Controversial Issues in the Australian Educational Context: Dimension of Politics, Policy and Practice

Autor/inn/en	Mcpherson, Amy; Forster, Daniella; Kerr, Kylie
Titel	Controversial Issues in the Australian Educational Context: Dimension of Politics, Policy and Practice
Quelle	In: Asia-Pacific Journal of Teacher Education, 51 (2023) 2, S.113-127 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mcpherson, Amy) ORCID (Forster, Daniella) ORCID (Kerr, Kylie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2022.2152310
Schlagwörter	Foreign Countries; Controversial Issues (Course Content); School Policy; Racism; Climate; Sexual Identity; Teaching Methods; Teacher Behavior; Ethics; Australia + Suchen Sie Ihr Suchwort? Ausland; Controversial issues; Kontroverse; Schulpolitik; Rassismus; Klima; Geschlechtsidentität; Sexuelle Identität; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher behaviour; Lehrerverhalten; Ethik; Australien
Abstract	In recent years, a number of controversies related to climate change, racism and Black Lives Matter, and gender and sexual diversity have characterised public debate in Australia about politically charged content in schools. This paper explores one jurisdiction's "Controversial Issues in Schools" policy through three broad areas of discussion. We begin by analysing the current social and political context in Australia at both a state and national level to consider how debates around controversial issues in schools have been utilised to exploit both existing and emerging cultural divisions. We then examine some of the philosophical claims central to the "Controversial Issues in Schools" policy before considering a single case of teacher deliberation in relation to the policy. The paper argues that the policy does little to support teachers in bringing up controversial issues in the classroom particularly given the ways teacher conduct in relation to controversial issues is treated in public discourse. Engaging with controversial issues as a matter of teacher conduct fails to acknowledge the epistemic, ethical, and political nature of controversial issues and teachers' deliberation in relation to such concerns and constructs teacher conduct as a central concern. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01