It is often difficult to have tough conversations. Families, colleagues and friends continue to struggle with how to have a civilized conversation when differences run so deep. Join two inclusion experts who will share strategies that work when having sensitive conversations about race, politics and religion.
Support “rigorous debate at school,” both in the classroom and under the auspices of the. And they talk about politics frequently at home. Provide specific language for tough situations.

For most teachers, leading classroom discussion on difficult topics is a perennial challenge. Part of the challenge lies in the fact that we never fully know which issues will be “hot buttons” for our students. Conversations can become heated very quickly, and before long, it can feel like the class is careening out of control.

Guidelines for Planning and Facilitating Discussions on Controversial Topics

The following guidelines can help instructors facilitate classroom discussion around controversial issues. Whatever the context, it is helpful to structure such discussions in a way that defines boundaries for the process and provides some degree of closure within the classroom. Such discussions are an especially important time to explicitly discuss expectations for respecting a range of perspectives and experiences in the room.

Spontaneous Discussions: Dealing with the Unexpected

It is wise to be prepared to respond to the possibility that a student will raise a controversial issue in class unexpectedly. Immediate response is called for, if only to decide what to do next:

Acknowledge the student who raised the issue while noting that students may vary in their responses.
Decide whether you are ready and willing to engage with the topic right away.
Quickly assess whether the class would like to spend time sharing views about the topic.

If students want to have a dialogue, and you want to wait on it, schedule a discussion for a later class and suggest ways that students could prepare.

Click here for further resources for making the most of 'hot moments' that emerge in your classroom when you do not anticipate them.

Planned Discussions on High-Stakes or Controversial Topics

Planning a discussion on a controversial topic or issue benefits from consideration of the following topics, each of which is addressed below:

Identifying a clear purpose

Starting a discussion with clearly articulated objectives can help shape the nature of the discussion and link it to other course goals.

Examples of general objectives include:

Connecting the topic with course material, including fundamental concepts and strategies for analysis and thoughtful reflection
Increasing awareness about the topic by providing information that is not generally addressed in informal discussions
Promoting critical thinking by helping students to understand the complexity of the issues
Enhancing skills for dialogue that students can take into other venues
Relating classroom discussion to the roles that students have as citizens within the university community and larger society

More specific objectives for discussion about social conflicts, especially those involving language of hate or bias, may focus on policies, social conventions, or civic responsibilities, including the following:

Examining and developing positions on issues of social policy, university policy, or social convention.
Identifying a core problem underlying social conflicts and exploring possible answers to the problem.
Analyzing the root causes or reasons for a social conflict (i.e., a past-oriented discussion).
Exploring possible consequences or implications of a conflict (i.e., a future-oriented discussion).
Planning effective actions to reduce such incidents and/or to support vulnerable populations.

(This second list is adapted from Ronald Hyman, 1980, In Improving Discussion Leadership. New York: Columbia University, College Teachers Press.)

Establishing ground rules or guidelines

In class, instructors can either work with students to generate ground rules or discussion guidelines, or they can present a set of guidelines and then work with students to accept or modify them. Referring back to these community agreements can be very helpful if discussion becomes tense. Some suggestions include the following:

Listen respectfully, without interrupting.
Listen actively and with an ear to understanding others' views. (Don’t just think about what you are going to say while someone else is talking.)
Criticize ideas, not individuals.
Commit to learning, not debating. Comment in order to share information, not to persuade.
Avoid blame, speculation, and inflammatory language.
Allow everyone the chance to speak.
Avoid assumptions about any member of the class or generalizations about social groups. Do not ask individuals to speak for their (perceived) social group.

It is important that students agree on the ground rules before discussion begins. See this page for some further examples and considerations around the use of guidelines.

Providing a common basis for understanding

Providing students with a common basis for understanding from the start will help keep the discussion focused and provide concrete case studies or examples. For instance, you can assign readings on a specific conflict, instruct students to select their own readings to bring to class, or show a video clip to prompt discussion. Another option is to have students review materials during class and follow up with a structured discussion.

You can also draw upon students' own knowledge to establish a common basis:

In class, ask students to identify key points of information, stating their source. (You can ask students to do this individually and then pool the information, or you can simply elicit information from the class as a whole.) Make a list of these for the whole class.
Use this elicitation as a time to distinguish evaluative, “loaded,” comments from less evaluative statements, and from statements of personal opinion or experience. Acknowledge how difficult it may be to make these distinctions at times.
In order to identify and situate threads of discussion that are extraneous to the focus, or are very speculative, ask for and identify information that students would like to know to clarify their understanding on these questions or tangents, even if that information is not available.

Creating a framework for the discussion that maintains focus and flow

Because any social conflict or controversy is a complex topic, it is important to create a framework for the discussion in addition to having clearly defined objectives. Your framework can be a guide, balancing the need to have clear purpose and direction while being open to student observations and interpretation.

The following strategies can help you maintain the focus and flow of the discussion:

Begin the discussion with clear, open-ended but bounded questions that encourage discussion.
- Avoid “double-barreled questions” which pose two problems simultaneously, or “hide the ball” questions that search for a specific answer.
- Ask questions that prompt multiple answers rather than short factual responses or simple “yes” or “no” replies.
Prepare specific questions to use if the class is silent or hesitant about speaking. Some examples include: “What makes this hard to discuss?” and “What needs to be clarified at this point?”
Encourage students to elaborate upon their comments where needed. With probing questions, an instructor can prompt students to share more specific information, clarify an idea, elaborate on a point, or provide further explanation.
Be prepared to re-direct the discussion if students go beyond the intended focus. Drawing attention to the readings or reminding the class about the discussion objectives are useful management techniques.
When students raise points that are extraneous to the focus, note that these are important but tangential. Recap them at the end of class as other topics to think about on one’s own, to validate student contributions.
Recap the key discussion points or issues at the end of class, in writing if possible.

Including everyone

To include all students’ perspectives can be

Tough Talk... Political Conversations In The Classroom