A Critical Discourse Analysis of Preservice Social Studies Teachers’ Perspectives on Teaching Controversial Issues
Location
Room 1133
Format Type
Paper
Start Date
January 2011
End Date
January 2011
Abstract
This paper addresses the contradiction between the need for teaching controversial topics noted in scholarship and the lack of such practice. The author will briefly highlight the critical purpose of the study before moving on to a more detailed discussion of methodology, including important insights drawn from the discourse analysis process. Major findings will be presented and implications for teacher-training institutions and qualitative research in social studies education will be offered.
A Critical Discourse Analysis of Preservice Social Studies Teachers’ Perspectives on Teaching Controversial Issues
Room 1133
This paper addresses the contradiction between the need for teaching controversial topics noted in scholarship and the lack of such practice. The author will briefly highlight the critical purpose of the study before moving on to a more detailed discussion of methodology, including important insights drawn from the discourse analysis process. Major findings will be presented and implications for teacher-training institutions and qualitative research in social studies education will be offered.
Comments
Breakout Session D