Critique de Choice

Williams has forged a diverse array of perspectives surrounding the questions of "how we can teach" and "whether we can teach" controversial subjects to today's students. When controversial subjects enter the classroom--whether these are international conflicts, hotly debated political or social questions, or the clash of deeply held moral orientations or group identities--someone is likely to be offended, someone is likely to complain. The difficulty of discussing such matters in an atmosphere conducive to learning cannot be taken for granted. Classrooms are breaking down, and teachers are becoming more vulnerable to accusations that they have been insensitive or biased in some way--serious charges in today's climate. The strategy used to examine these issues is to view operating activities of actual classrooms. The author uses his own teaching as an example and dissects daily practices and processes. Williams' intent through it all is to raise pedagogical issues, propose strategies designed to prevent conflict and breakdown, and in general to create a new and more appropriate understanding of educational pluralism. He carries out this task quite well. General; upper-division undergraduate through faculty; professional. R. C. Morris; West Georgia College