Teaching Controversial Topics: Teachers’ Pedagogical Approach Using The Class Discussion Method In South-African Primary Schools

Abstract

While researchers have not reached a common consensus on how to handle controversial topics in the classroom setting, little is known about teachers‘ pedagogical approaches to teaching these topics in South African primary schools through small-group class discussions. This study examines the teaching of controversial topics in South African primary schools through small-group class discussions.  It reports using a qualitative approach underpinned by critical social theory as the theoretical framework. Data were collected through semi-structured interviews with 5 social science History teachers in a Grade 6 primary school. One of our findings suggests cultural variations in the controversial topics taught by Grade 6 teachers in the primary school Social Sciences. Teachers mostly use avoidance, denial of the controversial issues, and eliciting empathy rather than engaging in class discussions. We also found some division among learners in the small group: some sought to downplay certain topics, while others aimed to highlight and emphasize the controversy using small-group class discussion. Our findings appear to challenge discrimination in South Africa’s educational system; however, promoting empathy should be considered for the sake of children’s academic performance and attitudes. The findings of this study have global implications for the teaching of controversial topics; teachers should approach these topics through small-group class discussions rather than direct instruction.