Aim & Learning Objectives
This module aims to equip teachers with the knowledge and skills necessary to effectively address controversial issues in the classroom with a special focus on vulnerable groups. The module will focus on understanding and navigating topics that can be difficult to discuss, such as race, gender, sexuality, and disabilities, and provide practical strategies for addressing these issues in a respectful and inclusive manner.
Through this module, learners (teachers, educators, school principles, staff and related stakeholders) are expected to:
Conceptualize the importance of addressing controversial issues such as race, gender, sexuality, and abilities in the classroom
Learn how to adapt curriculum materials, classroom activities, and assessments to ensure that all students, regardless of their background or identity, feel valued and included in the learning process.
Critically examine their own implicit biases and preconceived stereotypes related to vulnerable groups.
Gain skills in moderating respectful and constructive classroom discussions on controversial topics.
Learning Outcomes
As a result of participating in this module, learners (teachers, educators, school principles, staff and related stakeholders) will be able to:
- Identify and address common biases and stereotypes related to vulnerable groups
- Use effective communication strategies to engage in respectful and productive conversations about race, gender, sexuality, and abilities
- Apply practical strategies for addressing controversial issues about race, gender, sexuality, and abilities
Navigating controversies through education: why it matters
Team building activity for teachers/adult learners to reflect on which topics constitute controversies and discuss the challenges associated with their teaching
From Polarization to Constructive Dialogue: Navigating Controversial Issues
A scenario-based activity preparing teachers to introduce and address controversial issues in class through constructive dialogue
Discussing controversial issues in class
A scenario based activity focusing for helping students formulate and evaluate arguments for controversial issues related to gender identity
Exploring Controversial Topics through Role-Playing
Objective: Engage students in a concise role-playing activity to cultivate empathy, critical thinking, and awareness about accessibility challenges faced by individuals with disabilities.
Strategy: Role-Playing Scenarios
Time: 30 minutes
Materials: Printed scenario descriptions, timer
Group Formation: 3-4 students per group.
Teacher’s Role: Facilitate the activity, guide discussions, and ensure an inclusive and respectful learning environment.
Assessment: Assessment can be informal through class participation and engagement in discussions.
Extension: If time permits, students can reflect on ways they can promote inclusivity in their surroundings.
Introduction (2 minutes):
- Briefly discuss the importance of understanding the challenges individuals with disabilities face in accessing public spaces.
- Explain that students will participate in a role-playing activity to immerse themselves in the experiences of those dealing with accessibility issues.
Preparation (3 minutes):
- Prepare scenarios that depict accessibility challenges. Distribute these scenarios or display them.
- Divide the class into small groups of 3-4 students per group.
- Assign each group a scenario and provide a brief context of the accessibility challenge.
Role-Playing (20 minutes):
- Instruct groups to read their scenario and allocate roles representing different perspectives.
- Set a timer for 10 minutes and let groups discuss and prepare their role-play.
- Each group presents their role-play, emphasizing emotions and insights related to accessibility challenges.
Discussion & Reflection (5 minute):
- Lead a class discussion on how the activity heightened students’ understanding of accessibility issues.
- Encourage students to share any ideas they have for creating a more inclusive environment.
Exploring Gender-Related Perspectives
Objective: Raise awareness about gender-related privilege and challenges, fostering empathy and understanding.
Strategy: Privilege Walk
Time: 15 minutes
Materials: Clear space for students to move forward and backward, prepared statements
Group Formation: 3-4 students per group.
Teacher’s Role: Facilitate the activity, explain instructions, and create a safe and respectful environment.
Assessment: Assessment can be informal through class participation and engagement in discussions.
Extension: If time permits, students can reflect on ways they can promote inclusivity in their surroundings.
Introduction (2 minutes):
- Briefly discuss the concept of privilege and its impact on our lives, particularly related to gender.
- Explain that students will participate in a privilege walk to explore different gender-related experiences.
Preparation (1 minutes):
- Set up a clear line on the floor or ground, with one end symbolizing “privilege” and the other end “disadvantage.”
The “Walk” (8 minutes):
- Read aloud a series of statements related to gender privilege, such as:
- “I have never been interrupted or talked over in a conversation.”
- “I have never been told that I’m not good at something because of my gender.”
- “I am good at maths/language.”
- “I have never felt unsafe in a public space due to my gender.”
- “I have never been expected to take on certain household responsibilities”
- After each statement, students take a step forward if the statement applies to them or backward if it doesn’t. Encourage students to reflect on their experiences as they move.
Discussion & Reflection (4 minute):
- Gather students in a circle after the privilege walk.
- Facilitate a brief discussion by asking:
- How did you feel during the activity?
- Were there any statements that surprised you?
- What did you notice about your own privilege or challenges related to gender?
References
American Psychological Association (2021). Students exploring gender identity. https://www.apa.org/ed/schools/primer/gender-identity
BBVA OpenMind. (n.d.). Gender inequalities: “past” issues and future possibilities.https://www.bbvaopenmind.com/en/articles/gender-inequalities-past-issues-and-future-possibilities/
Cassar, C., Oosterheert, I., & Meijer, P. C. (2021). The classroom in turmoil: teachers’ perspective on unplanned controversial issues in the classroom. Teachers and Teaching, 27(7), 656-671
Boudreau, E. (2022). You Want to Teach What? How preservice teachers learn to address controversy and prepare students for democracy. Harvard Graduate School of Education. https://www.gse.harvard.edu/ideas/usable-knowledge/22/02/you-want-teach-what
Pace, J. L. (2021). Hard questions: Learning to teach controversial issues. Rowman & Littlefield Publishers.
Council of Europe. (n.d.). Addressing controversial issues. https://www.coe.int/en/web/campaign-free-to-speak-safe-to-learn/addressing-controversial-issues
Huddleston T. (ed.) (2014). Democracy in the making: good practices from five years of regional summer academies “Democracy at School and Human Rights in Action”. Council of Europe/ European Wergeland Centre.
Kerr D. and Huddleston T. (eds) (2015), Living with controversy: teaching controversial issues through education for democratic citizenship and human rights (EDC/HRE). Council of Europe.
Kwauk, C., & Bever, S. (2017). How can teachers be more gender inclusive in the classroom?. https://www.brookings.edu/articles/how-can-teachers-be-more-gender-inclusive-in-the-classroom/
Pandea, A.-R., Grzemny, D., & Keen, E. (Eds.). (2019). Gender matters: A manual on addressing gender-based violence affecting young people (2nd ed.). Council of Europe.
REACH. (n.d.). Guidelines for writing and referring to people with disabilities. https://www.reachcils.org/guidelines-writing-and-referring-people-disabilities/
Stanford, L. (2022). Educators are deeply conflicted on teaching heated cultural issues, survey finds. https://www.edweek.org/teaching-learning/educators-are-deeply-conflicted-on-teaching-heated-cultural-issues-survey-finds/2022/10
Unesco. (n.d.). Gender equality through school: Providing a safe and inclusive learning environment. https://gem-report-2017.unesco.org/en/chapter/gender_accountability_through_school/
Wikipedia (n.d). Murder of George Floyd. https://en.wikipedia.org/wiki/Murder_of_George_Floyd
Zhou, S., Stiksma, M., & Zhou, S. C. (2022). Understanding the Campus Expression Climate: Fall 2021. Heterodox Academy.
Zurcher, A. (2021). Critical race theory: The concept dividing the US. BBC News. https://www.bbc.com/news/world-us-canada-57908808
Further Reading
https://edsource.org/2021/why-controversial-issues-must-still-be-taught-in-u-s-classrooms/663103
https://cft.vanderbilt.edu/guides-sub-pages/difficult-dialogues/#tools
https://theewc.org/resources/teaching-controversial-issues/
https://www.learningforjustice.org/search?query=let%27s%20talk%20guide
https://www.learningforjustice.org/magazine/publications/lets-talk
https://www.learningforjustice.org/professional-development/webinars/lets-talk-gender
https://www.learningforjustice.org/magazine/spring-2020/lets-talk-about-it
https://www.brookings.edu/articles/teaching-controversial-issues-when-democracy-is-under-attack/
https://www.weareteachers.com/controversial-topics-in-the-classroom/