Controversial for whom? Reconsidering controversial issue discussion and deliberation in education for democracy

Purpose This article interrogates the concept of “controversial issues” in civic and democratic education. Rather than treating controversial issues as universally recognized, we examine how power, positionality, and sociopolitical context shape what is categorized as controversial and with what consequences for students and teachers.Design/methodology/approach We conduct a conceptual and theoretical analysis drawing from deliberative democratic theory, critical scholarship in social studies education, and Iris Marion Young’s framework of greeting, rhetoric, and narrative. Through this lens, we problematize conventional assumptions of neutrality in classroom deliberation and propose a model of education for democracy that foregrounds inclusion and counternarratives.Findings Our analysis demonstrates that dominant framings of controversy often silence marginalized voices by relegating their experiences to the private sphere or excluding them from curricular consideration. The widely adopted deliberative model of civic education, which privileges neutrality and consensus, reinforces exclusionary practices. Young’s framework highlights how greeting, rhetoric, and narrative can reveal these dynamics, yet implementation is constrained by political pressures, policies, and weaponized ambiguity within schools.Originality/value This article reframes “controversial issue discussion” as a relative and power-laden categorization rather than a neutral pedagogical practice. By advancing a model of education for democracy that explicitly engages with counternarratives, exclusion, and structural inequality, we contribute to ongoing debates about civic education, curriculum design, and democratic legitimacy.