Teaching controversial issues in Northern Ireland: a qualitative study of teachers' pedagogical approaches

Semi-structured interviews with senior school leaders (n=4) provided further context.Findings highlight the fluid nature of "controversy" and the impact of teacher identities, subject areas, and motivations on teaching practices. Tensions exist between pedagogical ideals and classroom realities due to exam pressures, subject status, limited resources, and the post-conflict context. Supportive school environments that foster open, critical discussions are essential.

The research reveals a spectrum of teacher authority and a tendency to overlook the broader societal milieu, shaping concepts of knowledge, agency, and criticality. In response, the study proposes a model for a pedagogy of critical understanding to help teachers align rhetoric with practice in teaching controversial issues. It offers insights into policy and practice, urging teachers to examine their pedagogical approaches critically.

Additionally, it calls for the education system to cultivate school cultures that empower teachers and students to engage critically with their contexts and underscores the importance of fairer resource allocation and status.