In this blog post, experienced social studies classroom teacher and current lecturer with McGill University’s Faculty of Education, Dr. Kimberly Bartlett, shares how she prepares student teachers to navigate contentious issues.
Twenty-five years ago, my wonderful professor, Dr. Lesley Shore, introduced me to Facing History and Ourselves while I was studying to be a teacher at the University of Toronto. It was a moment that shaped my classroom, and my career. Facing History gave me the tools I needed to help hundreds of students explore and discuss divergent viewpoints, giving them the skills they need to participate meaningfully in both the classroom and society.
As a lecturer in McGill’s Faculty of Education, I help prepare student teachers for their future careers. When they raise their concerns for navigating contentious issues, I ask them to research and experience the protocols and strategies that have helped me to navigate more than two decades of difficult conversations while teaching social sciences:
1. Reflect on Your Identity as an Educator
Student teachers began by reading articles and reflecting on their identity as educators: Who they are, what they bring to the classroom, and the role that social science teachers play within schools and the wider world.
Creating identity masks and identity charts, they examined what they present publicly to others and what lies beneath. Reflecting on their own beliefs helped them to understand how they might respond thoughtfully to their students' perspectives.
2. Creating Courageous Learning Communities
We created a class learning contract to support a brave space grounded in openness and vulnerability. Chimamanda Ngozi Adichie’s The Danger of a Single Story sparked discussions about whose voices are included or excluded in the social sciences, which led us to investigate the value of primary sources and storytelling.
We used the Universe of Obligation activity to explore the concepts of care and our responsibility for others in our lives and our world. The class also discussed how the tool could be used to launch deep conversations with students, while helping them develop a personal, empathetic connection to issues.
Image of a Universe of Obligation reflecting people to whom responsibilities and protections are due
3. Insights from Research and Reflection
The student teachers also looked at research on the current lack of compassion within society, and the need to build empathy into our work (Zembylas, 2013). In class, we discussed how important it is to implement strategies that foster constructive dialogue in the classroom. We practiced activities such as four corners, fishbowl discussions, journaling, and Head, Heart, Conscience to balance collaboration with introspection. The Big Paper Silent Conversation was especially powerful, highlighting the need for reflective activities that give learners time to ponder serious subject matter without the pressure of speaking aloud.
One student teacher remarked on how the Barometer Line activity helps students recognize both common ground and differences, and share their opinions thoughtfully. Others noted the importance of allowing students time to investigate issues before asking them to choose a stance, since pre-researching develops their critical thinking skills and increases students’ confidence.
4. Practice Meaningful Conversations
Finally, we explored how teachers can prepare for uncomfortable questions and disagreements in the classroom. Establishing discussion protocols, anticipating sensitive issues, and planning proactively enables teachers to respond effectively to students. We also emphasized the importance of being transparent about the teacher’s role in discussions (either when sharing a personal view or challenging students with alternative perspectives) to model curious and respectful dialogue (Fournier-Sylvester, 2013).
Learning More Than 'How to Navigate Difficult Conversations'
One student teacher shared the following:
“In terms of why I think it’s important for teachers to engage in this kind of learning, I truly feel that these activities and strategies are shaping the kind of teacher I hope to become. The strategies we practiced, especially those that encourage reflection, dialogue, and community, showed me how classrooms can become spaces where students feel heard, challenged, and respected. Learning how to navigate difficult conversations doesn’t just build content knowledge; it builds empathy, critical thinking, and confidence. It made me realize that as a teacher, my role isn’t only to deliver material, but to guide students through complex ideas in ways that help them understand both the world and themselves.”
Every teacher encounters tough conversations, and we all need guidance navigating them. With thoughtful class structures and intentional strategies, the most difficult moments can be transformed into opportunities for growth and understanding.
I am deeply grateful to Facing History and Ourselves for the resources and training that helped to guide me on my path from K-12 classrooms to university teaching. I am also inspired by the next generation of teachers, and optimistic about their future and that of their students.
Sources:
Fournier-Sylvester, N. (2013). Daring to debate: Strategies for teaching controversial issues in the classroom. College Quarterly, 16(3).
Zembylas, M. (2013). The “crisis of pity” and the radicalization of solidarity: Toward critical pedagogies of compassion. Educational Studies, 49(6), 504–521.
