'Town Destroyer' and Controversial Murals: Exploring Pedagogical Possibilities for Inquiry, Deliberation, and Civic Action
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| Title: | 'Town Destroyer' and Controversial Murals: Exploring Pedagogical Possibilities for Inquiry, Deliberation, and Civic Action |
|---|---|
| Language: | English |
| Authors: | Judith L. Pace (ORCID |
| Source: | Social Studies. 2025 116(4):248-260. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Controversial Issues (Course Content), Art Products, Painting (Visual Arts), Community Problems, Case Studies, Documentaries, Inquiry, Active Learning |
| DOI: | 10.1080/00377996.2024.2382816 |
| ISSN: | 0037-7996 2152-405X |
| Abstract: | A rich international body of scholarship describes and analyzes a variety of methodologies to teach controversial issues; however, many teachers do not feel prepared for this endeavor (Bickmore & Parker, 2014; Pace, 2015, 2021). Teachers are searching for stimulating curricular-instructional resources, effective materials, and guidance for teaching students how to explore multiple perspectives on knotty questions and deliberate on solutions to problems that affect their local communities. Here we provide a case example of using a compelling documentary film as a medium for inquiring into, deliberating, and taking action on a timely and relevant issue, a debate over what to do with a controversial public art installation.This case is designed to introduce students to a process for engaging in the questions, multiple perspectives, and potential outcomes often present in controversies where a community is debating what to do with a controversial work of art. This same process could then be applied to a similar local issue. Our case includes three pedagogical methods that could be used in isolation or as part of a larger inquiry-based process that leads to informed action. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505631 |
| Database: | ERIC |
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| Abstract: | A rich international body of scholarship describes and analyzes a variety of methodologies to teach controversial issues; however, many teachers do not feel prepared for this endeavor (Bickmore & Parker, 2014; Pace, 2015, 2021). Teachers are searching for stimulating curricular-instructional resources, effective materials, and guidance for teaching students how to explore multiple perspectives on knotty questions and deliberate on solutions to problems that affect their local communities. Here we provide a case example of using a compelling documentary film as a medium for inquiring into, deliberating, and taking action on a timely and relevant issue, a debate over what to do with a controversial public art installation.This case is designed to introduce students to a process for engaging in the questions, multiple perspectives, and potential outcomes often present in controversies where a community is debating what to do with a controversial work of art. This same process could then be applied to a similar local issue. Our case includes three pedagogical methods that could be used in isolation or as part of a larger inquiry-based process that leads to informed action. |
|---|---|
| ISSN: | 0037-7996 2152-405X |
| DOI: | 10.1080/00377996.2024.2382816 |
