Discusses the teaching of evolution in New Zealand during the first half of the twentieth century. Reports that evolution instruction began formally in the 1920s but was withdrawn 30 years later amid protests. Observes that the teaching of evolution predated the 1920s in muted form. Describes the roles of broadcasting and religion in the dispute.…

Addresses U.S. public education's continuing unwillingness to deal with religious issues. Suggests that confusion over legalities, embarrassment, and ignorance contribute to the lack of instruction about religion. Examines what students miss when schools ignore religious topics and how students learn less than the whole truth about U.S. history.…

Considers Mark Twain's novel "Huckleberry Finn" as an object of literary instruction, especially its racist overtones. Argues that Twain's depiction of the runaway slave Jim is positive. Shows how Twain's novel might be used from a multiethnic approach. (HB)

Ten steps for teaching about sexuality are (1) identify the task; (2) identify the participants; (3) clarify personal views; (4) clarify teacher role and resources; (5) assess the community context; (6) enlist cooperation; (7) select teaching materials and methods; (8) prepare to handle sensitive issues; (9) make a teaching plan; and (10) make a…

Argues that rationales for citizenship education in a democracy and findings from empirical research provide persuasive reasons for putting controversial issues at the center of economic education. Summarizes research findings on the development of political interest and efficacy in students. Offers suggestions on how to handle controversial…

Extension educators can play a role in resolving environmental disputes by applying Hackman's group effectiveness model for consensus-based decision making. The model focuses equal attention on personal needs, interpersonal relationships, and solutions that are acceptable to all stakeholders. (SK)

A videotape/bulletin package to promote rational alertness regarding pesticides and food was tested with 146 people. Although 68 percent judged the presentation balanced, developers found that programing about risk/benefit issues requires special attention to the way information is communicated. (SK)

Describes a classroom skit intended to depict negative and positive discussions of issues raised by the O.J. Simpson trial as a way of heightening racial awareness. Adaptations of the skit for other current events related to race relations are suggested. (SK)

A religion professor reflects on her approach and experiences in teaching an upper-level course on religion and sexual diversity, looking at conditions in the classroom that create the tolerance needed for discussion, the nature of subsequent classroom discussions of the relationship between body and spirit and about celibacy, and student…

Employs the concepts of taboos and noas to investigate the perceptions of science teachers of controversial topics and curriculum infusion. Describes and analyzes teachers' (n=5) Science-Technology-Society (STS) classroom practices after an STS inservice experience. Teachers' coverage of controversial STS topics appears related to perceptions of…

Reviews 100 years of history and focuses on the relationship between socially controversial biological issues and the decision-making procedures in the construction of the national curriculum. Contains 39 references. (DDR)

Offers readers a personal view of "Junk," a controversial novel about the young homeless, by Melvyn Burgess. Analyzes and critiques the book, concluding that the book has a mission to show how misconceived an "initial drug high" is without "wagging its finger" at the reader. (SC)

Calls attention to the difficulties of broaching issues of "race" and "sex" in the classroom context of nationwide calls for multiculturalism. Discusses the current politics surrounding the importance of student course evaluations, and presents strategies for making evaluations more useful in the context of courses that include controversial…

Describes and interprets personal experiences as an "out" gay male academic who addresses issues of sexualization in his work. Discusses events that have impacted on curricula, on student and collegial relations, and on practices and cultures of university settings. Concludes that sexualization in academia is a contradictory process. (DSK)

Responds to John E. Petrovic's article entitled "Moral Democratic Education and Homosexuality: Censoring Morality." Argues against Petrovic's notion that teachers must portray homosexuality positively and ignore their beliefs against homosexuality. Believes instead that when teachers educate their students about sexual orientations they must…