1. What is controversy and why do we usually “let sleeping dogs lie”?
A civilization in which there is not a continuous controversy about important issues is on the way to totalitarianism and death.
Robert Maynard Hutchins
The Merriam-Webster’s Dictionary defines controversy as “a discussion marked especially by the expression of opposing views.” Etymologically speaking, this word means “turned against” (contro: against, versus: “turned”). Both in its denotation and origin, the word is closely connected to conflict or dispute. It might be the negative connotation often associated with these words that makes most teachers shy away from an inclusion of so-called “controversial issues” in the language curriculum.
Nevertheless, conflict is a fact of life. Human beings are all different, have diverse life experiences, values and perceptions of reality and, therefore, dissimilar ideas. When confronting opposing views, conflict arises. This is not necessarily negative, even though several teachers may shudder at the very thought of this confrontation taking place inside their classrooms.
They are not to be blamed, though. Conflict avoidance is at the very core of the educational system. The creation of the school as an institution in modern times was strongly linked to the project of amalgamating the various cultures within the recently created nation-states (Narodowski, 1994). In essence, schools had the primary purpose of providing people with a sense of belonging based on a common history, ideology and lifestyle. Thus, the difference had to be uprooted.
As a result of this political scheme, the curriculum has been construed as a set of neutral contents and classroom procedures. However, a parallel curriculum can be said to exist, namely that which is left out, disregarded due to its level of controversy. As Cherrin (1993:1) explains, this "evaded curriculum" refers to “matters central to the lives of students, but touched on only briefly, if at all, in most schools. Evaded topics include sexism, race and ethnic discrimination, class stratification, homophobia, and reproductive rights.”
For many decades – and above all during the military dictatorship in our country – teachers have been trained to exclude issues with the potential for controversy. In other words, educators are expected to “let sleeping dogs lie” and to teach the allegedly neutral topics in the official curriculum. Unfortunately, if we choose to do so, we are missing the great chance of educating future citizens who can express their views and listen to conflicting ideas in search of a more democratic society.
2. The “evaded curriculum” in English language teaching
In selecting controversial issues to tackle with an adolescent class, teachers need to take into consideration not only students’ interests, but also their maturity level. Otherwise, the topic can be discussed, but the depth of the debate might prove insufficient as regards its impact on students’ personal, social and cognitive development.
The table below summarizes some of the topics which can be considered “controversial” and which are usually absent or tangentially mentioned in the school curriculum. As has been argued before (Auerbach, 1995, Pennycook, 2001, Paz & Quinterno, 2009), every methodology, approach or classroom technique has to be adapted to the local context and the particular group of adolescents we are teaching. In this case, our selection of topic will depend on both learner interests and needs, and the possibilities and limitations the school and the community offer.
MEDICAL ISSUES
Euthanasia.
Abortion.
Addictions. Smoking, drinking and drug consumption and addiction.
Medical use of marihuana.
Mental illnesses.
Genetic manipulation. Designer babies.
Contraception methods. Sex education.
Young paternity or maternity. Unexpected pregnancies.
Eating disorders. Anorexia and bulimia. Body image.
Sale of human organs.
SOCIAL AND POLITICAL ISSUES
Poverty and richness. Distribution of Wealth.
Illegal immigration.
Media control and freedom. Media imperialism. Censorship.
The military coup.
Systems of government. Economic systems. Globalization.
Unemployment.
Equal access to education, health and housing.
Revolutions, utopias and dystopias.
Prisons.
Crime and punishment. Death penalty.
Integration of people with different capabilities.
War.
GENDER ISSUES
Homosexuality. Lesbianism. Transvestism. Transsexuals and sex-change operations. Transgender.
Gender violence. Sexual abuse.
Heterosexuality. Expected roles of men and women.
Single-parent families.
Same-sex marriage. Gay adoption.
TRANSCENDENTAL ISSUES
Religion. Faith and fanaticism. Atheism. God’s existence.
Self-help as a personal religion.
Death.
Life after death.
3. Methodological orientations to use controversial issues with adolescent learners
Dealing with controversial issues might turn out to be counterproductive if students and teacher do not abide by certain principles. Even though these guidelines can be a further source of controversy and, therefore, negotiable, it is important to compromise on certain ground rules to be followed with a view to developing both respect and responsibility when speaking to and about others. For the sake of clarity, these methodological guidelines have been divided into three categories: a) those regarding learners and their values; b) those regarding teacher roles; and c) those regarding classroom management.
3.1. Regarding learners and their values
Discussing controversial issues may imply questioning one’s or other people’s system of values. Contrary to what many people might believe, values are not universal, but socio-culturally and historically defined. As Bindé et al (2006) have explained, the conception of values is different depending on the historical period and the community we choose to study. Therefore, referring to “values” as an absolute term shows an ethnocentric perspective which both validates hegemonic views and beliefs and, at the same time, discredits those ideas and cultural products of non-mainstream groups, thus generating a process of “Othering” of the wrongly called minorities.
Bearing this in mind can help us teachers and learners feed on the various perspectives present in the class, without preconceived “correct” answers to transcendental questions. If, as facilitators, we are not ready to accept an alternative and often conflicting system of values (or hopefully, many of them all together in the same class), we had better deal with topics with which we can feel safe. Otherwise, by imposing moral and “generally accepted” values on our learners, we are pretending to be democratic and open-minded, thus making our students victims of the worst kind of pedagogical perversion.
3.2 Regarding teacher roles
The following chart shows the different roles you can adopt while discussing controversial issues. Even though it is not comprehensive – as is the case with any classification –, this table can help us reflect on some of the available options. Our choice might be influenced by the nature of the topic, the school where we work, the learners’ background and previous knowledge on the theme, the level of conflict the topic usually entails, the divergence which might exist between learners’ views and our own, students’ maturity level, or students’ interlanguage, among other factors.
Neutral Chair
Facilitator adopts role of impartial chairperson of a discussion group
Stated Commitment
Facilitator always makes known his/her views during the discussion
Balanced Approach
Facilitator presents students with wide range of alternative views and materials
Challenging Consensus
Facilitator consciously and openly takes up an opposite position to that expressed by students or resource materials
Stradling et al, 1984 as cited in Wilkins, 2008
Another important point to consider when choosing a role is the stage students are at in the development of critical thinking skills and the handling of conflict. At the beginning, our participation might be deemed necessary even by learners themselves, who need both support and limits. Later on, we can move aside and let a student lead, for instance, a discussion. Little by little, we can develop both autonomy and interdependence, which are essential traits in any democratic society.
3.3. Regarding classroom management
In order for students and teacher to critically and seriously deal with a polemical issue, there needs to be an atmosphere of respect and a responsible attitude. Respect does not mean tolerance, since the latter implies that the one who “tolerates” is in a superior position to the one who is “tolerated.” Respect, in this context, has to do with accepting the fact that a myriad of contrasting views coexist in this world. Both teacher and learners need to be open-minded enough to critically assess their ideas in the light of those which seem to be contradictory. Questioning our own ideas and deciding whether to maintain them or not would mean respecting both ourselves and others.
Responsibility, as applied here, would mean exactly what the elements in the word imply: response-ability. As participants in discussions – and later in society – we need to understand when and how we can respond to other people’s ideas or actions. In the context of controversy, we need to develop the ability to use appropriate strategies to exchange views without hurting other people’s feelings or discrediting their ideas a priori.
First, in order to conduct discussions with respect and responsibility, knowledge is fundamental. It is paramount for students to make informed comments on the issues and not just to express their gut feelings or stereotyped answers. It is the role of education, in fact, to challenge overgeneralizations, sweeping statements and stereotypes commonly present in everyday discourse. After all, one of the pillars of discrimination is ignorance, and as a consequence, fear of the unknown.
Second, the facilitator needs to keep the discussion on track. More often than not, students or teachers get carried away and wander off the main topic under discussion. As a class, one important rule to learn is that contributions have to be relevant to the topic we are tackling. It is a good idea not to simply disregard off-subject interventions, but first to ask the speaker to explain the connection, and if he or she is unsuccessful, to show him or her why these are not strictly connected to the theme.
A third factor related to respect and responsibility is the amount and form of participation. It usually happens that some students, because of their language level or personality traits, participate more actively than others. It is important to let them participate freely, but it is also vital to have an even participation of the class. To limit those who dominate the discussion, you may signal the fact that they will have just two more interventions by using yellow and red “participation cards,” or any other concrete object. They need to learn to respect other people’s ideas as well, and this can only be done by listening to them actively. Besides, the class must find an agreed-upon way to participate. Brainstorm other possibilities other than raising hands or saying “me.” Learning how to snatch a turn respectfully is essential for a democratic exchange of any ideas.
In sum, it is essential to negotiate a set of ground rules you can follow during discussions. You may choose to be the facilitator yourself or let a leaner play the role, but, whoever performs this task needs to make sure the rules are respected. Here is an example of guidelines you can use with your learners.
DISCUSSION GUIDELINES
· Always listen carefully, with an open mind, to the contributions of others;
· Ask for clarification when you don't understand a point someone has made;
· If you challenge others' ideas, do so with evidence and appropriate logic;
· Always criticise ideas or positions, not people;
· If others challenge your ideas, be willing to change your mind if they demonstrate errors in your logic or use of the facts;
· Explain the relevance of issues that you mention when their relevance might not be obvious to others in the class;
· If others have made a point with which you agree, only repeat it when you have something new or important to add;
· Be respectful of turn taking. Let other people talk. Participation must be even;
· Above all, respect the beliefs of others, even if they differ from yours.
Adapted from “The Guided Discussion” in CTL, Number 12, February 1992
It is also paramount to allow students to self-assess their performance not only in connection with their use of English, but also regarding their respect for the guidelines agreed upon. The guidelines above might be used as a checklist students can use after finishing a debate. They can write from 1 to 5 (1 being “always” and 5 being “never”) the number that best represents how often they think they have respected the principles of classroom discussion.
4. Material selection
The following mindmap shows just an example of material you can use to deal with the theme of abortion. Note that the choice of texts and activities aims at discussing various aspects of the problem from different perspectives. When selecting the material for a unit of work, we need to bear in mind that all the different “voices” on the issue are given a chance to be “heard.”
LEVEL: INTERMEDIATE
AGE GROUP: 17-YEAR-OLDS
SONGS:
“Sally’s Pigeons” by Cyndi Lauper
“Papa Don’t Preach” by Madonna
SHORT STORIES:
“Hills Like White Elephants” by Ernest Hemingway
“The Abortion” by Alice Walker
READING
Abortion: Are you pro-life or pro-choice?
(from Taboos and Issues)
SPEAKING
Role play based on Madonna’s song
Debate
Talk show with assigned roles
Short Story Discussions
LISTENING
“Sex Education”
http://www.elllo.org/english/ToughStuff/TS001-SexEducation.htm
“Abortion in India”
http://www.bbc.co.uk/worldservice/learningenglish/news/words/general/991118.shtml
WRITING
Opinion Piece
“In-Someone’s-Shoes” Narrative
Responding to the Short Stories
VIDEO
“The Abortion War”
(http://www.youtube.com/watch?v=E-aAEYqGPWM)
“Speak Out - Episode 11”
(http://www.youtube.com/watch?v=EeY4r-mZXlw&feature=related)
GRAMMAR AND LEXIS
Modal Verbs
Vocabulary on Health and Parts of the Body
Vocabulary on Babies
Vocabulary on Sex Education / Contraception
5. Conclusion
As I expect to have shown, the absence of controversial issues in the school curriculum is not whimsical. Schools were politically conceived of as homogeneity-promoting institutions. However, if we are to collectively construct a better and more democratic society, we need to come to terms with the fact that controversy is not a taboo word. It is on the basis of both respect for other people’s ideas and on our responsibility (or response ability) as citizens that we will create a less hypocritical community which is not afraid of engaging in a frank exchange of ideas on issues that, when dormant, divide it and gradually destroy it. Not “letting sleeping dogs lie” is at the core of any critical liberating pedagogy (Freire, 1972).
References
____________, 1992. The Guided Discussion. Center for Teaching and Learning, Number 12 (February 1992).
Auerbach, E. “The Politics of the ESL Classroom” in Tollefson, J. ed. (1995): Power and Inequality in Language Education, Cambridge: Cambridge University Press.
Bindé, J. dir. (2006): ¿Hacia dónde se dirigen los valores? Coloquios del siglo XX. México: FCE.
Cherrin, S, 1993. Teaching Controversial Issues. The Professional & Organizational Development Network in Higher Education.
Freire, P. (1972): Pedagogy of the Oppressed, New York: Penguin Books.
MacAndrew, R. & R. Martinez (2001): Taboos and Issues, New York: Thomson Heinle Language Teaching Publications.
Narodowski, M. (1994): Infancia y Poder, La conformación de la Pedagogía moderna, Buenos Aires: Aique.
Paz, G. & M, Quinterno (2009): Construyendo puentes hacia otras lenguas. Reflexiones sobre la enseñanza de lenguas extranjeras en la escuela media, Buenos Aires: La Crujía.
Pennycook, A. (2001): Critical Applied Linguistics. New Jersey: Lawrence Erlbaum Associates Publishers, 2001.
Wilkins, A, 2008. Controversy in Citizenship is Inevitable. Post-16 Citizenship Development Programme, (September 2008).