Silent Stances: Investigating Aspiring Teachers' Concerns About Addressing Controversial Topics in the United States

Political discord in the United States has heightened debates over public education, shaping curricula, parent-teacher dynamics, and the role of educators in addressing controversial topics. As misinformation spreads and uncivil discourse rises, schools are critical spaces for fostering informed, respectful discussions. While teachers see value in including controversial issues, multiple barriers often prohibit teachers from doing so in practice (Lee, Abd-El-Khalick & Choi, 2006). 

Following President Trump’s first election in 2016, educators reported increased student hostility and incivility (Rogers et al., 2017). Now, after a divisive campaign and his second election, this study examines how aspiring teachers in the U.S. perceive addressing controversial topics amid today’s polarized climate. 

Using a mixed-methods, quasi-experimental design, we explore preservice teachers’ beliefs about the importance of these discussions, their confidence in facilitating them, and the barriers they foresee. This presentation will share findings from this study and encourage international dialogue, offering comparative perspectives on the challenges and opportunities of political discourse in education.

• Referent: Prof. Dr. William J. McConnell, Virginia Wesleyan University, USA
• Diskutantin: Prof. Dr. Stefanie Rinaldi, PH Luzern