In episode 193, Dan and Michael chat with Charlot (Shar-loh) Cassar about his article published in Theory & Research in Social Education along with Ida Oosterheert and Paulien Meijer, “Why teachers address unplanned controversial issues in the classroom.”
Books, Articles and Other Amazing Resources
1. Cassar, C., Oosterheert, I., & Meijer, P. C. (2021). The classroom in turmoil: Teachers’ perspective on unplanned controversial issues in the classroom. Teachers and Teaching, 27(7), 656–671. https://doi.org/10.1080/13540602.2021.198669
2. Cassar, C., Oosterheert, I., & Meijer, P. C. (2023). Why teachers address unplanned controversial issues in the classroom. Theory & Research in Social Education, 1–31. https://doi.org/10.1080/00933104.2022.2163948
3. Kelchtermans, G. (2009). Who I am in how I teach is the message: Self-understanding vulnerability, and reflection. Teachers and Teaching: Theory and Practice, 15(2), 257–272. https://doi.org/https://doi.org/10.1080/13540600902875332
4. Kelly, T. (1986). Discussing controversial issues: Four perspectives on the teacher’s role. Theory and Research in Social Education, 14(2), 113–138. https://doi.org/10.1080/00933104.1986.10505516
5. Stradling, R., Noctor, M., & Baines, B. (1984). Teaching controversial issues. Edward Arnold.
6. van Alstein, M. (2019). Controversy and polarisation in the classroom: Suggestions for pedagogical practice. Flemish Peace Institute. https://vlaamsvredesinstituut.eu/en/report/controversy-polarisation-in-the-classroom-suggestions-for-pedagogical-practice/
7. Zinn, H. (2002). You can’t be neutral on a moving train. Beacon Press.
8. Related episodes include:
- Episode 8: Teacher Political Disclosure with Wayne Journell
- Episode 175: Teaching amidst Terrorism with Bjorn Wansink
- Episode 165: Hard Questions: Learning to Teach Controversial Issues with Judy Pace
- Episode 162: Teacher Political Disclosure in Contentious Times with Rebecca Geller
- Episode 155: Navigating Identity as Controversy with Jenni Conrad
Biographies
Charlot Cassar is a school director in Malta, and a PhD researcher at the Radboud Teachers Academy, at Radboud University, Nijmegen, the Netherlands. His research focuses on unplanned controversial issues in the classroom and what motivates teachers to address them.
Ida Oosterheert is associate professor ‘Teacher Learning & Development’ at the Teachers Academy at Radboud University in Nijmegen, the Netherlands. Her expertise is on learning to teach and her current research focuses on the cultivation of creativity in secondary education.
Paulien Meijer is full professor at the Radboud Teachers Academy, at Radboud University, Nijmegen, the Netherlands. Together with her team, she studies teachers’ learning and development, with a particular focus on identity development and creative learning.
Visions of Education 