ABSTRACT
This chapter considers the enquiry skills that citizenship teachers and students require
as they engage with civic issues that are controversial and contested in nature. Whilst
citizenship teachers value critical analysis of contextual factors that impact upon their
practice, students are also increasingly valuing opportunities to think more deeply about
the issues that affect their social, political, economic and cultural lives. The challenge of
engaging students with controversial civic issues is briefly considered here before outlining
a dialogic approach to developing students’ skills of enquiry.
