Dr. David J. Childs, Ph.D.
Northern Kentucky University
Teaching in a Divided Nation
With the US being divided and polarized along ideological, social, racial and political lines the idea of addressing controversial topics may seem very intimidating to teachers. Indeed, with many hot button issues being at the forefront of all of our minds, many teachers choose to barely even broach certain subjects. In fact, some teachers may avoid controversial subjects altogether. They tip-toe around topics such as racism, sexual assault, censorship, abortion, gay marriage or gender equality out of fear that they will get into trouble with their administrators or receive backlash from parents. Or teachers feel inadequately prepared to delve into certain topics. However, students often are confronted with these issues everyday and they need some sort of outlet, platform or safe space to process all that is going on around them. And what better space to deal with these topics than a middle grades or high school classroom.
Good Teaching Can be Messy
Good teaching can often be messy but that does not mean it is bad teaching. When approached the right way “classrooms can be welcoming spaces for students to test-drive their ideas and to see disagreement as an opportunity to learn, not as a form of conflict.” Social studies, language arts and even journalism classrooms can be “ideal incubators for facilitating constructive dialogue on today’s most divisive issues—from immigration… to religious and cultural tolerance… to the relative powers and functions of our three branches of government.”
A Roadmap for Controversial Teaching
I-Civics has prepared materials to address controversial topics. Teachers will find helpful resources in the section called Your Roadmap for Teaching Controversial Issues. I-Civics has created “five Teacher Guides and a series of brief informational videos” that equip teachers to address controversial topics in their classrooms.
Discussion Questions
A. How early should teachers introduce controversial topics in class? Are elementary students too young? Is Kindergarten too young? Why or why not?
B. What are some real obstacles or barriers for teachers as it relates to teaching controversial topics in class?
C. In what ways can controversial topics be integrated into a science or math curriculum?
I love this article because it is definitely something that has been seen as “touchy-feely” but also what many teachers would like to do. Our culture has changed drastically, even within the last few years. By teaching children about the “controversial” topics, we can begin to get their minds rolling and they can feel like they know about the world around them. At the elementary level, many kids don’t have a negative attitude about the controversial issues so they could have some great input. I have always wanted to include some of these topics in the classroom because I believe it’s important for students to begin their social justice concerns. These issues probably shouldn’t be addressed until fourth or fifth grade, which is when they have begun to think critical about society.
When I noticed the title of this article I was immediately intrigued because this has been something that I am worried about when teaching. I am not sure the appropriate age to discuss topics or the correct way to address certain topics when they are brought up when I am not prepared to discuss them. I read over your discussion questions and question one is something I am currently unsure about and wonder about. I think these topics should be introduced but I’m not sure how to approach them. I think these things are harder to address in the classroom because as a teacher you have no idea what the students have already been told about certain topics and you don’t know parents’ viewpoints on topics. I think discussing race is something that should be taught in kindergarten. There are now so many great books now that are perfect for starting these types of discussions with kids without going too into detail for the little ones.
The topic of discussing difficult issues has been on my mind quite a bit, especially since we had a children’s lesson in my social studies class on the black lives matter movement. I feel very strongly that it is important that we discuss topics like these with students to help ensure that they are knowledgeable and well informed. While I know the importance of these topics and agree that I want to teach them in my future classroom I have been worrying about the fact that parents and community members can feel very strongly on these topics, such as, black lives matter. I am very curious as to how other educators have navigated these topics with young children who are hearing so much information but may not know enough to form or voice their own thoughts on the topic. While I do not have a problem voicing my own opinions and thoughts I am aware as an educator my job is not to persuade students one way or the other but rather educate them on the topic, I hope I can learn how to effectively do this for all students without upsetting parents or the community I teach in.
As someone who practically runs the other direction when conflict arises, this article was both reassuring and motivating. I am glad to know that I am not the only one who fears discussing controversial topics in the classroom! The line, “… see disagreement as an opportunity to learn, not as a form of conflict,” is quite motivating to read and process. My hope is that I can take this new perspective and encourage my future students to look at disagreements with a positive mindset and for them to be open to listening to new ideas.
For our second entry for democracy and me I chose “I am afraid to address controversial topics in my classes”. I feel like this is a very relevant article for me because I know how uncomfortable it can be to discuss controversial topics in a class of students with mixed backgrounds and perspectives. It’s a very important thing to discuss these things to give the students a better understanding of these topics as well as give them information and opinions from other perspectives to consider when forming their own ideas and opinions. I liked how the article not only addressed the fact that these are things that should be included in curriculum, but also gives us questions to consider when we decide how to go about teaching these topics. The most important question to me was how early to introduce these topics. I think that most topics can be introduced at the elementary level as long as it’s at the most basic level and doesn’t delve into the possibly violent or inappropriate parts of the topic so that they can then build on that.
When it comes to the issue of addressing confrontational topics in the classroom I have a bit of a mixed opinion. As a person, I desperately want to give my students the outlet to talk about these issues in a safe space where they’re allowed to hold any opinion. On the other hand, I know that sometimes in certain places in the US doing so would get me fired. Parents don’t always like when teachers open the floor to discussion and can and sometimes do complain to school boards about it. I, as a teacher, want to have a place where students can feel free to talk about any topic regardless of how serious or controversial it is. I just wish we, as a country, were more accepting of the idea of listening to others opinions if they don’t personally align with our own.
Andrew Boehringer
Democracy and Me – Week 4 – Response #3
https://www.democracyandme.org/i-am-afraid-to-address-controversial-topics-in-my-classes/
Racism has always been a difficult topic to discuss in the classroom in the South, primarily because some areas are still arguing that the Civil War as not fought over slavery. In the North it doesn’t always seem an issue, but Black and Hispanic history are not seen as a priority. Both racism and gender issues seem to have become hot topics because they have become politicized depending on the context of the conversation. As evidence of this political polarization, people use euphemisms and coded language to hide their viewpoints. In the same vein, teaching on these topics in the classroom has become equally difficult as teachers are worried about being misinterpreted. I feel that the best way to approach some of these issues is to provide multiple viewpoints, but highlight portions of difficult modern issues that are clear inequalities by using historical primary sources.
This article is almost a relief to read. As a future educator, it worries me that I will have to address such topics in the classroom because nearly every person has differing views. These days it seems that no matter how you teach something of this nature, someone will not be happy or will go above your head to complain about the lesson you taught. Sometimes it is not difficult to fear the worst which would include the loss of your job. In one of my past student teaching experiences my cooperating teacher asked me to write a lesson plan for a book which dealt with racism. I wrote the lesson and was even proud of it. It seemed like my best one yet. However, I never got to teach it because of Covid and, while I hate to admit it, I was relieved. I had no doubt in my mind that the lesson itself was safe and only discussing facts that could be backed up by evidence. There was none of my opinion involved and that was difficult to do. I was worried the most about questions I would be asked by these curious fifth graders because you cannot plan for every question and you need to respond on the spot. I worried that I would respond to something in the wrong way and that that would reflect negatively in the eyes of the college professor who was observing me. I must admit, after reading this article, it helps a little to know that some other, more experienced teachers are in the same boat. Now that I know this it will be easier for me to take this knowledge and feel more comfortable when asking for help from my coworkers. Hopefully teachers can help each other and pull their resources so that we can ultimately give students the best possible education about these subjects possible.
In his article titled “I am Afraid to Address Controversial Topics in My Classes”, Dr. David Childs confronts the harsh reality that America is very polarized right now, whether it be politically, racially, economically, or otherwise. As a future Social Studies educator, I think part of developing students who are productive citizens relies on being able to discuss controversial topics in a safe setting. As Dr. Childs notes in his article, many students need the safe space and platform to discuss issues that many teachers may shy away from because of backlash from parents or administrators. As a private sector employee, I cannot remember how many times we have had discussions at work that management has told us to stop because someone may get offended. That is understandable, but a classroom should be an environment that fosters this dialogue, not stifles it. I think it is important to make sure that if you are to broach a controversial topic, to have a game plan in place, such as rules that the students must follow (i.e. no name calling). I think it is also important, unless the conversation is impromptu, to let the administration know that you are planning to teach and discuss a controversial subject so that you can have their full support should there be parental backlash.
I think certain controversial topics should start being addressed or even just identified in elementary school. Students should be exposed to them at the very least so they can become knowledgeable and develop their own opinions about them. However topics such as abortion should not be addressed in elementary, due to the topic being not age appropriate.