“I will not mention controversial issues unless they are in the textbook”: An exploration of curriculum instructional gatekeeping in Taiwan

We conducted this study in order to understand the extent to which Taiwanese social studies teachers are prepared to grapple with controversial issues in their classrooms. To do so, we employed a curricular-instructional gatekeeping framework to make meaning of teacher decisions and the contexts in which they work. We conducted semi-structured interviews with 18 preservice teachers and five university professors of teacher education in Taiwan. The findings suggest that writ large, social studies education in Taiwan is largely social science education and within this context, preservice teachers have variable conceptualizations of controversial issues which are shaped by a wide variety of external forces that ultimately serve to undermine enactment of discussion.