The Teaching of Controversial Issues During Elementary-Level History Instruction: Greek-Cypriot Teachers' Perceptions and Emotions

Abstract This article reports on a phenomenological study of 18 Greek-Cypriot teachers' perceptions and emotions in relation to the teaching of controversial issues during elementary-level history instruction. Findings indicate that although participating teachers see the general value of this approach at the elementary school level, they become less assured when the discussion shifts to the implementation of this approach in the context of ethnically divided Cyprus. The authors provide an analysis of (a) the emotional complexities involved in the teaching of controversial historical issues in the elementary grades, and (b) how elementary school teachers reflect on the consequences of these complexities for history instruction in a divided society.