My Students Figured Out That I’m a Democrat
And why that’s actually a good thing.
Recently, a state representative — who happens to be a colleague at my high school — introduced a bill that would have banned teachers from facilitating conversations about “controversial” issues in their classes or, if they chose to do so, would be required to give “equal weight” to all perspectives. The consequence for teachers who failed to abide by these terms? A $5,000 fine.
Ostensibly intended to prevent educators from “indoctrinating” students, the “Unbiased Teaching Act” was decried by the majority of teachers, students, and parents alike as little more than a thinly-veiled attempt to protect white privilege — not to mention an asinine policy that would open the gates to class discussions like, “The Holocaust: Real or Fake?” or “Slavery: Pros and Cons.”
In a victory for supporters of common sense, SB 1532 failed to gain momentum and ultimately met its well-deserved demise in the Senate. However, legislators across the United States are currently debating similar bills in reaction to unfounded concerns about critical race theory in public education.
As a teacher who advocates for the implementation of anti-racist curricula and programs in schools, I’m concerned not only about the impact of these ill-conceived policies on the wellbeing of students of color, but on the ability of all students to engage in respectful conservations about controversial issues — a skill that the Arizona Department of Education has codified in its speaking and listening standards for English Language Arts: “[Students should work] with peers to promote civil, democratic discussions and decision‐making.”
In a move that would likely have incensed that same colleague (a teacher in a department not typically known for its polemics: math), I purposefully engaged the students in my English classes on a range of topics that could be considered controversial: structural and systemic racism, the 2020 presidential election, even our district’s response to COVID-19. At no point did I attempt to sway my students’ opinions by going on a diatribe about my own beliefs (in fact, I’m a huge proponent of the idea that teachers should listen more than they talk). Instead, I created and enforced guidelines for class discussions and modeled skills required for civil dialogue. Our “Discussion Norms,” which guided my feedback (and student self-assessment) on their conversations, are pictured below.
At the same time, however, I’m guessing it didn’t take my students long to make inferences about my political leanings. A glance at the stickers on my laptop (which include “VIVA LA MUJER” and Shirley Chisholm’s “If they don’t give you a seat at the table, bring a folding chair”) or a cursory Google search (which documents my $5.00 donation to the Bernie Sanders campaign) is pretty much all they need to figure out that I hum to the tune of “Happy Days Are Here Again.”
As a teacher in a largely conservative, religious community that recently hosted an “America First” fundraiser for embattled Republican representatives Marjorie Taylor Greene and Matt Gaetz, I recognize that my liberal viewpoints are tolerated at best and unwelcome at worst. However, this same realization is what drives me to facilitate difficult or even uncomfortable conversations about controversial topics and develop empathy for students with varying backgrounds and beliefs. In fact, some of the students with whom I had the most amicable relationships were those who stood firmly on the opposite side of the ideological aisle.
These relationships, however, didn’t form in spite of our different perspectives, but because of how we approached sharing and listening to our different perspectives. When students are taught argumentative strategies like addressing the counterargument and recognizing and avoiding logical fallacies — as well as interpersonal skills like “jump in, not over” and “assume best intentions” — they’ll be better equipped to engage in civil discourse and advocate for their beliefs. At the end of the day, this is an essential aspect of my job: not to protect students from uncomfortable conversations, but to guide them in managing that discomfort so they can effectively communicate with stakeholders on all sides of an issue.
In the age of the internet, it’s only a matter of time before our students uncover our political ideals. But if we know how to enable our students to facilitate their own conversations on difficult topics, this revelation could actually drive deeper — and more authentic — learning in our classrooms.
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