachers can allow students to explore contradictory opinions, values, and narratives. Such an approach can give schools the tools to help their students develop a democratic mindset, as well as teaching them critical thinking and to be comfortable with disagreement. However, controversial topics can also be a source of unease and challenging discussions. Students are not always prepared to handle opposing opinions, especially when the topic is highly divisive, sensitive to the individual, or summons strong emotions. This masters’ thesis aims to shed new light on the teaching of controversial topics in schools. I have used qualitative interviews with seven high school teachers to gather new data on controversial topics in education. This thesis finds that teachers do not maintain universal methods of handling each instance of controversial topics in the classroom, but rather does so on a case-by-case basis, relying on their own and colleagues’ experience. These teachers report on the challenges of being cautious as to not offend any student, but also determination in exposing them to disagreement, opposing views, and unpleasant topics. They have also noticed a rising trend of cancel-culture in schools, and many aims to combat this by doubling down on teaching students to value disagreement and diverse perspectives. In social subjects like history, new curriculums in Norway have put greater emphasis on diverse perspectives and narratives as to further promote a democratic mindset in the students. This thesis finds that controversial topics can serve to expose students to many differing perspectives, from both inside and outside the classroom. While many prefer this approach, there is a rising concern among teachers that subjects like history is losing its characteristics. | |
