Educational stances in teaching politically sensitive issues: Developing teaching strategies based on professional contexts (notice n° 1919234)
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|---|---|
| fixed length control field | 01614cam a2200169 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20260329022323.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Hervé, Nicolas |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Educational stances in teaching politically sensitive issues: Developing teaching strategies based on professional contexts |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2026.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 5 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | This article examines the stances teachers may adopt when teaching politically sensitive issues. It begins by outlining Kelly’s theoretical model, as proposed in a 1986 article, which is the framework most widely used in educational research and training materials. It is then discussed, in particular because it focuses the problem on the teacher’s disclosure of their position rather than on their teaching strategies. The educational stance is then problematised across three interrelated levels of professional context: the classroom and interactions with pupils; the school and the local area; and the Ministry and the consideration of social debates in the implementation of public education policies. Finally, suggestions for training and research avenues at each level are presented. The article concludes by emphasising the need to renormalise teaching practices on politically sensitive issues by supporting teachers across these three levels of professional context. |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Urgelli, Benoît |
| Relator term | author |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Revue française de pédagogie | 227 | 2 | 2026-02-19 | p. 87-105 | 0556-7807 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/journal-revue-francaise-de-pedagogie-2025-2-page-87?lang=en&redirect-ssocas=7080">https://shs.cairn.info/journal-revue-francaise-de-pedagogie-2025-2-page-87?lang=en&redirect-ssocas=7080</a> |
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