This paper presents a structured framework for preparing teachers to lead meaningful, pedagogically sound classroom discussions on publicly controversial issues. It identifies key preconditions for such engagement and situates them within the broader discourse on democratic education. First, teachers must define what constitutes a “controversial issue” in an educational context and assess its appropriateness for classroom exploration. Second, they should understand the concept of educational ideology, identify their own ideological stance, and examine how it shapes their approach to controversial topics. Third, teachers must analyze both the wider societal context and the specific classroom dynamics in which the discussion will unfold. The framework underscores that the interaction between ideology and context determines which issues are included or excluded, the mode of engagement – whether through open dialogue, structured presentation of opposing views by the teacher, or advocacy for a particular stance – and whether the teacher’s personal position is disclosed. Establishing clear objectives for the discussion, creating a respectful and inclusive classroom climate, and preparing students for constructive dialogue are essential components. Finally, the paper emphasizes the necessity of cultivation of multiple literacies – political, media, disciplinary, multicultural, and logical – to enable students to articulate coherent arguments, think critically, and draw reasoned conclusions. By clarifying these preconditions, the paper offers both a conceptual contribution to debates on teaching controversial issues and practical guidance for educators navigating diverse and complex learning environments. This framework aims to support teachers in fostering informed, open, and democratic classroom discourse.

Authors:
Eran Gusacov, Levinsky-Wingate Academic College, Israel

About the Presenter(s)
At present, Dr. Gusacov is engaged in research and implementation of self-determined learning (heutagogy) in higher education and the school system, serving as guest editor of a special issue of an academic journal dedicated to heutagogy.

See this presentation on the full schedule – Sunday Schedule

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