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This reflective essay highlights the importance of project structure when teaching highly controversial topics. I review research that shows differing approaches to teaching highly controversial subjects and the impact of the approaches on learning outcomes. I then reflect on the outcomes of deploying a non-directive, peacekeeping approach to address the issue of police-involved shootings in a criminal justice class. Finally, I draw attention to ancillary issues that emerge in this project structure as well as how the results impacted my own thinking about this topic.
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