| 000 | 01614cam a2200169 4500500 | ||
|---|---|---|---|
| 005 | 20260329022323.0 | ||
| 041 | _afre | ||
| 042 | _adc | ||
| 100 | 1 | 0 |
_aHervé, Nicolas _eauthor |
| 700 | 1 | 0 |
_aUrgelli, Benoît _eauthor |
| 245 | 0 | 0 | _aEducational stances in teaching politically sensitive issues: Developing teaching strategies based on professional contexts |
| 260 | _c2026. | ||
| 500 | _a5 | ||
| 520 | _aThis 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. | ||
| 786 | 0 | _nRevue française de pédagogie | 227 | 2 | 2026-02-19 | p. 87-105 | 0556-7807 | |
| 856 | 4 | 1 | _uhttps://shs.cairn.info/journal-revue-francaise-de-pedagogie-2025-2-page-87?lang=en&redirect-ssocas=7080 |
| 999 |
_c1919234 _d1919234 |
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