The Challenges and Suggestions for Teaching Controversial Issues in China

WHY SHOULD CONTROVERSIAL ISSUES BE TAUGHT IN CHINA AND WHAT ARE THE CHALLENGES AND SUGGESTIONS FOR TEACHING THEM?
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WHY SHOULD CONTROVERSIAL ISSUES BE TAUGHT IN CHINA AND WHAT ARE THE CHALLENGES AND SUGGESTIONS FOR TEACHING THEM?
Introduction
The contemporary world is intricate, interconnected, and equally intriguing. Everyone is trying to comprehend the global sophistication, though such understanding is quite challenging, elusive, debatable, and contestable. The gist of clash of ideas, opinions, interests, and perceptions, all coalesce forming a body of controversial issues that permeates socio-economic and political discourses. The realm of learning is no exception. Teachers, educators, and instructors are aiding learners to navigate the sophisticated world. This paper reflects an extensive exploration of the teaching of controversial issues and arising challenges in China's context. Classrooms offer in-depth thought-provoking information about controversial issues and suggest alternative perceptive. The learning environment presents seamless opportunities for students to interact with peers and instructors while presenting clashing views that facilitate understanding of multiple viewpoints. Dealing with controversial matters in a learning environment comes with difficulties considering an increasingly politicized and polarized world. Teachers may find challenges while teaching controversial subjects due to concerns about divisiveness and the possibility of losing control of the class. Teachers may worry about parental feedback and student and administrative responses when the learning process is marred by controversy and increasing politicization. This paper will equally demonstrate pedagogical ways, values, and philosophies that help teachers and learners navigate themes surrounding controversial issues in learning. Controversial issues highly polarize the contemporary world. Teachers and learners are finding it hard to navigate and openly integrate controversial issues in learning processes? This paper will attempt to answer various questions relating to controversial issues in education in China and other parts of the world. Are controversial topics necessary in learning? What are the key challenges that teachers and learners encounter when dealing with controversial issues? What are the core pedagogical tools and practices in managing contentions issues during learning? How can a teacher deal with contestable topics consider his or her opinions, which can cause conflict?
Definition and Understanding of Controversial Issues and the borderline between Controversial and non-controversial Issues
There is no precise definition of a controversial. However, scholars have attempted to paint a picture of what controversial issues mean. Woolley (2011, pp. 281) defined a controversial issue as one that leads to a discussion with no agreed perspective. An issue of contention often lacks consensus. McCully (2006, pp. 51) defined controversial issues as problems and disputes causing societal divisions due to conflicting explanations arising from alternative values, opinions, experience, norms, and practices. Almost any topic can be contentious when people have divergent beliefs, perceptions, principles, views, experiences, or values. The word 'controversial issue' is used differently in diverse places. However, the differences are not substantial because they appear to reflect different variations on the same themes rather than tremendously variant underlying conceptualization.
Some issues are controversial due to the nature of the subject matter – for instance, any experiment dealing with human embryos has a high probability of being contentious. Others arise by being presented in the school, for instance, whether sexuality learning is necessary among young children. Differing and contradictory perceptions are bound to emerge when controversial issues such as politics, sex, sexual, orientation, and politics are at stake.
Controversial issues may be defined and understood based on their critical features. Controversial issues tend to evoke strong feelings and views. They permeate and affect socio-economic, cultural, political, and environmental spaces. There are marked questions that touch on belief systems with no precise answers due to strong opposing views and interests. Controversial issues are broad—they are centric on primary themes surrounding morality, politics, civic and social concepts. Controversial topics often elicit competing values, principles, and interests, especially where there is an increased risk of disagreements about particular stands, statements, actions, and assertions. These issues often touch on issues characterized by increasing sensitivity levels, such as religion, social orientation, or political affiliation. Any subject, argument, or discussion can get controversial when people express clashing or opposing perceptions, opinions, and interests.
There is usually a fragile line, yet elusive, differentiating what are controversial issues and not. Whether a case is controversial depends on an individual's viewpoint, economic, social, political beliefs, and ideations. What is controversial to a given person might not be controversial to another.
Classroom Teaching of Controversial Issues in the Context of China
China has witnessed various conflicts with its citizens, one of them being on education. According to Cheng & Ho, (2014.pp.1-14), people opposed introducing mandatory classes on civic education. Many critics opposing the program felt that such an attempt was meant to brainwash children. The said curriculum was comprised of civic education and controversial lessons that seem to recognize mainland China. This program targeted Hong Kong. It appeared as a government tactic to connect Hong Kong to mainland China. Thus, it appeared to have raise suspicion regarding the role of Chines governments in pursuing an agenda against Hong Kong. Contrastingly, Hong Kong depicts more freedom, freer press, increased transparency and accountability, and rights to assemble, which is a different observation in mainland China. It appeared that the Chinese government wanted a national education system that would encourage Hong Kong children to enhance the spirit of nationalism and more Chinese identity. Was the government trying to drive a specific plan? Why were educators’ concerns about this mission? It could mean that the government had ‘selected content’ that could influence the learners in specific ways and could not facilitate open, liberal, on-biased, and objective discussions. This story illustrates the extent to which nations such as China monitors and dictates what is supposed to be taught. The Chinese government has continued to suppress discussion on controversial issues such as Tiananmen Square and Hong Kong protests. In many parts of the world, states would not like an in-depth exploration of their ‘dark history. Thus, it should not be surprising that some states will define what needs to be taught in classrooms. Those who are more liberal in thinking and exposing the hidden history would likely experience a government backlash.
The Chinese education system offers an incredible platform to launch an interrogation on the teaching of controversial issues. The Chinese overall beliefs, practices, and perceptions on geopolitics, social domains, and economy are controversial. This system encompassing beliefs, practice, and perceptions trickle down to the Chinese education system by defining and influencing what needs to be taught. In the U.S, learning about controversial issues is historically and traditionally entrenched in the education system. Some of the early advocates of integrating controversial issues into the U.S education system include John Dewey and Harold Rugg. Their work was further enhanced by critical thinkers such as Hunt, Metcalf, Oliver, Shaver, and Cox, who advanced more exposition and writing on issues based inquiry sourcing controversial issues (Foster, 2013, pp. 19). The United Kingdom has a substantial interest in integrating controversial problems in the education system. Teaching controversial issues is entrenched in the U.K curriculum. Adopting the theme of citizenship into the U.K curriculum heralded growing interest in controversial subjects leading to publications such as Holden and Claire's, Teaching Controversial Issues (2007). Despite the integration of controversial issues in the U.K education system, Woolley (2011, pp. 281) argues that students in the U.K are not ready to confront controversial issues. There is remarkable evidence that student experience does not reflect the claims made by teacher educators. Thus, these learners lack an adequate grasp of skills involving cognitive handling of controversial issues such as gender, sexual orientation, and race, and insufficient understanding of the roles and space of democratic citizenship in contemporary society.
In contrast, China is different from the U.S. The relevant content for teaching in the Chinese education system is often distilled. Teachers in China are often instructed to avoid particular historical topics and restrict individual research choices for students. For instance, in the People's Republic of China (PRC), Mao Zedong's effects on modern China and Tibet, Taiwan, and Tiananmen are forbidden areas and wholly excluded from learning (Ho, Alviar-Martin, and Leviste, 2014, pp.1-28). The school administration can reject essays and research on specific topics. What is taught in China is relatively regulated, and attempts to contest traditional or conventional wisdom are not often entertained in the education system. China reflects an epitome of a constrained and non-flexible learning environment where teachers often find it difficult to deal with controversial subjects in classrooms. Studies demonstrate that teachers face an assortment of challenges, including intellectual and emotional problems, when managing controversial topics in teaching, especially in situations where there the controversial themes intersect with political and social factors, with a specific focus on authoritarian states (Ho, Alviar-Martin, and Leviste, 2014, pp.1-28).
The Chinese government imposes limited freedom of expression. Many of the discussions or debates that may touch on topics perceived as controversial are often shut down. The topics dealing with human rights and discussion on Tawain politics are suppressed themes that Chinese authorities would not like both scholars and learners to talk about. Chinese students in foreign universities pose a threat to open discussions and academic freedom because they report feeling unsafe when sensitive topics such as the ones on human rights and protest in china are being discussed.
Political education is one of the controversial themes in China. Yuen & Leung (2009, pp. 99) postulated that political education is a controversial concept because of its implied meanings, outcomes. It has political themes that already subject involving contestation, which exacerbates its predisposition to disputation. The political relationship People’s Republic of China (PRC) paints a true picture of what constitutes historical controversies that permeate socio-political circles and education. Taiwan and the PRC relationship has many controversies touching on national identity and state sovereignty. Schools might play a critical role in creating a socio-political understanding between the two countries, but substantial public disagreement impedes this dream. Taiwan and the PRC relationship is a controversial issue.
Why is China's realm of education unique and equally controversial? Why are education instructors constrained to participate in open, liberal discussions? Carrico (2014, pp. 32) argues that China is a politically charged nation marked by increased political investment in its scholars and state monitoring of Chinese scholars both in China and abroad. The increasing state control on scholars cripples discussions on Chinese controversial political issues, especially in education. Thus, what Chinese scholars do in mainland China and abroad is closely under state check.
Aims and Reasons for Teaching Controversial Topics
One of the most thought-provoking concerns has been why learners need to engage in controversial topics. Are contentious issues necessary in the curriculum? What are the fundamental objectives of integrating contested matters into the curriculum? Integrating controversial issues into learning and curriculum allows students to learn about topics relevant to their lives. Exploring controversial issues in the classroom deepens learners' understanding of complex issues and diverse perspectives. Learners get platforms to share ideas, listen to their peers' perspectives, and nurture tolerance to divergent viewpoints. Teaching controversial issues allows learners to develop persona, critical thinking abilities, and opinions on politics, ethics, social concepts, and morality.
Specific objectives back the teaching of a controversial topic. Kus and Öztürk (2019, pp. 16-17) observed that controversial learning issues increase students' social and interpersonal communication skills and enhance students' self-confidence and increase interest and beliefs. It also encourages learners' active participation, helps learners prepare for citizenship roles in a democracy as effective citizens, and assists in the internalization of democratic values. Controversial topics can create platforms that allow communication on various divergent viewpoints. Woolley (2011, pp.281) suggests that children need to address controversial issues because it allows them to develop the skills needed to manage life issues in a knowledgeable, sensible, tolerable, and moral approach. Despite challenges emerging from controversial topics, most people are largely in agreement that teaching and learning about contentious issues in the classroom have a tangible and concrete purpose (Carrico, 2014, pp.29). Among other roles, learning about contestable issues prepare learners for life after graduation in which one has to confront intriguing and complex situations with no option of avoiding them. Holding conversations surrounding contentious issues in a safe space, learners can gain knowledge and critical understanding of issues and evaluate their values and attitudes. Students develop the skills and knowledge needed to cope with challenging topics that affect them and the community. Learning institutions should produce people who can make competent and informed decisions. Strict adherence to the prescribed curriculum can lead to the inability to make reasonable independent and critically thought-out decisions.
Like any other nation, embracing more freedom in Chinese education by accepting controversial issues can bring immense benefits. Controversial issues should be given increasing attention. Accepting a controversial topic in classrooms is one of the crucial tenets of democracy in education. The concept of democracy in education will allow students to develop democratic values that include increased tolerance for dissenting opinions and enhance support for equity and equality. Controversial issues would help Chinese learners and scholars unravel and understand deep-seated social challenges in the past and contemporary times. Chinese students would also develop enhanced critical thinking abilities on information processing, increased curiosity, better reasoning abilities, and improved innovation and creative skills.
Challenges Associated with Teaching of Controversial issues
Controversies are sensitive topics, which mean they are uncomfortable and unattractive to discuss (Carrico, K., 2014, pp.29). One of the first challenges encountered in teaching controversy is identifying themes that are considered contestable. It is problematic to decide which controversies should be integrated into the curriculum because what counts as controversial is already a contested subject (Yacek, D., 2018, pp.71-86). Controversial topics are part of the hidden curriculum. However, it require...