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Teaching Controversial Issues in the Classroom


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Table of Contents

1. Preface and Framework Paula Cowan and Henry Maitles; Part I: The Context; 2. The Citizenship Agenda Alistair Ross; 3. Global Citizenship Frances Simpson; 4. Democracy, Trust and Respect Walter Humes; 5. Gangs and Territorialism Ross Deuchar; Part II: War and Peace; 6. Discussing War in the Classroom Henry Maitles; 7. Teaching for Inclusive Citizenship, Peace and Human Rights Audrey Osler; 8. Nuclear War Education Neil McLennan; Part III: Genocide; 9. The Unique and Universal Aspects of Modern Genocide Stephen Smith; 10. Teaching about Genocide Ian Davies; 11. Pedagogical Issues in Teaching the Holocaust Henry Maitles and Paula Cowan; 12. Teaching the Holocaust in the Multicultural Classroom Geoffrey Short; 13. Visiting Auschwitz - Valuable Lessons or Holocaust Tourism? Paula Cowan; 14. Why Study Rwanda when We have Already Learned about the Holocaust? Andy Lawrence; Part IV. Racism and Discrimination; 15. Islamophobia Geri Smyth; 16. Homophobia Barry Van Driel and Michele Kahn; 17. Antisemitism Paula Cowan; 18. Gypsy/Roma Travellers Martin Myers; 19. Migration Jill Rutter; Part V. Conclusion and Policy Implications Henry Maitles and Paula Cowan; Index.

About the Author

Henry Maitles is Professor of Education at the University of the West of Scotland, UK. Paula Cowan is Senior Lecturer in the School of Education at the University of the West of Scotland, UK.


'This excellent book provides compelling and passionate arguments for the importance of introducing controversial issues in the classroom to pupils of all ages. Drawing on a wealth of academic debate, educational case studies, and national and international perspectives, Teaching Controversial Issues in the Classroom offers intelligent theoretical and practical insights into the complexities, challenges and value of dealing with a broad array of salient and contentious issues (e.g., genocide, war, racism, discrimination, globalization).It is a must read for educators concerned both with developing the values of an open democratic society and supporting young people to become thoughtful, empathetic, articulate, reasoned and critical individuals.' Stuart Foster, Head of the Department of Arts and Humanities and Director of the Holocaust Education Development Programme, Institute of Education, University of London, UK

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