Schools cannot avoid controversial topics, such as homosexuality, when it is both a part of and affects the school's educational agenda. In order for students to learn, they must feel a part of the school's community, and both physically and emotionally safe within the classroom. If I imagine being in a place in which I feel attacked, hated, threatened, or not accepted, I would be emotionally distressed. The majority of my thoughts would be dedicated to survival, rather than hearing or engaging in whatever or wherever I am presently attended. So how can we, as educators, expect students to attend to what we are teaching when they are dealing with issues that interfere with their open acceptance and engagement to the traditional curriculum? It is those issues that we must invite into discussion in our classrooms. The issues that prevent from having all students engaged in learning are worthwhile in investigating within the classroom. Furthermore, students need to be able to collaborate regardless of personal beliefs or lifestyle differences both in school and in their future workplace. Lessons on tolerance and acceptance through education on facts, is necessary. Above all, while homosexuality or the stigma of HIV/AIDS may be considered controversial; there should be no debate against teaching tolerance and acceptance.
As a Science teacher, year after year, I am faced with questions of religion versus the theories of Science. I invite students to share their opinions, as long as they provide research to support their thoughts, just as how the Science textbook provides evidence to substantiate the many scientific theories. Although I allow students to share their questions or opposing thoughts, I also do not advertise this controversial debate. I do not believe the controversy of creationism versus evolution affects a student's ability to learn, nor does it affect their ability to be successful in any workplace. Therefore, it is not a worthwhile controversy in which I engage with my students for any great lengths of time in the classroom. It can be dangerous to impose my authority and power that comes with my role as a teacher to assert any opinion on my students that does not affect their learning. It is dangerous in two ways, one in which students feel the need to agree with the teacher in return for a good grade, and also dangerous in that the legitimacy of the instruction is lost when a student disagrees. These are consequences that do make the inclusion of the debate of creationism or other religious views not valuable in my Science instruction. Controversial issues such as my example of creationism versus evolution does not be investigated heavily in the classroom, however issues that are far greater and contribute to a functional society are worth instructional time.
So what are the controversial issues that should be discussed? Issues such as bullying, HIV/AIDS, especially in the context of homosexuality, or issues surrounding race need to be included in school curriculum in the context of teaching acceptance and tolerance. It is interesting to assert the previously mentioned issues are even considered controversial, because in my eyes, it is a matter of acceptance and tolerance which are concrete human values that cannot and should not be argued against. In contrast to the consequences of including creationism in a Science class, Joseph Silin, in HIV/AIDS Education: Towards a Collaborative Curriculum asserted a similar fear for teachers when addressing the controversies that lie with HIV/AIDS Education, "When teachers believe their ability to influence students rests n the control of information, the lack of that control can lead to lethal silence," (p. 11). However, this feared consequence is illegitimate, in that every teacher should feel confident and in complete control when addressing the issue of acceptance. Everyday, teachers encourage students to collaborate with their peers, not only to accept the differences for the sake of friendship, but also to accept the differences in spirit of learning. We are professionals at educating tolerance and acceptance, so educating those same themes through traditionally perceived controversial issues should be no different.
Why should we discuss these sensitive topics in the classroom? The purpose of education is to create global citizens that are prepared to make thoughtful decisions and perform successfully in a diverse workplace, therefore discussing and educating students on issues (be it, controversial) that they will undoubtedly encounter in their adult lives is apart of that purpose. Students need to be informed so they are prepared to make decisions that are substantiated with educational fact rather than misinformed opinion. Regardless of anyone's personal belief system, they will encounter controversial issues such as HIV/AIDS or homosexuality in their professional lives. It is illegal to discriminate at the workplace, and we must educate and inform our students so they will be able to work collaboratively and professionally with individuals, even those they may personally disagree with.
Carole,
ReplyDeleteYou are absolutely right. “While homosexuality or the stigma of HIV/AIDS may be considered controversial; there should be no debate against teaching tolerance and acceptance.” I really like how you keep bringing these ideas up as acceptance and tolerance, rather than the individual controversial issue themselves. This gives me a whole new perspective on these issues. Teaching is not just about subject matter, but as teachers we are also responsible for molding successful global citizens, productive members of society and life-long learners. To be a global citizen, one must be accepting of others, regardless of their own believes. In the real world there are so many different personal and religious beliefs. As global citizens, students should be able to respectfully disagree about their differences, yet still be respectful and accepting of others. Teaching these life skills are essential for our students to survive in the real world. That doesn’t mean forcing a personal opinion or agenda on students, but giving them some facts and allowing them to critically think while forming their own opinion, while speaking respectfully of others.
Many students do not have role models in their life that can disagree respectfully. Over the past month or so we have had some students just being mean. While opening the floor to sharing personal experiences, I have found that my students do not have the life skills to deal with these situations. The experiences they have witnessed are not respectful or tolerable in the least. One student recounted an event in which they were playing in front of their home with neighborhood friends. It came to the situation where they felt another kid was bullying them. Instead of using life skills and expressing their feelings they went home and told their mother. Although that wasn’t the best way, it wasn’t a terrible decision. But, instead of their mother handling the situation in a civil way, the mother in turn went to the neighbor’s home, knocked on the door, and without questioning the situation, began to “cuss them out.” This verbal argument turned into a physical fight that broke out in front of the house and ended in the cops being called. These are the life experiences my students are coming to school with. They need to be taught life skills in where they respectfully have a verbal disagreement and express their feels, while still being tolerant and respecting others. If a student were to respond like this in the future, such as college or the workplace, it would not be acceptable. It is illegal to discriminate in the workplace. We must teach our students to be prepared to deal with controversial issues, in a professional manner.
I can see how many controversial issues could come up in a science class. Do you teach middle school or high school? I really like the way you allow you students to share their opinions, as long as they provide research to support their thoughts. As a teacher and person of authority, it is important to keep the danger of presenting your personal opinion in mind during these discussions. You do not need to share your personal opinion of these controversial issues to remain in control. I think it is a great way to present the idea to students that “It is illegal to discriminate at the workplace…[and they need to] be able to work collaboratively and professionally with individuals, even those they may personally disagree with.” What a great life skill to know and possess.
Thank you for sharing your thoughts and ideas!
Antoinette
Hi Carole,
ReplyDeleteThank you for your work here! I enjoyed reading your post and the discussion it got started.
I like that you bring the largest controversy in science education into your post. And I like your approach. We'll read about the Texas social studies debates in cycle four, and those social studies debates were preceded by the debate over the role of evolution in the science curriculum. You may want to check that out when we get to cycle four.
But overall, while I feel that evolution is important to the learning and understanding of science (and therefore, the world we all live in, share, and have responsibility for), I respect your approach and basically take the same angle as well.
I think it is really dangerous that we expect our students to agree with us before or if we are going to teach them. As you note, belief in creation does not affect "a student's ability to learn, nor does it affect their ability to be successful in any workplace." These are great criteria to consider. If these issues are not compromised, then we have a situation where a teacher and student can respectfully disagree.
However, using your same criteria, we do see that issues of tolerance impact the ability to learn (both the intolerant person and their victim!) and future professional success. So it does seem like a good place to draw the line.
Great curricular reasoning there!
I really like that you picked up in the Silin article his notion that we sometimes, as teachers, hide behind facts. We assume that by "having the facts," we have student respect. But that is not always (usually?) the case. Respect is gained in other matters. Teachers can have an impact even when they don't know every last detail of a topic (and who does?). And when that topic comes down to demonstrating civility and humanity, then there really is no need to worry about knowledge to justify our stance. Civility and humanity are central to the purposes of public education! I hope we can all agree on that (though I am aware people will disagree with me even on that!).
Great post, thank you for work on it!
Kyle