How do teacher educators prepare their students to teach controversial issues in social studies, citizenship, and history? How does this process differ across countries with polarized political climates? What is "contained risk-taking," and why do teacher educators teach this approach?
Judy Pace, professor of teacher education at the University of San Francisco, tells Brett what she learned by studying the pedagogy of four teacher educators in three countries - the US, England, and Northern Ireland. Her findings (detailed in her new book, Hard Questions: Learning to Teach Controversial Issues) provide nuanced insights about teacher education, guiding instruction about controversial issues, and how national and historical contexts affect teaching.
This is Part 1 of an extended interview with Judy Pace. Part 2 can be found in the podcast feed and at this link.
Links to Judy Pace's Work
Judy Pace's Website at USF
Judy Pace's Book - Hard Questions: Learning to Teach Controversial Issues
Links to Other Related Resources
Education for Sustainable Democracy Website
Education for Sustainable Democracy Facebook Page
Brett Levy et al.'s Framework for Guiding Classroom Discussions
ESD Episode featuring Prof. Diana Hess on Teaching Controversial Issues
ESD Episode featuring Prof. Wayne Journell on Modeling Political Tolerance