Wang Yao Chang Melvin (Rosyth School (Singapore)

Keywords>
Primary Social Studies
Primary School
Controversial Issues
Classroom

Introduction
The curriculum is an inextricable part of what prolific author and cultural critic Raymond Williams refers to as the “selective tradition” of schooling (Williams, 1977). What this means is that through the very selection of what is taught in school, only certain knowledge and perspectives will become official and legitimised, while others end up minimised or excluded (Luke, 1994; Versfeld, 2005). Against this backdrop, all educators invariably end up selecting for or against the various competing beliefs and interest groups situated within society.

Yet, the rise of new technologies in today’s global landscape has disrupted the status quo, providing many students unfettered access to alternative views across a spectrum of controversies that surround us – climate change, economic inequality, immigration, racism and how best to address them. It is becoming increasingly difficult for individuals, groups and especially schools to assert that they have sole custody and guardianship of the truth (Apple, 2009).

Given this context, there are pertinent questions that all Social Studies educators should consider. What role should schools play in addressing these powerful concerns of today’s youth? What type of controversial issues should teachers introduce in the classroom? Should teachers act as neutral facilitators or share their personal stance on these matters? Last but not least, what and whose knowledge should teachers teach?

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