Navigating Contention in a Discordant Society: How Teachers Manage Contentious Issues Discussion in Secondary Social Studies Classrooms
Restricted (Penn State Only)
- Author:
- Stanley, Melissa
- Graduate Program:
- Curriculum and Instruction (PHD)
- Degree:
- Doctor of Philosophy
- Document Type:
- Dissertation
- Date of Defense:
- April 12, 2023
- Committee Members:
- Carla Zembal-Saul, Program Head/Chair
Jason Griffith, Major Field Member
Jessica Schocker, Outside Unit & Field Member
Stephanie Schroeder, Major Field Member
Scott Metzger, Chair & Dissertation Advisor - Keywords:
- Contentious issues
secondary social studies education
discussion
teacher agency
teacher beliefs
controversy
Contentious issues
discussion
dialogic stance
framework
Contentious issues
secondary social studies education
discussion
teacher agency
teacher beliefs
controversy
dialogic stance
framework - Abstract:
- 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.