In Episode 123, Dan and Michael talk with Dr. Judy Pace about her new article published in Theory & Research in Social Education, “Contained risk-taking: Preparing preservice teachers to teach controversial issues in three countries.”
Books, Articles and Other Amazing Resources
- Pace, J. L. (2019). Contained risk-taking: Preparing preservice teachers to teach controversial issues in three countries. Theory & Research in Social Education, 47(2), 228-260.
- Pace, J. L. (2017/18). Preparing teachers in a divided society: Lessons from Northern Ireland. Phi Delta Kappan, 99(4), 26-32.
- Buy her book!: Pace, J. L. (2015). The charged classroom: Predicaments and possibilities for democratic teaching. Routledge.
- There are various examples of educators and scholars using the Structured Academic Controversy (SAC) model and here is one: Nathan, E., & Lee, C. K. E. (2004). Using structured academic controversies in the social studies classroom. Teaching and Learning, 25(2), 171-188.
Biography
Dr. Judith L. Pace is an education professor who uses case studies, inquiry projects, and film to challenge students to explore multiple perspectives on issues of educational justice. She does qualitative research on classroom teaching and its sociocultural and political dynamics. Her current project examines how teacher educators prepare preservice teachers for teaching controversial issues in divided societies and politically turbulent times. Recent articles include “Contained risk-taking: preparing preservice teachers to teach controversial issues in three countries” and “Preparing teachers in a divided society: Lessons from Northern Ireland.” Her forthcoming book is titled Hard Questions: Learning to Teach Controversial Issues. Professor Pace earned her doctorate of education from Harvard University where she worked on school reform efforts at Project Zero. See full biography at the University of San Francisco site.
