Handling Controversial Topics in Social Sciences Classes: Evidence from Focus Group Discussions with Grade 6 Teachers
Keywords:
controversial topics; critical social theory; focus group discussions; Social SciencesAbstract
Using evidence from focus group discussions, this study examines how teachers handle controversial topics in Social Sciences lessons in primary schools. Controversial topics are contentious as they arise from diverse beliefs and views. These topics may be provocative, can arouse emotions and even cause confrontation among learners and teachers. This empirical study adopts a qualitative approach underpinned by critical social theory as the illuminating lens to report on how teachers taught constantly evolving controversial topics in Social Sciences classes. Data were collected using Focus Group Discussions with five Grade 6 Social Science teachers who were teaching controversial topics. Participants were recruited through purposive sampling to ensure the insights gathered were comprehensive and diverse. Data was analyzed using thematic analysis. Grade 6 Social Sciences teachers were selected because this grade marks the culmination of the Intermediate Phase, during which learners are expected to attain a certain level of cognitive and emotional competence before progressing to the Senior Phase. Findings indicate that, when teaching controversial topics, teachers employ a variety of strategies to create inclusive classrooms that open discussions and promote respect for divergent opinions. These methods enhance learner engagement, critical thinking, empathy, and social skills, preparing learners for confident participation in diverse communities. The study also established that it is critical for teachers to set ground rules when teaching controversial topics. The study recommends incorporating diverse perspectives and using culturally responsive teaching-learning strategies. This encourages peer-to-peer trust among learners and nurturing classrooms as safe spaces for discussing contentious topics.
https://doi.org/10.26803/ijlter.25.5.35
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