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Vous êtes ici : Accueil / Thématiques / EDD / Dispositif climat, énergie et développement / Controverses Homme-Climat / Comment les opinions des enseignants influencent l'enseignement des questions politiques controversées ?

Comment les opinions des enseignants influencent l'enseignement des questions politiques controversées ?

Par urgelli, publié le 07/03/2007, mise à jour le 05/12/2016
En 2005 a été publié un article de Diana E. Hess, University of Wisconsin, Madison sur la question de l'influence des opinions des enseignants dans l'enseignement de questions politiques controversées...


    Many Teachers advocate teaching students to deliberate on controversial political issues as a powerful way of preparing them for political participation. Support for this approach recently came from a Civic Mission of the Schools report, which endorsed including political controversies in the curriculum.
Specifically, it recommends that schools:

    Incorporate discussion of current local, national, and international issues and events into the classroom, particularly those that young people view as important to their lives. When young people have opportunities to discuss current issues in a classroom setting, they tend to have greater interest in politics, improved critical thinking and communications skills, more civic knowledge, and more interest in discussiong public affairs out of school.

    The literature on democracy education abounds with varying approaches to teaching controversial issues. Embedded in most approaches is a focus on encouraging the analysis and critique of multiple perspectives on how the issue should be resolved. Such an orientation has been the object of harsh critiques, though, as being naive and wrongheaded. For example, when introducing their resource text on teaching about globalization, William Bigelow and Robert Peterson state that for educators to feign neutrality is irresponsible. The pedagogical aim in this social context needs to be truth rather than balance--if by balance we mean giving equal credence to claims that we know to be false and that, in any event, enjoy wide dispersal in the dominant culture.

    For some time I have been interested in questions and controversies about how teachers' political views influence what and how they teach and what their students learn as a consequence. I used to believe that the most important decision teachers had to make about teaching controversial issues was whether (and, if so, in what ways) they should disclose their personal views on the issue to their students. The "disclosure question" is prevalent in the literature, causes heated debates among teachers I worked with in a variety of professional development seminars and graduate courses, and is one with which I have personally wrestled since the beginning of my teaching career.

[...] "