This past week,
Lincoln has been in the news. Chances
are, most of our students came to class much more interested in that fact than in solving math
equations, fixing citations in research papers, or setting up a biology lab. How—if at
all—did you handle the issue in your classroom? When should we turn away from planned lessons to
address topics of controversy, and how do we best do so?
One useful summary of research on dealing with controversy assembled at the University of Oregon includes a section on the pros and cons of six possible responses that teachers can make when controversy comes up:
One useful summary of research on dealing with controversy assembled at the University of Oregon includes a section on the pros and cons of six possible responses that teachers can make when controversy comes up:
- Stifling discussion
- Having no opinion
- Refusing to take a stance
- Refusing to take an immediate stance
- Sharing our confusion or uncertainty
- Taking a position of support or condemnation
Did you choose one of these options? Why? How did you resolve this
matter for your own classroom and your own conscience?
Another article,“Managing Hot Issues in the Classroom,” offers a variety of suggestions and options that may be helpful as we work through this period of turmoil. I recommend it for a general overview, and I am eager to hear your own specific approaches.
Another article,“Managing Hot Issues in the Classroom,” offers a variety of suggestions and options that may be helpful as we work through this period of turmoil. I recommend it for a general overview, and I am eager to hear your own specific approaches.
In my classes, we routinely talk about how power is constructed in relationships and how we (men) typically abuse power by making poor choices and our level of insensitivity. Sometimes our intentions are discordant with our behavior and the outcome creates/enables dysfunction, confusion, and toxicity. Our status and social privilege give us opportunities that typically aren't afforded to women and positions us to remain insensitive. While it would be unfair to make sweeping generalizations to all men or all women, it is fair to talk about the hurt, confusion, and trauma that emerges when power in romantic relationships is not discussed on a consistent basis or is inappropriately handled. From a therapeutic and educational perspective, it is important for clinicians and educators to understand and discuss how much power they have, the interpretive meanings, the context in which it utilized, and how it is stratified across gender and racial lines in therapy/classroom. The skilled therapist and educator should be keenly sensitive and aware about how his/her students are processing information with their filters of gender, race, age, ability, sexual orientation, religion, socioeconomic status, etc. It is also advantageous for therapists and educators to understand how power and privilege is stratified among students and how influence is negotiated among them and the circumstances that enable dynamics to fluid rather than fixed. Finally, my students and I spent time talking about what the advantages/disadvantages are of blaming without coming up with a viable resolution for all parties to heal and learn from. Yes, this IS a teachable moment for all of us within and outside of Lincoln University walls. The impact of the events are far reaching as our university has become "ground zero" for equality and justice for all. I only hope that this sensitive conversation about power, privilege, status, relationships, and sexuality does not stop after this week.
ReplyDeleteA colleague of mine, Dr. Treva Lindsey (Ohio State) posted this on a journal website and she further explores how power is stratified based upon the recent events (You may have to cut and paste).
http://www.thejbsr.com/?page_id=12
James C. Wadley, Ph.D
HUS 692 Counseling Internship
HUS 657 Family Counseling
James, thank you for that thoughtful and informative response! Educators do indeed face quite a daunting challenge in sensitive situations like the one Lincoln is now experiencing. I hope that we can all progress "beyond the blame," as you say, and help everyone more to a viable and healing conclusion, Thank you especially for the link to Dr. Linsey's insightful remarks..
Delete1. My students are not very much interested in the news. They pay more attention to gossip and social media. 2. Secondly, as far as news is concerned, Lincoln (or rather its president) has been upstaged by Kim Kardashian's behind and full-frontal nude pictures. 3. However, most of my classes are about critical thinking; so I usually do not let most controversies go to waste!
ReplyDeleteSafro Kwame
Kwame, as inspiring as Ms.Kardashian's behind may be, I am confident that you will have moved your critical thinking students beyond that topic, For teachers with less practice in addressing controversies on which each side has deep emotional commitment, what advice could you give?
DeleteQ: For teachers with less practice in addressing controversies on which each side has deep emotional commitment, what advice could you give?
DeleteA: Don't try it in class (until you are comfortable)!
Safro Kwame
Some of my students seemed interested on this topic the other day. I noticed a few were debating it as I walked in one of my classes. In context of teaching computer classes and my own technical background, I do not feel I have the qualifications to tackle a complex social and moral issue such as this with students. So, my reaction to the students is/ would be that this is complex. Of course I have my own unqualified opinion of this situation, but unless all facts are known, it is difficult to elaborate on it publicly or in a classroom. I am not sure if all faculty/ staff as “educators” and “leaders” are trained to deal with human issues such as this to be honest depending on their own education background.
ReplyDeleteAli B.
Ali, I think your idea of underscoring the complexity of the issue is a very important one. All too often, we stay lost in the emotion and don't explore the complexity of the situation, thus losing a chance to find something on the other side we might agree with. So I suspect that your mathematician's approach (learn the facts and appreciate the complexity) would be quite valuable to share with students, whether in class or out.
Delete