The Case for Contention: Teaching Controversial Issues in American Schools (History and Philosophy of Education Series)

Jonathan Zimmerman

ISBN 10: 022645634X / ISBN 13: 9780226456348

Published by University Of Chicago Press, 2017

About this Item

Num Pages: 144 pages. BIC Classification: JNLB. Category: (P) Professional & Vocational. Dimension: 228 x 152. . . 2017. 1st Edition. Paperback. . . . .

Seller Inventory # V9780226456348

Bibliographic Details

• Title: The Case for Contention: Teaching Controversial Issues in American Schools (History and Philosophy of Education Series)
• Publisher: University Of Chicago Press
• Publication Date: 2017
• Language: English
• ISBN 10: 022645634X
• ISBN 13: 9780226456348
• Binding: Soft cover
• Edition: 1st Edition
• Condition: New

About this title

Synopsis

From the fights about the teaching of evolution to the details of sex education, it may seem like American schools are hotbeds of controversy. But as Jonathan Zimmerman and Emily Robertson show in this insightful book, it is precisely because such topics are so inflammatory outside school walls that they are so commonly avoided within them. And this, they argue, is a tremendous disservice to our students. Armed with a detailed history of the development of American educational policy and norms and a clear philosophical analysis of the value of contention in public discourse, they show that one of the best things American schools should do is face controversial topics dead on, right in their classrooms.

Zimmerman and Robertson highlight an aspect of American politics that we know all too well: We are terrible at having informed, reasonable debates. We opt instead to hurl insults and accusations at one another or, worse, sit in silence and privately ridicule the other side. Wouldn’t an educational system that focuses on how to have such debates in civil and mutually respectful ways improve our public culture and help us overcome the political impasses that plague us today? To realize such a system, the authors argue that we need to not only better prepare our educators for the teaching of hot-button issues, but also provide them the professional autonomy and legal protection to do so. And we need to know exactly what constitutes a controversy, which is itself a controversial issue. The existence of climate change, for instance, should not be subject to discussion in schools: scientists overwhelmingly agree that it exists. How we prioritize it against other needs, such as economic growth, however—that is worth a debate.

With clarity and common-sense wisdom, Zimmerman and Robertson show that our squeamishness over controversy in the classroom has left our students woefully underserved as future citizens. But they also show that we can fix it: if we all just agree to disagree, in an atmosphere of mutual respect.

About the Author

Jonathan Zimmerman is professor of history of education in the Graduate School of Education at the University of Pennsylvania. He is the author of six books, including, most recently, Campus Politics, and is a regular contributor to newspapers such as the New York Times and the Washington Post. Emily Robertson is associate professor emerita at Syracuse University. She is the author of 40 articles and book chapters and coauthor of Ethical Standards of the American Educational Research Association.