ABSTRACT
Political scientists, journalists, multiculturalists, and social studies educators continue to argue that citizens in a democracy must develop the ability to publicly discuss controversial questions and sort through confl icting perspectives. Most textbooks and teaching, however, oft en avoid such controversy. How can we encourage and prepare teachers to allow controversy in their classrooms? How can teachers help their students to engage in thoughtful deliberation about and disagreement over controversial issues? When, if ever, should teachers share their own beliefs regarding diffi cult social and political issues?
