@article{ART003109189},
author={Koo Jeong Hwa},
title={Educational Implications of Teacher's Political Neutrality in Social Studies Class with Controversial Issues},
journal={Journal of Studies on Schools and Teaching},
issn={2508-156x},
year={2024},
volume={9},
number={2},
pages={53-78},
doi={10.23041/jsst.2024.9.2.003}
TY - JOUR
AU - Koo Jeong Hwa
TI - Educational Implications of Teacher's Political Neutrality in Social Studies Class with Controversial Issues
JO - Journal of Studies on Schools and Teaching
PY - 2024
VL - 9
IS - 2
PB - Education Research Institute at CNUE
SP - 53
EP - 78
SN - 2508-156x
AB - The expectation of political neutrality in social studies classes with controversial issues makes it difficult for the teachers to conduct their classes and raises problems related to the teachers' autonomy due to self-censorship. This study attempts to identify the political neutrality contexts in which social studies teachers may encounter controversial issues and present the references that are related to them. In addition, based on that, we will try to summarize the educational implications of the debate on those problems in class. First of all, the references related to the political neutrality when encountering controversial issues in class are deemed “constitutional”, “Beutelsbacher agreement”, “reorganization of the curriculum”, and “social studies education academic research.” Accordingly, it was found that “balanced data composition,” “selection of controversial topics through reorganization of the curriculum,” “procedural efforts to filter out value-biased data,” “developing instructional materials through the teachers’ community discussions,” “free expression of the teachers’ positions as fellow citizens, not rulers,” and “conducting classes while considering community values” are important in relation to political neutrality. In addition, it is expected that what is presented here does not constitute an attempt to limit or reduce the controversial issues discussed in class, but rather as a criterion to conduct safe classes for both the students and the teachers.
KW - controversial issue class;social studies;political neutrality;reorganization of the curriculum;teacher position expression;Beutelsbacher agreement
DO - 10.23041/jsst.2024.9.2.003
ER -
Koo Jeong Hwa. (2024). Educational Implications of Teacher's Political Neutrality in Social Studies Class with Controversial Issues. Journal of Studies on Schools and Teaching, 9(2), 53-78.
Koo Jeong Hwa. 2024, "Educational Implications of Teacher's Political Neutrality in Social Studies Class with Controversial Issues", Journal of Studies on Schools and Teaching, vol.9, no.2 pp.53-78. Available from: doi:10.23041/jsst.2024.9.2.003
Koo Jeong Hwa "Educational Implications of Teacher's Political Neutrality in Social Studies Class with Controversial Issues" Journal of Studies on Schools and Teaching 9.2 pp.53-78 (2024) : 53.
Koo Jeong Hwa. Educational Implications of Teacher's Political Neutrality in Social Studies Class with Controversial Issues. 2024; 9(2), 53-78. Available from: doi:10.23041/jsst.2024.9.2.003
Koo Jeong Hwa. "Educational Implications of Teacher's Political Neutrality in Social Studies Class with Controversial Issues" Journal of Studies on Schools and Teaching 9, no.2 (2024) : 53-78.doi: 10.23041/jsst.2024.9.2.003
Koo Jeong Hwa. Educational Implications of Teacher's Political Neutrality in Social Studies Class with Controversial Issues. Journal of Studies on Schools and Teaching, 9(2), 53-78. doi: 10.23041/jsst.2024.9.2.003
Koo Jeong Hwa. Educational Implications of Teacher's Political Neutrality in Social Studies Class with Controversial Issues. Journal of Studies on Schools and Teaching. 2024; 9(2) 53-78. doi: 10.23041/jsst.2024.9.2.003
Koo Jeong Hwa. Educational Implications of Teacher's Political Neutrality in Social Studies Class with Controversial Issues. 2024; 9(2), 53-78. Available from: doi:10.23041/jsst.2024.9.2.003
Koo Jeong Hwa. "Educational Implications of Teacher's Political Neutrality in Social Studies Class with Controversial Issues" Journal of Studies on Schools and Teaching 9, no.2 (2024) : 53-78.doi: 10.23041/jsst.2024.9.2.003
