Citations (23)
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Sigal Ozery Roitberg. (2023) ‘Actualiya learning’: a bottom-up construction for civic education in two of Israel’s ‘educational Islands’. Pedagogy, Culture & Society 0:0, pages 1-19.
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Valentina Guzmán, Antonia Larrain, Carolina Álvarez, Ivette Fernández, David Herrera Araya & Camila Urrutia. (2023) Design-based development of educative curriculum material for deliberative human rights education. Journal of Curriculum Studies 55:4, pages 489-507.
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Gabriel Fortes, Valentina Guzmán & Antonia Larrain. (2022) Studying argumentation and education in South America: what has been advanced and what lies ahead. Argumentation and Advocacy 58:3-4, pages 266-280.
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H. James Garrett & Elaine Alvey. (2021) Exploring the emotional dynamics of a political discussion. Theory & Research in Social Education 49:1, pages 1-26.
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H. James Garrett. (2020) Containing classroom discussions of current social and political issues. Journal of Curriculum Studies 52:3, pages 337-355.
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Lee Jerome & Alex Elwick. (2020) Teaching about terrorism, extremism and radicalisation: some implications for controversial issues pedagogy. Oxford Review of Education 46:2, pages 222-237.
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Articles from other publishers (17)
Jan G. Pouwels. (2024) The Importance of Contrary Forces in Education: On the Notion of Conflict in Tagore’s Religion of Man. Studies in Philosophy and Education.
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Tal Nir & Lotem Perry-Hazan. (2024) Realizing Participation Rights of Minority Youth in Conflicted Societies: The Case of Councils Integrating Jewish and Palestinian-Arab Youth in Israel. Youth & Society.
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Martyna Elerian & Emilios A. Solomou. (2022) International schools, international mindedness, and the development of global citizenship: Reflections from a case study of international schools in Cyprus. PROSPECTS 53:3-4, pages 477-492.
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Johan Sandahl & Mattias Björklund. (2023) Can Powerful Knowledge Save Us? Critical Reflections through the Lens of Political Education. Social Sciences 12:10, pages 556.
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Manja Coopmans & Willemijn F. Rinnooy Kan. (2023) Facilitating citizenship-related classroom discussion: Teaching strategies in pre-vocational education that allow for variation in familiarity with discussion. Teaching and Teacher Education 133, pages 104268.
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Marcus Kindlinger & Katrin Hahn-Laudenberg. (2023) German Preservice Teachers’ Stances on Criteria for Discussing Controversial Issues in the Classroom. The Journal of Social Studies Research 47:3-4, pages 197-209.
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Wurud Jayusi, Rakefet Erlich Ron & Shahar Gindi. (2023) Teachers’ responses to students’ informal political dialogue: Charting the grey areas in school. Education, Citizenship and Social Justice, pages 174619792311694.
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Aline Muff & Ayman Agbaria. (2023) “You can’t teach your students something that is divorced from reality”: Palestinian citizenship teachers making sense of the relevance of Islam for citizenship education in Israel. Education, Citizenship and Social Justice, pages 174619792311694.
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Şefika TATAR & Oktay Cem ADIGÜZEL. (2022) Education Stakeholders’ Views on Controversial Issues in Terms of Null CurriculumEğitim paydaşlarının ihmal edilen eğitim programı bağlamında tartışmalı konular hakkındaki görüşleri. Adıyaman Üniversitesi Eğitim Bilimleri Dergisi 12:2, pages 91-104.
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Ido Gideon. (2021) Epistemology of the Nakba in Israeli education. British Educational Research Journal 48:1, pages 182-200.
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Gustavo González-Valencia, María Ballbé & Delfín Ortega-Sánchez. (2020) Global Citizenship and Analysis of Social Facts: Results of a Study with Pre-Service Teachers. Social Sciences 9:5, pages 65.
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Audun Toft. (2020) When Terror Strikes: The 2015 Paris Attacks in Religious Education Classrooms in Norway. Religions 11:4, pages 208.
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Richard Woolley. (2020) Tackling Controversial Issues in Primary Education: Perceptions and Experiences of Student Teachers. Religions 11:4, pages 184.
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Delfín Ortega-Sánchez & Joan Pagès Blanch. (2020) The End-Purpose of Teaching History and the Curricular Inclusion of Social Problems from the Perspective of Primary Education Trainee Teachers. Social Sciences 9:2, pages 9.
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