Teachers Should Address Controversial Topics In Schools

There is much debate regarding whether or not teachers should address controversial topics in schools. Many individuals attempt to provide principles that argue against teaching controversial issues. However, these individuals do not take into account the varying beneficial qualities that arise from addressing these topics. I argue that teachers should address controversial topics in schools, as it will serve to benefit the quality of education students receive. Pupils will develop into skilled thinkers, informed citizens, and tolerant human beings. Furthermore, it fosters an understanding and respect for the equal rights of others. I believe that addressing controversial topics will benefit students in schools and out in society.

Teachers

frequently stress to their students the importance of developing and refining critical thinking skills. Using controversial material challenges students into discussing emotive issues which then encourages them to develop higher thinking skills (“Oxfam”, 2006). For example, when teachers address controversial topics such as racism, it encourages students to ask questions and thus extend their learning experience. Questions such as “does white supremacy exist, and how can we get rid of it?” (Bolgatz, 2006). Controversial issues allow students to understand why events occurred and the various perspectives that people held throughout history (Thomas & Smoot, 1994). With such discussions, students can learn to make connections between events and ideas, which is a very useful and complex skill. Additionally, placing students in settings that enable them to argue both sides of an issue allows students to transition from their advocacy position to a position that synthesizes all perspectives (Johnson & Johnson, 1999). Avoiding controversial topics like race will prevent students from developing these critical and inquiry based thinking skills.
Opposing arguments state that addressing controversial issues will not create critical thinkers, as teachers will impose their biases thus altering students’ mindsets.

However, research has shown that specific training of teachers is effective in increasing confidence and competence in addressing controversial issues within the classroom. (Gilligan, Handley & Lynagh, 2010). Often times, to help students think critically about issues, teachers will establish a discussion amongst the students. They will do this by simply stating the facts about an issue and leaving the students to analyze and deconstruct it. In these discussions, teachers will create an environment in which students will be open to multiple perspectives and everyone will get the chance to argue their point respectfully (Warren, 2000). Through this strategy, students will develop critical thinking skills, as they will be able to hear their classmates’ perspectives, as well as being able to express their own in a safe school environment. In order to develop critical thinking skills, pupils must be able to objectively analyze all sides of an issue in order to form a judgement (Gilligan, Handley & Lynagh, 2010). From hearing their classmates’ perspectives, students will learn to build their own conclusions by analyzing all the various viewpoints of an

issue.
The second beneficial outcome that arises from addressing controversial issues is that students are informed of concerns within society and thus become active citizens. Promoting discussion amongst students is a key strategy that teachers use to address controversial topics. Students who regularly take part in classroom discussions regarding controversial issues are more likely to take part in political discussions, follow political news in the media, and vote (Barton & McCully, 2007). The absence of discussing controversy in classrooms is denying students the ability to participate as citizens in a democracy (Hess, 2004). Teachers strongly believe that discussing controversial issues broadens the mental capabilities of students, makes them aware of the issues surrounding them, and creates knowledgeable global citizens (Abu-Hamdan & Khader, 2014). When controversial topics are addressed, students gain the skills needed to become active contributors within their societies. Pupils will learn to influence change through discussion, negotiation and compromise, which ultimately develops a sense of social responsibility.
People against the teaching on controversial topics within school often argue that students should not be put under the burden of learning about society’s troubles. This phenomenon is known as “educationalization,” a term “used to indicate that a government (in particular) inappropriately [imposes] on educational institutions responsibility for providing the solution to some social or economic problem” (Bridges, 2008, p. 461). However, this argument undermines the student’s choice to be taught what invokes his or her interest. When students are taught material that they are interested in, they are more likely to engage in their work. MORI conducted a poll of 3500 young people aged 11-16 to discover areas of interest for students. In the study, 79 percent wanted to know more about what is happening in developing countries, 54 percent thought they should learn about these issues in school, and 65 percent were concerned or very concerned about poverty in developing countries (“Oxfam”, 2006). For example, when students are taught about the mistreatment of Jews in Word War II, they are able to gain new perspectives on the atrocities that occurred in the past. Pupils will be able to think about the abuse of power as well as the roles and responsibilities of nations when confronted with civil rights violations (Hollingsworth, Didelot & Smith, 2003). Students come to understand that it is the responsibility of citizens to identify danger signals and to know when to react (Russell, 2005). Overall, if students are given the opportunity to analyze controversial world disputes, they will be able to analyze current and future issues as well.
By addressing controversial topics in schools, students will develop empathy for others and become tolerant human beings (“Oxfam”, 2006). Providing a safe environment where students can discuss controversial topics will help students develop non-violent strategies for dealing with conflict. Students will learn to listen to one another and handle their anger and frustrations without resorting to violence (Reitano, Kivunja, Porter, 2008). When controversial topics are addressed, students will become aware of the complexity of these types of issues and the necessity of discussion in order to learn to co-exist and negotiate with people who have differing views (Fournier-Sylvester, 2013). For example, the discussion of gay rights in classrooms can educate students on the different oppressed groups in society. Furthermore, it can promote self-acceptance in LGBT students and model respect and fairness for others.
Another example of a controversial topic that can create tolerance among students is the discussion of religion. Teaching students about religion in schools as a means to improve students’ knowledge about differing worldviews increases tolerant attitudes and behaviours. Research in California found that increasing students’ knowledge about other religions increases tolerance for religious diversity (Lester & Roberts, 2011). The more these controversial topics are discussed, the more likelihood that students will appreciate the diversity around them. Furthermore, they will learn to embrace and respect people who are different from them. (Hollingsworth, Didelot & Smith, 2003) After all, education is all about creating a safe environment for students where they are able to express themselves without fearing the mistreatment of others.
Although there is much debate surrounding this topic, it is evident through the research that addressing controversial topics in schools is greatly beneficial for a student’s education, and thus the benefits outweigh any counter arguments. A student that is a skilled thinker in his or her studies will be more likely to prosper. A well- informed student will become an active and informed citizen that will contribute to society. Additionally, educating students on controversial issues will create a more tolerant and respectful individual, and hence society. When controversial topics are addressed pupils will benefit as students in a classroom and as citizens in society. Therefore, the positive outcomes that arise from addressing controversial issues in the classrooms greatly outweigh any counter arguments.