Demystifying the Pedagogy of Teaching Controversial Issues in Civic Education in selected Zambian Schools
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This study explored controversial issues in the teaching of Civic Education in selected Zambian school. The study applied qualitative methodology with a narrative design to generate evidence. Unstructured interviews were used as instruments for data production. Schools and participants were purposively selected from the five zones in Lusaka District. Findings of the study revealed the following as some of the perceived controversial issues noted in the teaching of Civic Education in selected Zambian school among others: being critical to the government, discussing of political oriented issues, discussions bordering on current affairs, discussions on abuse of human rights by the government, discussions on fundamental freedoms. The study recommended that teacher education programmes should be training teachers on how best to teach controversial issues. The public should be sensitised on the role of Civic Education in a democratic society like Zambia and also there is need to undertake further research on the best techniques of teaching controversial issues in schools.
International Journal of Research and Scientific Innovation (IJRSI) | Volume VII, Issue X