German Preservice Teachers’ Stances on Criteria for Discussing Controversial Issues in the Classroom

Abstract

In times of increasing political polarization, the question of how teachers deal with controversial issues in their classrooms becomes more important than ever. Rejection, avoidance, or an overtly neutral stance on different positions on these issues can be detrimental to democratic education. In this study, we examine preservice teachers’ stances on different criteria for discussing controversial issues in their prospective classrooms and propose a specification of the approach of balancing different views on controversial issues that we call “committed balancing”: a form of balancing that avoids according equal weight or importance to fundamentally unequal positions. To examine different stances that preservice teachers hold on controversy, we used a convenience sample of 162 German preservice teachers to develop the foundation for a standardized instrument that can be used to detect different ideas about the limits to controversial classroom discussions. We analyzed interviews with a subset of respondents to further examine their ideas about controversial issues in their future classroom practice. We found evidence of different strategies of (not) dealing with controversial issues as well as an emerging strategy of committed balancing. Our findings have practical implications for teachers and teacher educators in addressing controversial topics in the classroom. We suggest that “committed balancing” should be considered as a guide for how to approach these issues.