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The Teaching of Controversial Issues in Civic Education in Secondary Schools in Kabwe, Zambia the Teachers Voices

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  • Exsaviour Sakala

    (Civic Education Lecturer, Kwame Nkrumah University, Kabwe, Zambia.)

  • Samson Tshabalala

    (Curriculum and Instructional Studies Lecturer, University of South Africa, Pretoria, South Africa.)

Abstract

Teaching controversial issues in Civic Education is critical for instilling democratic values, critical thinking, and responsible citizenship. The study conducted in-depth interviews with 15 teachers, employing a qualitative research approach and a phenomenological research design. The study’s findings revealed that secondary school teachers in Kabwe, Zambia, face a variety of challenges when discussing controversial issues such as exam-focused curricula, learner resistance, teacher discomfort and fear of repercussions, topics that contradicted teachers’ norms, and curriculum rigidity. The study also found that human rights, politics, governance, comprehensive sexuality education, and gender equality were all considered controversial. It was also revealed that teachers employed debates, group discussions, question-and-answer sessions, and role-play to teach controversial topics. The findings also revealed the importance of teacher training, institutional support structures, and a more flexible curriculum for effectively teaching controversial topics.

Suggested Citation

  • Exsaviour Sakala & Samson Tshabalala, 2025. "The Teaching of Controversial Issues in Civic Education in Secondary Schools in Kabwe, Zambia the Teachers Voices," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(4), pages 2682-2690, April.
    • Handle: RePEc:bcp:journl:v:9:y:2025:issue-4:p:2682-2690
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