Stjórnun á tímum ágreinings og átaka

Bls. 61 Tilvísanir og heimildir Ashton E. and Watson B. (1998), „Values education; a fresh look at procedural neutrality“, Educational Studies , 24(2), pp. 183-93. BergW., Graeffe L. and Holden C. (2003), Teaching controversial issues: a European perspective , LondonMetropolitan University, London. Brett P., Mompoint-Gaillard P. and Salema M-H. (2009), Howall teachers can support citizenship and human rights education: a framework for the development of competences , Council of Europe, Strasbourg. Brown et al. (2012), Democratic citizenship in schools: teaching controversial issues, traditions and accountability , Dunedin Academic Press, Edinbourgh. City of Dublin Vocational Education Committee (CDVEC) (2012), Tackling controversial issues in the citizenship classroom: a resource for citizenship education , CDVEC CurriculumDevelopment Unit/Professional Development Service for Teachers, Dublin. CitizED (2004), Teaching controversial issues: briefing paper for trainee teachers of citizenship education teachers , CitizED, London. Claire H. and Holden C. (eds) (2007), The challenge of teaching controversial issues , Trentham Books Ltd, Stoke-on-Trent. Clarke P. (1992),„Teaching controversial issues“, Green Teacher 31 , Green Teacher, Niagra Falls, New York. Cowan P. andMaitles H. (2012), Teaching controversial issues in the classroom: key issues and debates , Continuum, London. Crick report (1998), Education for citizenship and teaching of democracy in schools , Qualifcations and Curriculum Authority, London. Dearden R. F. (1981),„Controversial issues in the curriculum“, Journal of Curriculum Studies , 13, (1), pp. 37-44. Fiehn J. (2005), Agree to disagree: citizenship in the curriculum , Learning and Skills Devolopment Agency, London. Frank S. and Huddleston T. (2009), Schools for society: learning democracy in Europe. A handbook of ideas for action , Alliance Publishing Trust/Network of European Foundations, London. Gross Z. and Davies L. (2015), The contested role of education in conflict and fragility , Sense Publishers, Rotterdam. Hess D. E. (2009), Controversy in the classroom: the democratic power of discussion , Routledge, London. Huddleston T. and Kerr D. (2006), Making sence of citzenship: a continuing professional development handbook , John Murray, London. HuddlestonT. (ed.) (2014), Democracy in themaking: good practices from five years of regional summer academies „Democracy at School and Human Right sin Action“ , Council of Europe/EuropeanWergeland Centre, Strasbourg. Huddleston T. and Rowe D. (2015),„Discussion in Citizenship“, in Gearon L. (ed.), Learning to teach citizenship in the secondary school: a companion to school experience , pp. 94-103, Taylor and Francis, Abingdon. Kelly T. (1986), Discussing controversial issues: four perspectives on the teacher´s role“, Theory and Research in Social Education , 14(2), pp. 113-118. Kerr. D. and Huddleston T. (eds.) (2015), Living with controversy: teaching controversial issues through education for democratic citizenship and human rights (EDC/HRE) , Council of Europe, Strasbourg. Lambert D. and Balderstone D. (2010), Learning to teach geography in the secondary school: a comapnion to school experience , Routledge, London. Oxfam (2006), Teaching Controversial Issues , Oxfam, Oxford. Philpott S. et. al. (2013), „Controversial issues: to teach or not to teach? That is the question“, Georgia Social Studies Journal , Spring 2011, 1, (1), pp. 32-44. Scarratt E. and Davison J. (ed.) (2012), The media teacher´s handbook , Routledge, Abingdon.

RkJQdWJsaXNoZXIy MjIxNzc=