Creating Calm in Controversy: Sticky Issues Addressed Through Classroom Dialogue

In this article, I demonstrate how teachers can use inquiry-based learning to invite and navigate controversial issues in the high school social studies classroom. Inquiry-based learning allows students to take an active role in investigating issues that could be controversial using tools that not only give them control over their learning but also teaches them skills that would benefit in other learning settings. Through intentionally constructed controversial discourse, I use inquiry-based learning to deflect attention from student opinion and focus it on incorporating research backed evidence to support arguments. Students are able to express varying points of view, even those that did not fit their own. Navigating opposing viewpoints juxtaposed against their own point of view allows for inquiry-based learning to be successful when addressing controversial issues in the classroom.