The Myth of Teacher Neutrality and the Necessity to Engage

Yet social studies teachers understand the importance of engaging in dialogue about these issues, especially with an ever-increasing political divide in society. We know that dialogue can encourage students to consider the complexity of these issues and that the classroom is a space where students can learn how to live together in diverse and democratic societies. It’s in these classrooms where students can self-reflect and speak up about their views while learning how to have dialogue and deliberation with others who don’t share their opinions. But it is also a place where students can work together on developing shared understandings and work towards solutions to problems that emphasize the common good. In a neoliberal society that increasingly places the emphasis on individualism, and where concepts of community continue to erode, the dialogical classroom is a place where hope remains.

Before engaging in dialogue however, teachers must understand that the idea of the classroom as a neutral space is a myth and that the perpetuation of this myth has potentially contributed to society writ-large not being able to have the difficult conversations necessary for a functioning society that works towards a common good. Teachers should be engaging in what scholar Thomas Kelly (1986) called a “committed impartiality” where teachers engage their students with their own opinions while strongly encouraging a wide range of different opinions and the development of their dialogical abilities.

Teachers must also consider what makes an issue contentious or controversial and decide whether or not that issue is open or closed to discussion. Zimmerman and Robertson (2017) state that there are four criteria for an issue to be deemed controversial:

• That there is disagreement.
• That reasonable arguments on both sides of the disagreement can be made by knowledgeable competent people.
• The dispute is persistent, and the parties have an emotional investment in it.
• Focus on matters of public concern, not merely positions taken by academics, scientists, or experts.

If an issue meets all four of the criteria, it may be considered to be maximally controversial. If, however, there is agreement among experts, but the general public may not be in agreement, a teacher will need to tread carefully in deciding whether or not the issue is still open to debate. Wayne Journell (2018) suggests a series of questions teachers should consider when deciding this:

• Would having this discussion lend legitimacy to an unfounded position?
• Are both positions supported by evidence?
• Have experts already determined this issue is closed?
• Will inviting this discussion harm students in my class?
• Contrary views are held, but are they contrary to reason?
• Do either of the viewpoints infringe on public values?

As difficult as these decisions are, it is not surprising that there are many barriers that often dissuade teachers from entering contentious dialogue with their students. This chilling effect is brought on by various political, institutional, and curricular contexts. These include the current neoliberal political climate that emphasizes individual rights, parental rights, and the marketization of education (e.g. high stakes assessment, teaching to the test, getting through the curriculum), but also the context in which a teacher teaches (student age, their community, their job status, public vs. private school). Teachers should weigh these barriers before making decisions about what to engage with, but should also realize that, even if deciding not to engage with an issue, they are making a political decision. Not engaging is making a political choice, it does not allow a teacher to claim neutrality.

With political polarization becoming more prevalent and continued pressure from neoliberal influences, the role of social studies teachers in high school classrooms is becoming more important than ever. If the role of social studies courses is to prepare our students to live as active participants in our democracies, then it is critical that social studies teachers allow students to engage in difficult dialogue and deliberation. By doing so we better prepare our students for the reality of their future democratic participation.

References

Journell, W. (2018). Should  marriage equality be taught as controversial post-Obergefell v. Hodges? Teachers College Record,120(8), 1–28. https://doi.org/10.1177/016146811812000805

Kelly, T. E. (1986). Discussing controversial issues: Four perspectives on the teacher’s role. Theory and Research in Social Education, 19(2), 113-138.

Zimmerman, J. & Robertson, E. (2017). The case for contention: Teaching controversial issues in American schools. The University of Chicago Press.