Controversy, as a vital principle of democracy, plays a central role in education for critical democratic global citizenship. Controversial issues, however, raise pedagogical challenges for teachers in that they are not only explicitly political, but also potentially threatening to the reproduction of status quo ideals and embedded national narratives – themselves keystones of citizenship education. The findings from this dissertation study report survey data on teachers’ attitudes toward teaching controversial issues from 202 Canadian teachers, as well as findings from interviews conducted with 16 Alberta teachers about how their multiple identities, and those of their students, intersect with their attitudes toward teaching controversial issues. The findings are discussed against indicators of critical democratic global citizenship education (CDGCE) which I advance in the thesis following from my investigation into the relationship between critical theory of a) democracy, b) globalization, and c) education. I engage the findings through the lens of critique and possibility and the reproduction and interruption of hegemonic discourse. Read through this lens, I found that hegemonic discourses of neutrality and universalism are being both reproduced and interrupted in complex ways that do affirm, but mostly refute, the promise of education for deepening democracy under conditions of globalization. Discourses of neutrality and universalism are being reproduced through insidious practices that affirm difference-blind and blank slate ideals and these need responding to. These have implications for how students in Canadian classrooms may be being prepared for critical democratic global citizenship education. Despite the misguided emphasis on the danger of teachers’ expressing extreme views in dominant discourses of education that question the place of controversial issues in school, I argue that the greater threat to deepening democracy is not teachers who express extreme views; it is curriculum and teachers who do not question familiar ones. In turn, I call for critical discursive and reflexive practices for teaching and learning with controversial issues that foreground identity, difference, and feelings as explicit material for learning. Finally, I delineate specific recommendations that are crucial responses for realizing the promise of education for deepening democracy under conditions of globalization.

Controversy, as a vital principle of democracy, plays a central role in education for critical democratic global citizenship. Controversial issues, however, raise pedagogical challenges for teachers in that they are not only explicitly political, but also potentially threatening to the reproduction of status quo ideals and embedded national narratives – themselves keystones of citizenship education. The findings from this dissertation study report survey data on teachers’ attitudes toward teaching controversial issues from 202 Canadian teachers, as well as findings from interviews conducted with 16 Alberta teachers about how their multiple identities, and those of their students, intersect with their attitudes toward teaching controversial issues. The findings are discussed against indicators of critical democratic global citizenship education (CDGCE) which I advance in the thesis following from my investigation into the relationship between critical theory of a) democracy, b) globalization, and c) education. I engage the findings through the lens of critique and possibility and the reproduction and interruption of hegemonic discourse. Read through this lens, I found that hegemonic discourses of neutrality and universalism are being both reproduced and interrupted in complex ways that do affirm, but mostly refute, the promise of education for deepening democracy under conditions of globalization. Discourses of neutrality and universalism are being reproduced through insidious practices that affirm difference-blind and blank slate ideals and these need responding to. These have implications for how students in Canadian classrooms may be being prepared for critical democratic global citizenship education. Despite the misguided emphasis on the danger of teachers’ expressing extreme views in dominant discourses of education that question the place of controversial issues in school, I argue that the greater threat to deepening democracy is not teachers who express extreme views; it is curriculum and teachers who do not question familiar ones. In turn, I call for critical discursive and reflexive practices for teaching and learning with controversial issues that foreground identity, difference, and feelings as explicit material for learning. Finally, I delineate specific recommendations that are crucial responses for realizing the promise of education for deepening democracy under conditions of globalization.

La période est marquée par des projets de réforme qui ont des conséquences importantes sur l'enseignement de l'Histoire. Cependant, les professeurs d'Histoire, peu nombreux dans la population active, restent divisés, aussi bien sur la stratégie syndicale à adopter que sur les questions pédagogiques ou historiographiques soulevées par ces réformes. En effet, les professeurs se rattachent à des cultures syndicales ou associatives particulières et poursuivent souvent des objectifs opposés. Néanmoins, ces clivages peuvent être comblés, grâce à l'action de syndicalistes soucieux de rechercher des alliés, afin de briser l'isolement dans lequel se trouve leur organisation. Par conséquent, les représentants des professeurs disposent de marges de manœuvre limitées, mais réelles, pour s’opposer aux réformes qu'ils redoutent. / The period is marked by reform projects which have important consequences on the teaching of History. However, history teachers, few in the working population, remain relatively divided as well on the trade-union strategy, as on the teaching or historiographical issues raised by the reforms. Teachers, indeed, are attached to particular trade-union cultures, privileging different goals. However, this trade union rift can be filled by the action of trade unionists, anxious to search allies in order to break the isolation of their organization. Consequently, teacher representatives thus have often only leeway limited, but real, to be opposed to the reforms which they fear.