Controversial Discussions
3.3 Controversial Discussions
Why is it important?
It is crucial for faculty to be able to discuss controversial topics in the classroom, whether these topics are part of the curriculum or not. Engaging with these issues fosters critical thinking as students learn to analyze different perspectives and construct well-reasoned arguments. It also prepares them for real-world complexities, promoting inclusivity and empathy by appreciating diverse viewpoints. To foster a positive, controversial discussion, it is important for students to feel safe and unjudged when sharing their thoughts (Scott, 2023; Pace, 2021). Such a culture can be fostered by increasing active student participation in the class through discussion-based pedagogy and moving away from authoritarian, lecture-based approaches (Parker-Shandal, 2023). Beyond classroom climate, Pace (2021) suggests that educators (1) need to be well-informed about the topics they plan to discuss, which includes understanding the historical, social, and political contexts of these issues, (2) should use structured discussion techniques, such as debates and role-plays, to facilitate balanced and inclusive conversations, and (3) should be prepared to manage emotional responses and conflicts that may arise during these discussions.
How can we implement it?
To effectively plan for controversial discussions in class, start by creating a discussion statement or policy. Consider crafting discussion norms with your students to ensure everyone understands and agrees on respectful communication. Identify potential triggers that might arise during the discussion and establish a clear course of action to address them if they occur. Consider designing assignments that help mitigate expected conflicts by encouraging thoughtful preparation and reflection. Assign pre-discussion questions and provide diverse references to help guide students’ thinking. Consider providing students with a short content climate survey to complete after their reading to allow them to share any concerns they might have about the upcoming topic. Additionally, develop guidelines for identifying student distress and taking action to mitigate a stressful climate. Develop a plan to identify and address potential scenarios that might jeopardize a positive learning environment.
References
Pace, J. L. (2021). How can educators prepare for teaching controversial issues? Cross-national lessons. Social Education, 85(4), 228–233. Retrieved from https://www.socialstudies.org/system/files/2021-08/se-850421228.pdf
Parker-Shandal, C. (2023). Participation in higher education classroom discussions: How students’ identities influence perspective taking and engagement. Learning to Teach Language Arts, Mathematics, Science, and Social Studies Through Research and Practice, 12(1). Retrieved from https://files.eric.ed.gov/fulltext/EJ1402266.pdf
Scott, J. (2023). Navigating Discourse through Controversy in the Classroom. Learning to Teach Language Arts, Mathematics, Science, and Social Studies Through Research and Practice, 12(1). Retrieved from https://openjournals.utoledo.edu/index.php/learningtoteach/article/view/809
Resources 3.3: Controversial Discussions
Checklist for this section:
- Creating a discussion statement or policy
- Discussion norms
- Identify potential triggers
- Designing assignments
- Provide diverse references
- Pre-discussion questions
- Short content climate survey
- Identifying student distress
- Mitigate a stressful climate
Discussion statement or policy
Instructors can use bullet point guidelines to share with their students or craft a statement policy to share on their syllabus.
Discussion Statements
Example 1: Free Speech
“Today's discussion will focus on the balance between free speech and hate speech in media. We will examine case studies and legal frameworks to understand the complexities of this issue. The goal is to engage in respectful and informed debates, develop a nuanced understanding of free speech issues, and learn to navigate controversial topics with sensitivity and professionalism."
Example 2: Biases
“In this discussion, we will explore the concept of implicit bias and its impact on workplace dynamics. The goal is to explore how unconscious biases can influence decision-making, hiring practices, and team interactions. By engaging in this discussion, you will develop greater self-awareness and learn strategies to mitigate bias, fostering a more inclusive and equitable work environment."
Example 3: Social Media
"In this discussion, we will explore the role of social media in political polarization. Our goal is to understand how social media platforms influence political opinions, the spread of (mis)information, and the impact on democratic processes. By engaging in these discussions, you will be able to critically analyze the influence of social media on politics and enhance your ability to engage in informed and respectful debates on contentious issues.”
Syllabus Statement Example:
“In our classroom, respectful communication is essential. Please use polite language and tone, avoid interrupting others, and listen actively. Critique ideas, not individuals, by focusing on the content of ideas rather than making personal comments about the speaker. We value inclusion, so encourage diverse perspectives by giving individuals uninterrupted time to share their ideas. Avoid making assumptions about others’ beliefs, experiences, or backgrounds, and approach each discussion with an open mind. Constructive engagement is key; stay on topic and avoid tangents or irrelevant comments. Aim to understand different perspectives rather than simply arguing your own. By following these guidelines, we can create a positive and productive learning environment for everyone.”
Bullet Point Guidelines or Policies
- Respectful Communication:
- Speak respectfully: Use polite language and tone, avoid interrupting others, and listen actively.
- Critique ideas, not individuals: Focus on discussing the content of ideas rather than making personal comments about the speaker.
- Inclusive Participation:
- Encourage diverse perspectives: Give individuals uninterrupted time to share their ideas.
- Avoid assumptions: Do not make assumptions about others’ beliefs, experiences, or backgrounds. Approach each discussion with an open mind.
- Constructive Engagement:
- Stay on topic: Avoid tangents and irrelevant comments.
- Seek understanding: Aim to understand different perspectives rather than simply arguing your own.
Discussion norms
Instructors can work with their students to create discussion norms to ensure they feel comfortable engaging in class discussions. Here are some strategies an instructor can adopt to identify potential norms:
| Strategy | Description |
|---|---|
| Class Discussion and Consensus | Begin with an open class discussion where students share their ideas on what norms they believe are important. |
| Anonymous Input | Provide a way to submit suggestions anonymously through an online survey or a suggestion box. |
| Small Group Brainstorming | Students to work in small groups to generate 2-3 norms they would like to observe in our class in order for us to engage effectively in conversations about our differences. |
For a large lecture course, consider using “Small Group Brainstorming” and increasing the group size to decrease the number of norms. Instructors can also follow up with a survey when students get to rank the norm to decrease the number of norms.
Identifying Potential Student Distress Triggers.
Here are some physical and behavioral patterns that faculty could observe in the classroom, indicating that students might be uncomfortable and that a break might be necessary:
| Pattern Type | Description |
|---|---|
| Physical Signs |
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| Behavioral Indicators |
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| Emotional Clues |
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| Social Dynamics |
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Remember to be attentive to these cues and consider taking a break or adjusting the conversation to create a more supportive student environment.
Designing Assignments to Mitigate Conflict
Strategies for designing assignments that promote educational and inclusive discussions while mitigating potential controversies:
| Strategy | Description |
|---|---|
| Clear Learning Objectives | Clearly define the purpose of the assignment. What specific skills or knowledge should students gain? |
| Structured Prompts | Craft prompts that guide students toward constructive discussions. For example, instead of an open-ended question like “Discuss abortion,” use a more focused prompt like “Analyze the historical, legal, and ethical perspectives on abortion.” |
| Balanced Readings/Resources | Provide a mix of diverse viewpoints in assigned readings or resources. Consider including materials that represent different cultural, social, and ideological backgrounds. |
| Ground Rules and Norms | Emphasize active listening, empathy, and avoiding personal attacks, and remind students that disagreement is natural, but respectful discourse is essential. |
| Structured Debates or Role-Playing | Assign debates where students argue different sides of an issue. Consider role-playing to allow students to step into others’ shoes and understand varying viewpoints. |
| Collaborative Projects | Assign group projects that require cooperation and shared decision-making. Encourage them to find common ground. |
| Alternative Formats | Allow students to express their understanding through various formats (e.g., essays, videos, infographics). |
| Reflective Assignments | Ask students to reflect on their own biases, assumptions, and growth. Focus on self-awareness and metacognition. For example, focus on “How have their perspectives evolved during the course?” |
Pre-Discussion Questions
When selecting materials to assign, consider:
- Offering background information that explains the historical, social, and cultural context of the topic.
- Providing a set of guiding questions to focus students’ reading and thinking
- Selecting a variety of materials that present multiple perspectives on the topic.
- Having students complete a reflective writing, small group discussion, or online forum to process the materials before the class discussion.
Pre-lecture prompts to engage with controversial topics while maintaining a respectful and educational environment:
- Relevance and Background:
- “How does this topic relate to our course content?”
- “What prior knowledge or experiences do you have related to this issue?”
- Personal Reflection:
- “What are your initial thoughts or feelings about this topic?”
- “Have you encountered similar situations in your life?”
- Open-Mindedness:
- “Are you willing to consider different viewpoints?”
- “How can we approach this topic with empathy?”
- Critical Thinking:
- “What evidence or data might inform our discussion?”
- “What assumptions should we question?”
- Respectful Dialogue:
- “How can we maintain a respectful tone during discussions?”
- “What ground rules should we follow to ensure everyone feels heard?”
Provide diverse references
Here are some strategies instructors can use to identify diverse references for creating a positive climate when discussing controversial topics:
| Strategy | Description |
|---|---|
| Consult Multiple Scholarly Databases | Use academic databases like JSTOR, PubMed, or Google Scholar to gather peer-reviewed articles from different disciplines and perspectives. |
| Include Voices from Marginalized Groups | Actively seek out materials authored by individuals from underrepresented groups (e.g., women, racial/ethnic minorities, LGBTQ+ communities) to provide insights that reflect diverse lived experiences. |
| Use International Sources | Incorporate articles, reports, and case studies from international media or global academic institutions to highlight how the controversial issue is understood and addressed in different cultural and geopolitical contexts. |
| Include Primary Sources | Use original documents, speeches, and firsthand accounts (e.g., letters, interviews, government documents) from historical or contemporary figures to provide authentic perspectives on the topic. |
| Balance Ideological Perspectives | Choose references that reflect a range of political, ideological, and philosophical viewpoints (e.g., liberal, conservative, centrist, or alternative viewpoints). |
| Explore Multidisciplinary Approaches | Select references from various academic disciplines (e.g., sociology, psychology, economics, law) to demonstrate how different fields analyze and interpret the same controversial topic. |
| Incorporate Media and Popular Culture | Use documentaries, podcasts, opinion pieces, or news reports from different media outlets (e.g., left-leaning and right-leaning) to introduce contemporary and accessible viewpoints that resonate with students. |
| Engage with Local Community Perspectives | Include perspectives from local or regional organizations, community leaders, or activists relevant to the topic. |
| Use Social Media and Online Platforms | Integrate well-researched blog posts, online forums, or social media threads that offer different grassroots or public opinions on the controversial topic. These can provide insight into current discourse and social movements. |
Short content climate survey
Instructors can predict and prepare for a difficult classroom climate by assigning their students a post-reading survey when preparing to cover a controversial or sensitive topic in class.
Example
| How do you feel about the upcoming discussion topic? | ||||
|---|---|---|---|---|
| Excited O | Interested O | Neutral O | Uncomfortable O | Concerned O |
Do you have any concerns or suggestions for norms we should include to ensure you can engage respectfully and comfortably in the discussion?
Identifying Student Distress
- Behavioral Changes: withdrawal from participation, increased agitation, or visible signs of anxiety.
- Emotional Indicators: tearfulness, expressions of frustration, avoiding eye contact, or visible discomfort during discussions.
- Physical Signs: fidgeting, shaking, changes in posture, or signs of fatigue or stress.
Strategies to Mitigate a Stressful Climate
Here are some prompts instructors can use to calm down a heated classroom discussion.
| Prompt | Example |
|---|---|
| Acknowledging Different Perspectives |
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| Encouraging Constructive Dialogue |
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| Redirecting the Conversation |
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| Promoting Empathy and Understanding |
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| Setting Ground Rules |
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| Offering a Pause |
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Instructors can also implement any of these strategies to help mitigate distress or heated discussions in the classroom.
- Create a Safe Space: Encourage open communication and reassure students that their emotions are valid.
- Consider designating a space or table for individuals who do not want to engage in the discussion actively – a place for active listening but not verbal engagement.
- Provide Support Resources: Inform students about available support services, such as counseling centers or mental health resources on campus.
- Follow-up: Provide opportunities to debrief or privately discuss their experience.