Teaching Controversial Issues in a Disputed Region: The Case of the Golan Heights

The study of controversial issues in schools has been discussed extensively. There is less understanding of pedagogies addressing these issues in controversial geographic areas. This study examined approaches to teaching controversial issues in Golan Heights schools from the mid-1980s to the early 2000s. Analysis of materials from five elementary schools showed strategies avoiding engagement with controversy. This approach compromises democratic values and hinders public discourse. The findings provide insights for developing democratic participation among youth as future citizens and may inform democratic participation in other controversial regions.