ABSTRACT
The 'Crick Report' defines a controversial issue as: an issue about which there is no one fixed or universally held point of view. Such issues are those which commonly divide society and for which significant groups offer conflicting explanations and solutions. Using this definition, geography is awash with controversial issues. Recognition that the purposes of school geography are controversial helps teachers take a critical and morally careful approach to curriculum. The disagreement resulting may lead to debate, or argument. This can be a threat, with the risk of disorder in the classroom, anger or resentment amongst pupils. But it can also be an opportunity for values education through geography. Each teaching approach (neutrality, stated commitment, balanced and devil's advocate) can support the geography teacher, when used in the appropriate context, Stradling (1984) suggests. The five approaches show that values education can take place within different ideologies and discourses of education.
