Navigating Multiple Perspectives in Discussing Controversial Topics: Boundary Crossing in the Classroom

Abstract

Multiperspectivity in the classroom is both applauded and problematized, yet its learning potential remains, to some extent, inexplicit. Drawing on boundary crossing theory, this study aims to explicate the learning potential of discussing controversial topics (e.g., discrimination, organ donation) in the classroom from multiple perspectives. Cross-case analyses of interviews and classroom observations of eleven experienced teachers lead to distinguishing academic and personal approaches to multiperspectivity. When a teacher’s approach was not aligned with their students’ approach to multiperspectivity the learning potential of multiperspectivity became limited. We postulate that both approaches have strengths and weaknesses and that navigating between an academic and a personal approach is most conducive to fostering learning through multiperspectivity.