1. Confidence with Controversial Issues
Professional Learning Resource for Practitioners
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2. Contents
Defining what a controversial issue means and why we should discuss them
Creating a safe and conducive climate
Different practitioner roles
Framing controversial issues
The Great Divide method
Other suggested methodologies

3. Defining controversy
“A controversial issue is an issue about which there is no one fixed or universally held point of view.” (Education for Citizenship - Crick Report, 1998)
Controversial issues can arise in the teaching of virtually every subject. For example, History deals with the causes of events such as wars, industrial disputes, revolutions, coups, and so on, implicitly attributing blame or credit. Geography involves a concern with the use of the natural and built environments and consequently with issues such as pollution, the planning of roads, airports and power stations. English literature is replete with all the drama of human life; divided loyalties, patriotism, the worth of human life, political and secular betrayals, crises of faith, issues of ends and means and their relationship and justification. R.M.E. probably embraces the very essence of controversy, dealing as it does in foundations of moral behaviour and the purpose and meaning of life. And the sciences, technical subjects and the arts are not exempt from controversy, both about their theories and their applications in society. (Crick Report)

4. Conflicting values that can make an issue controversial
Parents’ /Carers’
views
Young people’s views
Teacher’s views
Political and social climate
School ethos and location
Media
Conflicting values that can make an issue controversial

5. Why teach controversial issues?
FOSTER CONFIDENCE IN YOUNG PEOPLE’S SPEAKING SKILLS
FOSTER VALUES SUCH AS TRUST, TRUTH, HONESTY AND JUSTICE
SAFER TO RAISE AWARENESS ABOUT ISSUES AT SOCIETAL RATHER THAN INDIVIDUAL LEVEL
DEVELOP CRITICAL THINKING SKILLS
SUPPORT YOUNG PEOPLE TO BE INFORMED, ACTIVE CITIZENS AND MAKE WISE CHOICES
CONTROVERSIAL ISSUES APPEAR IN THE CURRICULUM AND OUR DAILY LIVES: LEARNING ABOUT REAL LIFE CHALLENGES

6. The role of education
BUT if learners are to develop as global citizens all young people should have the opportunity to engage with these controversial issues. Practitioners have a key role in enabling young people to consider controversial issues and begin to formulate their own values and opinions in the safe space of the classroom.
The very nature of controversial issues means that everyone concerned with education is aware that various groups are likely to hold strong opinions on such issues and can even object to others expressing their views. Educators are aware that controversial issues may also be sensitive issues. Head teachers, Directors of Education and councillors may worry or speculate about the possibility of parents being afraid of biased teaching and even of attempts to indoctrinate their pupils. Understandably some teachers, particularly newly qualified teachers, may lack confidence when approaching these issues.

7. What is a controversial issue?
MOST CONTROVERSIAL
What is a controversial issue?
Scottish independence referendum
Capital punishment
Euthanasia
Genetically modified crops
Immigration
Global Warming
In groups, rank the following issues/themes from
1 (most controversial) to
8 (least controversial)
Hint:
Without going into the issues or arguments in depth, consider what it is about the nature of the issues that make them more or less controversial.
LEAST
CONTROVERSIAL

8. How might they arise in the classroom?
My dad says that all black people should be sent home
When I look up global warming on the internet it’s impossible to decide whether it’s happening or not
I looked at a website that says that the Holocaust never really happened
You tell us that we should sort problems out non-violently, but my mum says if anyone tries to bully me I should just hit them
Discuss how issues you consider controversial have arisen in your own setting. How did you deal with them?
Image copyright: Noun Project, Mathieu Dedebant

9. Common features of controversial issues
Entrenched views
Often relate to a choice or decision to be made by individuals or society
Children may hold views contrary to values of school and teachers
Difficult to separate subjective from objective views
Polarised views
Strong/persuasive arguments on both sides
Use of emotive language and means of persuasion
Evidence may be limited, contradictory or suspect
How many of these are features of the controversial issues discussed previously?

10. Creating a safe and conducive climate for discussion
Set the ground rules with the students
Respect and fairness
Give good reasons
(uncertainty OK but still needs justification)
Avoid or challenge stereotypes
Create a safe space – are normal rules suspended?
Use evidence: look for bias, alternative viewpoints and sources
Creating a safe and conducive climate for discussion
What discussion methods do you use?
Does the set up and management of your setting contribute to inclusive, fair and respectful dialogue with children and young people?

11. Example of a ground rules mnemonic
F - freedom of expression
R - within a respectful environment
E - where everyone is seen as equal
D - and diversity is celebrated

12. Practitioner roles in running a debate / discussion
Judge / Impartial Chair
Devil’s Advocate
Ally
Advocate
Declared Interest
Official View
AIM:
To encourage critical thinking and inclusion of a range of perspectives.

13. Practitioner roles during debate / discussion Judge / Impartial Chair
Devil’s Advocate
Official View
Declared Interest
Ally
Advocate

14. Judge / Impartial Chair
This requires the practitioner not to express any personal views or allegiances whatsoever, but to act only as the facilitator of a discussion, ensuring that a wide variety of evidence is considered and that opinions of all kinds are expressed.
Image copyright: Noun Project, Evan Shuster

15. Devil’s Advocate
The practitioner adopts provocative and oppositional stances irrespective of own viewpoint. This enables the practitioner to ensure that all views are covered and challenged if a consensus view emerges early on. It also helps to challenge young people’s existing beliefs.
Image copyright: Noun Project, Sika Danh

16. Ally
Support a minority viewpoint among the students to ensure the majority seriously consider all aspects of an issue. You become their ally.

17. Advocate
The practitioner presents all available viewpoints then concludes by stating own position with reasons. The practitioner can then make the point that it is important for pupils to evaluate all viewpoints before forming their own opinions.
Image copyright: Noun Project, Luis Prado

18. Declared Interest
The practitioner declares own viewpoint so that pupils can judge later bias, then presents all available positions as objectively as possible.

19. Official View
The practitioner takes the official view – representing the majority (or governing) view of the school, community or state.
Image copyright: Noun Project, Krisada

20. When are different roles appropriate?
Judge / Impartial Chair
Devil’s Advocate
Ally
Advocate
Declared Interest
Official View
When is it appropriate or inappropriate to adopt these different roles?
Which roles would you be more or less comfortable with adopting? Consider using the topics above or issues related to your setting.

21. Framing controversial issues or themes
Using a Rights Framework
Human rights declaration (UNDHR)
Convention of the Rights of the Child (UNCRC)
Provides universally agreed foundations for examining issues
View issues from a structural rather than personal perspective
Using a Legal Framework
“What does the law say about…?”
Space for students to present their own moral perspectives
Within a context of the state’s responsibility towards all its citizens
Using a Social Responsibility Framework
Look at the roles of the individual, family, school, community, society and state in relation to addressing controversial issues
Framing issues from a structural rather than a personal perspective means you can discuss an issue without making you or the young people vulnerable by putting them under pressure to reveal their personal views. It also makes it easier to discuss issues which personally affect some students in the class without having them become the target of the discussion.
Questions which are framed within the context of what children’s rights or international human rights say about an issue make it safer for students by depersonalising the discussion.
The rights framework is also paramount in helping students move on from looking at an issue to exploring possible solutions.
It does not remove the controversy from the issue but allows space for safer discussion of it.

22. Personal or public focused question?
Personal Focus Questions
Have you ever been involved in a racist / sectarian incident?
Have you ever made racist remarks or jokes?
What would you do if your friends made racist remarks or jokes?
Would you be friends with someone from a different religious background, cultural group or someone with a different skin colour
Public focus Questions
Are you aware of examples of racism / sectarianism incidents in society?
How could an individual respond if someone told a racist or sectarian joke?
How can schools deal with racist or sectarian incidents?
How well are religious and cultural diversity accommodated in school? In the community?

23. What would the public focused questions be?
Public focus Questions ?
Personal Focus Questions
How do you feel about growing diversity in Scotland?
What do you think about migrant workers coming here?
Do you think they should receive the same benefits as native people?
Should migrant workers adapt to our way of doing things?
Are Personal Questions ever Appropriate?
Doesn’t mean students can never reveal personal views.
Important to encourage empathy.
Strong views safer to express in small groups.
Creating a safe climate for discussion is crucial for this to happen.
Pairs and small groups provide a safe environment for students to engage fully with discussion questions without having to publicly state their position.

24. The Great Divide: a method developing young peoples’ skills to discuss controversial issues
Boys and girls should work and play separately
Children should help at home if they get paid for it
A dustman should be paid more than a dentist
Children who hurt other children should be sent to another school
People who work hard and earn a lot of money should share it with people who don’t have a job
It is wrong to eat meat
Red is better colour than blue
Football is a boring game
Dogs are better than cats
Children should not do tests at school
Children should have longer playtimes
Football trading cards should be banned in all schools
Children from other countries who have no home should be able to come to our country and go to my school
Using less controversial issues to stimulate debate and discussion (but which are relevant to the children and young people) is an excellent way of beginning to develop key skills to discuss controversial issues and express opinions in a safe and respectful environment.

25. The Great Divide: purpose
To advance children’s understanding of social and moral issues
To allow children to reflect upon their developing values in a safe environment
To help children understand and value other perspectives
To support the development of confidence in voicing opinions
To help children understand that we can disagree but still be friends
Begin with more general statements and then introduce more controversial issues
This activity can be used to introduce or explore particular issues by
relating all statements to that specific theme e.g. sustainability
It could be developed into a more persuasive activity and made more
pupil –led in encouraging pupils to write their own statements

26. The Great Divide: more ideas – ensure they are relevant to young people’s lives
It is wrong to steal food from a shop
It would be wrong for a starving child to steel food
from a shop
Money makes people happy
Parents should be able to smack their children
Most children have too many toys
Everyone should be able to say or write what they really think
Pupils should be able to know about decisions which affect them
Pupils should have the right to make mistakes
Teachers should have the right to make mistakes
Can you think of some that relate to your subject, stage, children or young people?

27. Suggested methodologies
Philosophy 4 Children
Circle time
Cooperative learning
Formal debates and informal discussion techniques such as Think, Pair, Share and Carousel Discussion
Using objects or photographs to generate group discussions
Thinking skills activities like Diamond Ranking and other sorting activities
Use media such as newspapers / news sites / radio / YouTube videos / social media and other web resources
Take topics from the children’s interest and experience – research together and discuss
When difficult issues arise or there is strong disagreement in the class, recording these on a No Easy Answers Board allows you to come back to them at a later date.
Image: copyright from Noun Project, Evan Shuster

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