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Controversy in the Classroom: The Democratic Power of Discussion (Critical Social Thought) 1st Edition

5 out of 5 stars 2 customer reviews
ISBN-13: 978-0415962292
ISBN-10: 0415962293
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Editorial Reviews

Review

Winner of the 2009 NCSS Exemplary Research in Social Studies Award

"Teachers are tempted to avoid controversial issues in preference for "safe" knowledge and "safe" teaching practices. This book interrupts this dangerous trend, providing a spirited and detailed argument for why curricula and teaching based on controversial issues are crucial."--The Social Studies Professional

"Hess’s argument is both refreshingly pragmatic and rooted in transformative aims."--Theory and Research in Social Education

About the Author

Diana E . Hess is an Associate Professor of Curriculum and Instruction at the University of Wisconsin-Madison.

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Product Details

  • Series: Critical Social Thought
  • Paperback: 216 pages
  • Publisher: Routledge; 1 edition (March 25, 2009)
  • Language: English
  • ISBN-10: 0415962293
  • ISBN-13: 978-0415962292
  • Product Dimensions: 5.9 x 0.6 x 8.8 inches
  • Shipping Weight: 10.4 ounces (View shipping rates and policies)
  • Average Customer Review: 5.0 out of 5 stars  See all reviews (2 customer reviews)
  • Amazon Best Sellers Rank: #88,168 in Books (See Top 100 in Books)

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By Allen Webb on January 2, 2012
Format: Paperback
The author makes an important case that inclusive and meaningful discussion addressing controversial policies in secondary classrooms is essential to a democratic society. Hess's research raises concerning questions about how infrequently such discussion may be taking place, especially as teachers avoid controversy in favor of "covering" curriculum and test preparation. Her argument and research is focused on history and social studies classes, but this book is equally important to language arts teachers, who also play a crucial role in preparing citizens for our imperfect democracy. The book includes a fascinating chapter looking at textbooks and curriculum and the 9-11 attacks.
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Dr. Hess has provided an exceptional research-based tool to the field that outlines a practical process to engage students in higher level thinking skills, civil discourse, informed debate, and application of social science concepts. This is the civic education answer as to why we teach history. CFK
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