Five Teachers’ Range of Views on the Iraq war

Authors

  • Khodadad Kaviani Central Washington University
  • Terrence McCain Central Washington University

DOI:

https://doi.org/10.20355/C5Z301

Abstract

The significance of this qualitative study is in showing, for the first time, what American teachers are teaching about the Iraq war and their conceptions of controversy and balanced instruction in the context of their lessons. Through in-depth interviews, five high school social studies teachers’ lessons related to the Iraq war were examined and analyzed through the lenses of Issues-Centered Education and teachers’ curriculum gatekeeping. Findings show that teachers’ conception of controversy and balanced instruction influences the way they teach about public controversies. Furthermore, the Iraq war controversy provides a unique opportunity to see how the Iraq war is taught during war time.

Author Biography

Khodadad Kaviani, Central Washington University

Education/TEACH Assistant Professor

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Published

2010-12-01

Issue

Vol. 5 No. 1 (2010)

Section

Articles

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