Growth lies in discomfort. While political discourse may be sensitive and intense, it is a part of our society that is inescapable. Politics shapes our nations and therefore shapes its citizens. Instead of suppression and avoidance, schools should function as healthy spaces with guided political conversation.
When politics are avoided by adults on campuses, they become taboo topics; when controversial topics do arise, it is melodramatic and can be uncontrollable. Everything in society is inherently political, from food, city streets, cars, and even schools. Overlooking the impact political decisions have on students and the public school system is absurd. According to the National Education Association, “…‘Everything in education — from the textbooks to the curriculum to the policies that govern teachers’ work and students’ learning — is political and ideologically-informed,’ she [Alyssa Hadley Dunn, Assistant Professor of Teacher Education at Michigan State University] explains. Both what is taught and how it is taught is shaped by the cultural, social, political, and historical contexts in which a school is situated. We can’t pretend that teachers can leave these contexts at the door” (nea.org).
More energy and resources should be allocated towards helping students develop well-rounded and well-informed opinions rather than developing a fear of having one. According to an education news source, “Stifling such teachable moments would create a generation that will not appreciate opposing viewpoints and live based on fear of reprisal if they speak their mind” (edweek.com). If students are ill-prepared to engage in challenging conversations in their high school career, their experience in college and the workforce will only be increasingly difficult. High school is not solely for learning the quadratic formula or how to compose an essay; it is an institution created to facilitate growth and equip students with leadership, public speaking, and critical skills.
People often fear that guided civic discourse will turn into partisan indoctrination, where educators’ opinions will severely impact the students’ decision-making. While this is a valid concern, professional development and comprehensive curricula will guide educators and provide a framework for these discussions. “Neutrality is itself a political choice, Dunn argues, and is one that bolsters the status quo. What results is a classroom that potentially ignores the fears, interests, and concerns of many students. The kind of neutrality that concerns Dunn is, for example, a decision to avoid discussion of “controversial” issues – racism, inequity, climate change, or gun violence, for example – out of fear of appearing political or partisan” (nea.org). Teachers must guide students on how to think, not what to think. This is possible by not making students feel guilty for their beliefs or by gaslighting them.
Teachers can act as mediators and facilitate healthy conversations by facing them head on and by using historical and current events as opportunities for growth and understanding. According to a education news source, “Teachers must also not shy away from discussing politics because, again, those who say they do not need to discuss these topics are the ones who show their privilege, which in the end is not conducive to a productive democratic society. These ideals uphold the status quo” (edweek.org). By shying away from conversations surrounding injustice, struggle, and pain, the education system can often silence or further marginalize folks directly and indirectly impacted by harm.
Throughout all interactions regarding politics in schools, all parties must engage professionally, intentionally, and respectfully. Curricula and professional development guide the educators, and they carry on the wisdom and the skills to empower their students to be upstanding and civically engaged citizens.