The new question-of-the-week is:
What are the best ways to respond when teachers are told we should keep politics out of the classroom?
In Part One, Dr. Angela M. Ward, Holly Spinelli, Rocio del Castillo, Ed.D., and Keisha Rembert shared their responses. Angela, Holly, Rocio, and Keisha also were guests on my 10-minute BAM! Radio Show. You can also find a list of, and links to, previous shows here.
In Part Two, Abeer Shinnawi, Jennifer Hitchcock, Matt Renwick, and Leah B. Michaels added to the conversation.
In Part Three, Jen Schwanke, Dr. Carolyn M. Shields, Timothy Hilton, and Bill Ivey contributed their commentaries.
This series is "wrapped up" by numerous educators who have sent in responses on social media:
Politics or "partisanship"?
David B. Cohen is a national-board-certified teacher, union leader, and writer from Palo Alto, Calif.:
When people claim we should keep "politics" out of the classroom, I think they often mean "partisanship." Failure to teach about politics reinforces dynamics that produced the status quo: We have an electorate with too many people disengaged or underinformed, easily manipulated, disinclined to engage with anyone whose views differ. We absolutely need the substance of politics in secondary- level classrooms, without the partisanship and crass insults that saturate our media.
Students need to learn about government and elections, engage in research about complex social and political issues, recognize the validity of multiple perspectives, and articulate arguments for or against a position without resorting to distortions or ad hominem attacks.
Educators should not promote parties or candidates or lead students to a favored conclusion as they study issues. However, appropriate teaching about complex issues also cannot lead to equivocation about basic truths or human rights. When a politician tells a demonstrable lie, then it's a lie—no need for contortions trying to turn the lie itself into something debatable. A teacher could point out, however, that a lie doesn't make a politician's position inherently wrong; a senator could lie about a past budget, making the senator less credible, but the lie doesn't render a proposed budget inherently better or worse.
Human rights should be considered beyond debate in our society, and in our classrooms. There are no arguments for slavery or genocide that we are bound to respect or honor, no matter how some individuals might try to couch a debate in historical "role play" or "playing devil's advocate." When human rights are relevant to political debate, educators must draw careful and clear distinctions. For example, we can debate immigration and refugee policies, but there is no debating the depraved immorality of performing unwanted hysterectomies on refugees.
Sparking student interest
Mary Stokke Vides is a teacher at Encina Preparatory High School in Sacramento, Calif.:
When teachers are told we should keep politics out of the classroom, I think that it's appropriate to ask some questions: How do you decide what content to share with students? What guides your decisions about what authors and current events to explore? Who gets left out?
I find that discussing current events that may be seen as "political" in nature serve multiple purposes: They spark student interest, they spur critical thinking, and this results in richer academic conversation from multiple viewpoints. Take a recent listening activity where students learned about WNBA walkouts in support of the BLM movement. Here is how 9th graders reacted to a news story and discussion prompt about community issues:
"I think it is good that the WNBA is supporting these walkouts. I believe that the athletes decided to protest because that's what they believed was the right thing to do. Some issues that affect our community inside and out the classroom are homophobia, racism, and police brutality. An issue that I am willing to speak up about is racism because it affects me and all of those around me."
"An issue that is important to our classroom is staying focused. We get distracted at home a lot and miss things that the teacher said, so staying focused is good."
"[The WNBA] wanted to support Black Lives Matter because they care and they want to help their community by speaking up. The problem with our classroom community is that sometimes there is bullying, racist things, and discrimination with religion. The issue for me is bullying. Sometimes they make fun of me, hitting me and calling me bad words. I had this situation in my old school and don't want to have it in this school, too. We need to do something about these problems at school."
Teachers need to 'sustain a brave space"
Jason Flom is the director of Cornerstone Learning Community in Tallahassee, Fla., and is one of the school's founding faculty. In 2010, he was named an ASCD Emerging Leader and has served as an ASCD faculty member since 2013. He is also an SRI affiliate:
I think it is important for teachers to create and sustain a brave space for discourse and dialogue. Part of doing so is ensuring each voice has room to be heard. Because the teacher's voice is (at least theoretically) the most powerful one in the classroom, it risks being too influential and shutting down others when the teacher uses their pulpit for soap boxing.
So, it is my opinion that the educator's job in regards to politics is to facilitate dialogue, provide facts, and to elevate the voice of those whose identities and intersectionalities are a part of an oppressed group. The challenge is that defining something as "political" is somewhat subjective. For me, Black Lives Matter, climate change, and mandatory mask wearing are not political. But for some, they are highly political. Who determines what qualifies as political?
Our nation has increasing proven our capacity to politicize everything. If I make the argument that our meat-eating habits contribute to climate change, I'm labeled un-American by some. Boom. Diet is now political. However, if i ask, "How does our diet impact the climate?" I've brought my politics to the discussion but put the students in charge of the debate. Building teachers' capacity to ask provoking and essential questions and then facilitate the associated learning cycle will be a more constructive use of our time than trying to define what is or is not political and if teachers are allowed to bring those topics to the classroom.
"Be civil and listen"
Melanie Link Taylor writes the MzTeachuh blog and teaches at Silverado High School in Victorville, Calif.:
Your students and their families represent all variations of ethnicities, religion, and politics. Is it right to wound the quiet student in the corner with your opinion just because, for example, you don't care for a certain religious group? Maybe their grandma who is raising them is in that group. Do you need to feel so righteous that you insult the candidate that student's family favors? You know, the student who you try so hard to get to speak and participate in discussions?
So you just MUST be like a rude news anchor on any news source and crush that kid who will never speak in class for fear of your ferocious opinion? Is that professional ? Is that kind? I try to explain with—some people believe this. ... Some people believe that. ... When students get emotional or use belligerent or insulting language (which they hear on the news ALL the time—shame on those 'journalists"), I remind them we are analyzing, thinking, and respectful participants in democracy. We listen to both sides of every discussion. I tell my students the American people have rights—and we have the responsibility to be civil and listen.
Politics in general in the classroom is OK, but students have no need to know a teacher's personal politics nor should it be allowed to slant in any way what or how they teach.-- Christy S. Martin (@ChristySMartin1) September 21, 2020
I teach history. I choose the events in history to teach that will provide the background for what's happening today. Currently, it's the events that led to the Civil War. I also teach students how to argue effectively—with facts. And research with an open mind. Then discuss...-- Liz Freiburger (@Lizeduc8s) September 20, 2020
Selecting what to teach is inherently a political act. Some ideas are amplified while other ideas are silenced. There isn't time to teach everything, so what you choose reflects what you believe is important/valuable and what you don't, you don't.-- lisakensler (@lisakensler) September 20, 2020
Politics are in the classroom whether we like it or not. If we choose to ignore that, we are not being honest, and students can see that. While it is our right not to share our personal politics, it should also be our right to be honest when faced with questions from students.-- Molly Olson (@mathdancer) September 20, 2020
That we've been asking for this ever since DeVos took office. ? Seriously, though, although I am a politically active and informed citizen with VERY strong opinions about local and national issues/candidates, I keep my PERSONAL politics out of the classroom. Or try to.-- Mary Keeney (@mkeeneyslp) September 20, 2020
In the late 1800s-early 1900s, the U.S.'s approach to educating American Indian students was: "Kill the Indian to save the man"... a policy and practice aimed at assimilating and acculturating American Indians. If that's not political, what is?-- Susan (@sfaircloth12) September 20, 2020
Also, teaching students that Black Lives Matter, or that love is love, or that to make change, we need to challenge our own dearly held beliefs, isn't politics. That's human.-- Jonathon Medeiros, NBCT (@jonmedeiros) September 20, 2020
Education is inherently political.-- Susan (@sfaircloth12) September 20, 2020
Thanks to all the educators who chimed in!
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