Controversial Issues Should Be Addressed Public School

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Based on my experience, there are few topics that can initiate a heated debate like whether or not controversial issues should be addressed in public school. This sentiment is shared by Sleeter and Stillman (2013), “For over a century, curriculum in the United States has periodically surfaced as a lightning rod for debate about what schools should do, and more broadly, about basic values and beliefs about how young people should view society, and what adults expect of them as they enter the adult world.” (p. 253) Most school administrators and staff are apprehensive about how to address or even if they should include politically charged topics in their district curriculum. There is an overwhelming fear of criticism and backlash from parents, the school board and community. Additionally, there is uncertainty about when to make time to teach hot issue topics, how to ensure that adequate time is spent discussing them and how to ensure consistency of information. The null curriculum as explained by Eisner (1985) describes what students miss by not addressing certain topics in the classroom, “the options students are not afforded, the perspectives they may never know about, much less be able to use, the concepts and skills that are not part of their intellectual repertoire.” (p. 107) There are many factors that contribute to why local districts choose not to address curricular topics that are political, religious or sexual in nature. An unsupportive administration, parental pushback, a primary focus on assessment results, lack of resources and time are all considered contributing factors and as long as these barriers exist, districts will continue to be wary of addressing these issues in the classroom. Most educators would agree ... ... middle of paper ... ...do not adequately prepare pre-service teachers to promote diversity, differences and acceptance in the classroom. Unless future and new teachers are provided with additional preparation and guidance as well as support from their administration to address political, racial and gender issues, there will remain a fear of doing so and students will continue to miss those learning opportunities related to controversial issues. Counts (2013) “ If the schools are to be really effective, they must become centers for the building, and not merely for the contemplation, or our civilization. This does not mean that we should endeavor to promote particular reforms through the educational system. We should, however, give to our children a vision of the possibilities which lie ahead and endeavor to enlist their loyalties and enthusiasms in the realization of the vision.” (p. 48)

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