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The Case for Contention: Teaching Controversial Issues in American Schools
From the fights about the teaching of evolution to the details of sex education, it may seem like American schools are hotbeds of controversy. But as Jonathan Zimmerman and Emily Robertson show in this insightful book, it is precisely because such topics are so inflammatory outside school walls that they are so commonly avoided within them. And this, they argue, is a tremendous disservice to our students. Armed with a detailed history of the development of American educational policy and norms and a clear philosophical analysis of the value of contention in public discourse, they show that one of the best things American schools should do is face controversial topics dead on, right in their classrooms.
Zimmerman and Robertson highlight an aspect of American politics that we know all too We are terrible at having informed, reasonable debates. We opt instead to hurl insults and accusations at one another or, worse, sit in silence and privately ridicule the other side. Wouldn’t an educational system that focuses on how to have such debates in civil and mutually respectful ways improve our public culture and help us overcome the political impasses that plague us today? To realize such a system, the authors argue that we need to not only better prepare our educators for the teaching of hot-button issues, but also provide them the professional autonomy and legal protection to do so. And we need to know exactly what constitutes a controversy, which is itself a controversial issue. The existence of climate change, for instance, should not be subject to discussion in scientists overwhelmingly agree that it exists. How we prioritize it against other needs, such as economic growth, however—that is worth a debate.
With clarity and common-sense wisdom, Zimmerman and Robertson show that our squeamishness over controversy in the classroom has left our students woefully underserved as future citizens. But they also show that we can fix if we all just agree to disagree, in an atmosphere of mutual respect.
Zimmerman and Robertson highlight an aspect of American politics that we know all too We are terrible at having informed, reasonable debates. We opt instead to hurl insults and accusations at one another or, worse, sit in silence and privately ridicule the other side. Wouldn’t an educational system that focuses on how to have such debates in civil and mutually respectful ways improve our public culture and help us overcome the political impasses that plague us today? To realize such a system, the authors argue that we need to not only better prepare our educators for the teaching of hot-button issues, but also provide them the professional autonomy and legal protection to do so. And we need to know exactly what constitutes a controversy, which is itself a controversial issue. The existence of climate change, for instance, should not be subject to discussion in scientists overwhelmingly agree that it exists. How we prioritize it against other needs, such as economic growth, however—that is worth a debate.
With clarity and common-sense wisdom, Zimmerman and Robertson show that our squeamishness over controversy in the classroom has left our students woefully underserved as future citizens. But they also show that we can fix if we all just agree to disagree, in an atmosphere of mutual respect.
144 pages, Paperback
Published April 24, 2017
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About the author
Jonathan Zimmerman
13 books18 followersJonathan Zimmerman is professor of education and history, New York University. His previous books include Innocents Abroad: American Teachers in the American Century and Whose America? Culture Wars in the Public Schools. He lives in Narberth, PA.
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Displaying 1 - 8 of 8 reviews
August 11, 2018
I learned some interesting educational policy history in this book. Page 81-88 are especially focused on recent court cases limiting teachers' freedom to teach. The authors call for a need to respect the teaching profession and to give trust to teachers. Many subjects are deemed controversial, such as communism, Ferguson, white privilege, politics, global warming...
In the 1950’s some felt the Bill of Rights, the U.S. Constitution, public housing, and the New Deal were controversial and to be avoided (25). Such paranoia extended to ideas, words, pictures that could be associated with controversy. For example, instead of referring to the American Revolution with the word “revolution”, it was called the “War of Independence” because no one wanted to “conjure the Bolshevik revolt. Even an American song titled “Swing the shining sickle” about harvest time was prohibited due to the fear of association with Russia. “One teacher was reprimanded for telling her class that the USSR was larger in area than the United States, a factually correct statement…”(27).
Part of teaching is to teach students to consult experts, to discern what is a credible source and also to according to Thorndike “learn to distrust one’s own judgments and the propaganda of parties who take a profit by influencing one’s judgments…”(qtd. in Zimmerman and Robertson 53). A large part of the problem is that we have now associated democracy with the idea that everyone’s opinion is equally right and to be “equally respected” (54). It has become so that to criticize someone’s opinion, with facts showing the person is wrong, is seen as disrespectful!
In the 1950’s some felt the Bill of Rights, the U.S. Constitution, public housing, and the New Deal were controversial and to be avoided (25). Such paranoia extended to ideas, words, pictures that could be associated with controversy. For example, instead of referring to the American Revolution with the word “revolution”, it was called the “War of Independence” because no one wanted to “conjure the Bolshevik revolt. Even an American song titled “Swing the shining sickle” about harvest time was prohibited due to the fear of association with Russia. “One teacher was reprimanded for telling her class that the USSR was larger in area than the United States, a factually correct statement…”(27).
Part of teaching is to teach students to consult experts, to discern what is a credible source and also to according to Thorndike “learn to distrust one’s own judgments and the propaganda of parties who take a profit by influencing one’s judgments…”(qtd. in Zimmerman and Robertson 53). A large part of the problem is that we have now associated democracy with the idea that everyone’s opinion is equally right and to be “equally respected” (54). It has become so that to criticize someone’s opinion, with facts showing the person is wrong, is seen as disrespectful!
January 6, 2024
Using this for a book study with some of my teacher leaders this year; based on Matthew Kay referencing it as a key resource behind his work at multiple presentations. It provides a great overview of where controversial issues have stood historically and the philosophy section is great for thinking through how to address the challenges, determine which issues are controversial (and in which way), and how to determine an appropriate teaching stance for each type. I think the policy recommendations could be super helpful for schools and districts, as well. It is very dense and very much an academic text, so certainly wouldn't be everyone's cup of tea, but I'm sure I'll be referencing it regularly in my work.
July 11, 2023
GREAT book
December 18, 2018
Should be adopted in all schools! History is fascinating for how it doesn't change from avoidance of discussing communism hysteria to racism and police brutality now. People don't like to be uncomfortable, and don't like to encourage free, open discussion no matter how much they think they do. This book presents a compelling argument - critical thought, openness, and becoming a deeper thinker - as the reason students need to debate, discuss, and consider controversial issues and subjects!
November 27, 2025
A great analysis and argument for the necessity of current event dialogues in the classroom. Not only argues why but also how to create school policies and community cultures that thrive through such dialogues.
November 2, 2021
Creates an interesting means of classifying controversial topics and how to appropriately address them while also explaining the uncertain legal landscape regarding teacher rights
November 26, 2022
Would much rather be watching football right now, but alas, philosophy of ed reading calls
February 4, 2020
“If the members of our faculties are forbidden to make up their own minds or express their own thoughts they cannot lead their pupils into the making up of their minds and the expressing of their thoughts.” #dezinvanhetboek
Displaying 1 - 8 of 8 reviews