Teaching Controversial Issues in a Divided Society: Learning from Northern Ireland
Teaching Controversial Issues in a Divided Society: Learning from Northern Ireland
复制标题
在分裂的社会中教授有争议的问题：向北爱尔兰学习
DOI：
--
复制
发表时间：
2005
期刊：
影响因子：
--
通讯作者：
A. McCully
中科院分区：
文献类型：
--
作者：
A. McCully
摘要本文借鉴了作者作为教师、课程开发者、研究者和教师教育者的专业经验，在北爱尔兰三十年冲突和随后的和平建设的教育体系背景下处理有争议的问题。它认为，尽管在任何教育环境中教授有争议的问题都会带来挑战，但在一个以民族认同、种族或宗教的暴力分裂为特征的社会中，尤其会面临困难。这种情况会在学生中产生深刻的情绪反应，使他们无法进行理性对话，或者导致他们完全避免这种对话。在这些情况下，促进理解需要从业者的具体反应，以便建立一个有益和信任的互动环境。根据该领域三个主要课程倡议的集体经验，本文确定了建立有效实践的十个要点。在结论中，这些被置于最近关于教育与分裂社会之间关系的文章的背景下。
AbstractThe paper draws on the author’s professional experience as teacher, curriculum developer, researcher and teacher educator working with controversial issues in the context of the Northern Irish education system during thirty years of conflict and subsequent peace-building. It argues that while teaching controversial issues in any educational context offers challenges particular difficulties are faced in a society characterised by violent divisions around national identity, ethnicity or religion. Such situations can generate deep emotional reactions in students that override their capacity to engage in rational dialogue, or cause them to avoid such discourse at all. Facilitating understanding in these conditions requires specific responses on the part of the practitioner in order to establish a conducive and trusting environment for interaction. Arising from the collective experience of three major curriculum initiatives in the field the paper identifies ten points on which to build effective practice. In the conclusion these are placed in the context of recent writing on the relationship between education and divided societies.