The exchange of varied ideas is fundamental to learning. But in an increasingly polarised climate, debates quickly become confrontational, and the focus shifts from building knowledge to winning the argument and condemning alternative views.
Universities face challenging questions: how can they promote open debate and exploration when fear of being cancelled discourages students and staff from sharing controversial opinions? How can educators interrogate emotive topics without alienating those deeply affected by them? And how can discussions around identity, politics or any other topic that elicits intense reactions turn from combative to constructive? Widespread student protests and reported rises in antisemitism and Islamophobia on campus in the wake of the Israel-Gaza conflict have brought tensions into even sharper relief.
As well as attempting to answer these questions, this spotlight guide offers guidance on supporting individuals most impacted by divisive issues while ensuring universities remain inclusive, intellectually vibrant environments for all.
Respectful disagreement in the classroom
With value politics and online echo chambers eroding people’s ability to respect opinions and worldviews that vary from their own, educators must teach students the rules of engagement when it comes to classroom debates. With careful planning, norm setting and a reframing of what it means to “argue”, they can move away from a win-or-lose approach towards one of mutual discovery and better understanding, as these resources explain.
Let’s teach students to disagree well: Conflict is an integral part of life, building better communication and understanding of each other’s differences. Equip students with the tools to do it well, says Audra Spicer from Colorado State University Global.
From clashing egos to compassionate debate in the classroom: By reframing debates as opportunities to build resilience, empathy and self-confidence, educators can help students strengthen relationships and develop lifelong skills for well-being and personal development, explains Elisa González from CETYS Universidad.
Successful classroom discussions begin long before anyone speaks: Classroom discussions help engagement and learning. Find out from Mylien Duong and Jacob Fay how instructors can get started in facilitating respectful debate among students using a simple framework.
Don’t fear conflict in the classroom: foster respectful discussion instead: How do we have meaningful conversations about divisive topics, while dealing with the emotions these debates may spark? Lea Sitkin from the University of Westminster outlines several strategies to give students the space to explore issues they care about.
Empathy and compassion as foundations of understanding
An inability to place ourselves in others’ shoes can breed tension and misunderstanding. Empathy fosters compassion and can bridge differences between those with contrasting views. Discover how educators can develop this attribute among students.
Compassion cuts through polarisation: Compassion, not empathy, is the emotion that will cut through group polarisation and motivate constructive intergroup dialogue in higher education. Training in mindfulness-based compassion meditation can be scaled at a relatively low barrier to entry, says Rayne Bozeman from Georgia Tech’s Center for 21st Century Universities.
Using literature to increase students’ empathy: Asking students to reflect on emotions through literary works can enhance their empathy. Rouli Esther from the University of Indonesia outlines tried and tested methods.
Three lessons for interfaith engagement on campus: How can we build a religiously plural community on campus in times of global division? Ten years on from opening a university faith centre, James Walters from the London School of Economics and Political Science reflects on three lessons learned.
Disagreement as a learning opportunity
While often uncomfortable, being presented with opinions and perspectives that oppose your own provides a powerful opportunity to learn. Rather than shy away from such provocation, universities and lecturers should reframe disagreement from being an attack on certain views to being an avenue for deeper understanding of complex issues. Even student protests, handled well, could provide a valuable educational springboard, as these resources explain.
Respectful provocation – the university skill for our times?: Challenging students about their assumptions and values makes them better equipped to engage with the challenges of living in a diverse society, writes Mathew Guest from Durham University.
Changing campus protests from disruptions to learning opportunities: Higher education leaders should use student activism to develop leadership and negotiation skills, argue Blair Glaser and Richard Nodell.
How to design learning experiences to heal division: How inclusive, collaborative learning can turn classrooms into trusting communities that leverage tension to promote learning and growth, by Chiedza Mutsaka Skyum.
Why I invite a creationist to my evolutionary biology class: The encounter gives students a chance to apply newly gained knowledge to a real-world situation and, perhaps more importantly, it models productive discussion among people who disagree with one another, writes Curt Stager from Paul Smith’s College.
The importance of educational cultural awareness in the multicultural classroom: What happens when you mix contrasting worldviews and pedagogies in one university classroom? Find out from Marie N. Bernal at Hong Kong University of Science and Technology how to balance students’ biases – and your own – to prepare them for a globalised world.
How to handle controversial and sensitive topics in class
Discussion of difficult and sensitive topics is an inevitable part of higher education. As well as enhancing subject knowledge, such intellectual exploration can promote personal growth and nurture relationships in class. But for some students, these topics can feel deeply personal. How far should educators go to shield students from distress, and how can they equip them with the tools to handle complex conversations with sensitivity and resilience?
From discomfort to dialogue – how to teach controversial topics with confidence: Teaching sensitive topics can be challenging, but with structure and openness, they can become powerful opportunities for learning, say Craig Harper and Rebecca Lievesley from Nottingham Trent University.
Give students the tools to judge difficult materials in context: After Osama bin Laden’s viral “Letter to America”, Nicholas Chan from the Australian National University provides a pedagogical pathway to tackling difficult material.
Let’s make the university a safe space to discuss sensitive topics: Public debate is becoming ever more polarised, both on- and offline. But higher education has an opportunity to lay out a blueprint for healthy dialogue, starting in our classrooms. Carolina Sanchez-Agostini and Juan Pablo Cannata of Universidad Austral explain how to do it.
Engaging in controversial topics in teaching and research: Sensitive subjects such as trolling and sexual assault require a careful approach at all points – from examining your motivation before you begin and setting up support to sharing findings, writes Ekant Veer from the University of Canterbury | Te Whare Wānanga o Waitaha.
To trigger-warn or not to trigger-warn: that is the question: An instructor subjectively defines what they consider triggering, so how useful are they and how can we get trigger warnings right? Daniella Sieukaran of Dalhousie University explains.
Five tips for debating sensitive issues in the classroom – without losing control: Find out how to create a learning environment where controversial topics can be debated fairly and constructively, with these five tips from Hélène Thibault at Nazarbayev University.
The case for intellectual pluralism
Respect for others’ views – whether we agree with them or not – is a vital component of intellectual growth, free speech and, more broadly, democracy. But in recent years, universities and the academy have been criticised for becoming too homogeneous in outlook with certain opinions lauded and others ridiculed, rejected or, even worse, subject to abuse. With “cancel culture” now under increased scrutiny and a new Higher Education (Freedom of Speech) Act in the UK seeking to protect expression of lawful views, find out why and how pluralism can be supported across higher education.
Universities must promote pluralism to ward off threats to democracy: Once the moral basis of anyone who disagrees with us is rejected, then democracy inevitably implodes, says Matthew Flinders of the University of Sheffield.
Academics must resist the creeping degradation of academic freedom: Unless an academic is exceptionally bloody-minded, they will eventually take the path of least resistance, which is subtle erosion in action, says Arif Ahmed from the University of Cambridge.
Pluralistic campuses will foster the bridge-builders our divided nations need: Students with the skills to treat diverse viewpoints with curiosity and respect will be prepared to navigate the complexities of the real world, say Eboo Patel and Rebecca Russo.
‘Departmental orthodoxies silence dissent and chill scholarly enquiry’: Universities have not handled ongoing challenges around free speech, protest, academic freedom and safety well, writes UCL’s John Hyman. Here he offers short- and long-term actions to promote secure, pluralistic campuses.
Support students and staff caught in culture wars cross-fire
The US government’s crackdown on diversity, equity and inclusion (DEI) initiatives and the UK Supreme Court’s ruling on the legal definition of a woman are two recent examples of policies and rulings that could fundamentally change the way universities serve marginalised students and staff. As culture wars rage on, whatever view is in the ascendancy, universities must support and protect their diverse communities. These resources look at how to ensure higher education remains inclusive and accessible to all.
Doing DEI when you can’t use the ‘D’, the ‘E’ or the ‘I’ word: “DEI is dead, long live DEI!” Guidance on resisting attacks on DEI, developing deep resilience and reimagining and reforming your practice with kindness from Eamon Costello at Dublin City University and Wajeehah Aayeshah at the University of Melbourne.
‘Strengthening institution-wide commitment to trans inclusion is more important than ever’: Guidance for museums, galleries and heritage has insight for universities as they prepare to bolster freedom of speech, write four academics from the University of Leicester, the University of Edinburgh and the University of the Arts London.
‘We need to be united, confident and proud of who we are’ – thoughts on the Supreme Court ruling: How can universities support gender-non-conforming members of their communities in the wake of the Supreme Court ruling on the definition of a woman? Pippa Catterall of the University of Westminster offers advice.
How higher education can respond to the Israel-Gaza conflict
The 7 October attack by Hamas and the resulting Israeli war in Gaza have fuelled division across the globe. But on the ground in Gaza itself it has meant widespread destruction of higher education institutions, with Palestinian academics and students unable to continue their studies and work. Meanwhile, rising incidents of antisemitism and Islamophobia on UK campuses have left many Jewish and Muslim students feeling at risk of being targeted. These resources describe varied approaches to supporting those caught up in the crisis and the place of institutional neutrality.
Campus talks – what to do when the principles of free speech are tested: Daniel Diermeier, chancellor of Vanderbilt University, urges universities to take the path of principled neutrality and civil discourse in the face of polarising events.
To combat antisemitism in HE, teach students about Jewish history: When done well, history education can be a bridge to greater understanding, tolerance and respect, writes Hannah Ewence of the University of Chester. She offers guidance on a more nuanced approach to teaching Jewish history to university students.
Virtual fellowships as ‘material solidarity’ against scholasticide, part 2: UK academics are exploring how virtual fellowships can offer practical, sustainable support to Palestinian scholars. Drawing on their pilot scheme, academics from The University of Bristol and the Islamic University of Gaza share key lessons on turning statements of solidarity into action.
Balance freedom of speech with inclusion
How can institutions ensure everyone is able to voice their views – even those that may cause offence – while also protecting students and staff from feeling subject to prejudice or harassment for their worldviews? The demands of freedom of speech weighed against the duty to protect diverse identities and beliefs can feel like a tug of war for universities. These resources explore how to promote open dialogue and discourage self-censorship while upholding the principles of mutual respect and inclusion.
Faith, freedom and fairness: a balancing act for universities: Can UK universities protect the right for students to voice difficult views while ensuring that no student feels that their opinions or beliefs make them a target for prejudice? Read guidance from Lucy Peacock of the University of Cambridge.
Inclusion of thought v inclusion of feelings: a showdown: In the pursuit of inclusivity, should we adjust what we teach to include students’ sensitivities or expose them to the full range of serious ideas, asks Arif Ahmed of the University of Cambridge.
A free speech checklist for universities: Practical examples of how universities can promote free speech on campus from Dennis Hayes, the director of Academics for Academic Freedom.
Challenge strategic silencing to improve the experiences of global majority students: Universities have the power to create a more inclusive and empathetic world by promoting open dialogue, accountability and cultural diversity, write Christina Dzineku and Craig Mahoney.
Thank you to all who contributed their expertise and insight to this guide.
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