Addressing spontaneous controversial issues in adult education: A narrative study of teachers’ classroom experiences

This article explores teachers' experiences of addressing spontaneous controversial issues in Municipal Adult Education (MAE) classrooms, in Sweden. Through semi-structured interviews with 24 teachers, the study uses a narrative inquiry framework to analyse the inherent lines of conflict initiating the expression of spontaneous controversial issues in the classroom. Four key themes are found in the teachers' narratives: (1) intercultural value dissonance, (2) status and identity loss, (3) inter- and intragroup conflict, and (4) existential struggles. The analysis shows how these themes reflect broader social and political tensions from the viewpoint of recognition and subjectification. It highlights how teachers are faced with balancing agency with structural and institutional constraints while fostering a respectful and inclusive environment aligning with regulatory frameworks. The paper concludes that while SCIs reflect tensions in society, they also provide openings for civic engagement in adult education.