Controversy in the Classroom: The Democratic Power of Discussion
Author:   Diana E. Hess (The Spencer Foundation; University of Wisconsin, Madison, USA)
Publisher:   Taylor & Francis Ltd
Volume:   v. 4
ISBN:  

9780415962285


Pages:   214
Publication Date:   01 April 2009
Format:   Hardback
Availability:   In Print   Availability explained
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Controversy in the Classroom: The Democratic Power of Discussion


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Full Product Details

Author:   Diana E. Hess (The Spencer Foundation; University of Wisconsin, Madison, USA)
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Volume:   v. 4
Dimensions:   Width: 15.20cm , Height: 1.40cm , Length: 22.90cm
Weight:   0.560kg
ISBN:  

9780415962285


ISBN 10:   0415962285
Pages:   214
Publication Date:   01 April 2009
Audience:   College/higher education ,  General/trade ,  Tertiary & Higher Education ,  General
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print   Availability explained
This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us.

Table of Contents

Reviews

Winner of the 2009 NCSS Exemplary Research in Social Studies Award Teachers are tempted to avoid controversial issues in preference for safe knowledge and safe teaching practices. This book interrupts this dangerous trend, providing a spirited and detailed argument for why curricula and teaching based on controversial issues are crucial. --The Social Studies Professional Hess's argument is both refreshingly pragmatic and rooted in transformative aims. --Theory and Research in Social Education


Winner of the 2009 NCSS Exemplary Research in Social Studies Award Teachers are tempted to avoid controversial issues in preference for safe knowledge and safe teaching practices. This book interrupts this dangerous trend, providing a spirited and detailed argument for why curricula and teaching based on controversial issues are crucial. --The Social Studies Professional, September 2009 Hess's argument is both refreshingly pragmatic and rooted in transformative aims. --Theory and Research in Social Education, Winter 2010: 168-174


Author Information

Diana E . Hess is an Associate Professor of Curriculum and Instruction at the University of Wisconsin-Madison.

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