3 minute read
Politics in the Classroom
politicsin the classroom
The morning after the Jan. 6 insurrection at the Capitol Building, Principal Myron Graber sent an email to staff asking them to not “influence, polarize or disrupt” the classroom with personal opinions. Some teachers disagreed with the message and, despite the email, many continued to hold classwide discussions.
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“While I respect where Mr. Graber was coming from and the difficult job he faces if community members are upset with what happens in the classrooms, I was uncomfortable at the request of ‘remaining neutral,’” French teacher Karen Gipson said.
Like many other teachers, Gipson feels discussions about important current events can be extremely beneficial, so long as they are kept civil.
“Everyone’s voice is to be heard, everyone’s voice is respected, everyone’s humanity is recognized, but opinions do not have to be respected,” Gipson said. “There is a difference between respecting people; honoring their right to an opinion and respecting an opinion itself.”
Gipson believes students deserve a place to discuss their opinions, especially during a time where students might feel as if their voices aren’t being heard.
“If I can provide a safe place where even just a few students are able to process, reflect [or] voice their hurt and anger, then I owe it to them,” Gipson said. “Education is so much deeper than isolated contents and, even though I value world language, there are times when I need to put my lesson plans on the back-burner.”
Social Studies teacher Blake Swenson agrees
-Karen Gipson, world language
pages by Emily Zeller story by Zanna Ingram illustrations by Gus Cordova
FEATURE
teachers navigate difficult discussions
pages by Emily Zeller story by Zanna Ingram illustrations by Gus Codova
politics deserve a place in the classroom and that, while teachers should be expected to be respectful of all students, it is disingenuous to pretend they are neutral.
“If teachers are told or encouraged to be apolitical, then the message we send to students is that they should also be apolitical because politics is just too hard to engage in or understand,” Swenson said. “In my opinion, this creates less productive citizens and definitely makes them illprepared to fulfill their civic responsibilities.”
Swenson had his students watch a short PBS NewsHour video that recapped the facts of the event, provided historical context and explained any developments that happened overnight
“Most students just asked more clarifying questions,” Swenson said. “These events do not require a class debate and I think that is what people think has to happen, but in reality, individual mindful reflection on an event like this is just as important as discussion and absolutely necessary before you engage in a discussion.”
Aimee Landwehr, who also teaches social studies, believes discussing the events at the Capitol was an important teaching moment for her classes.
“The insurrection at the Capitol was a direct threat to our democracy and one that contained numerous opportunities to investigate not only academic ideas, but the application of ideas students spend so much time studying,” Landwehr said.
Like both Gipson and Swenson, Landwehr made sure the discussions were kept civil and respectful while still allowing students to speak their minds.
“I am always grateful to hear what students have to say about things like this and do not regret facilitating the discussions that occurred in my classrooms,” Landwehr said. “In addition, I will continue to provide space and act as moderator so students can continue to develop the skills necessary in order to become productive, free people.”
