The ongoing debate this summer about the teaching of Critical Race Theory in schools and how states have responded has been unsettling. The debate raises questions about free speech, about scholarship and academia, about the role of politicians in the classroom, and about community values. You can find plenty of opinions out there that likely support your own.
My goal in this short post is not to examine the pros and cons of CRT or whether or not politicians should legislate its presence in classrooms, but rather to think a little bit about what the debate has exposed about the teacher’s role within the classroom, specifically the English teacher’s role, when it comes to tackling controversial current event topics.
2 postures toward controversial topics
Some legislators apparently fear my superpowers–that I will somehow brainwash a generation of young adults into adopting a critical lens that prizes race. I like that they grant me these powers, but anyone who has spent a week in the classroom understands the absurdity of this premise. These fears of indoctrination are based on a pretty flawed assumption about what a teacher is and does. For example, I don’t know anyone who teaches (or who has time to teach) CRT. It’s not even on most teachers’ radars if I had to guess. And while I teach with some wonderful people who explored social justice this year in response to the racial unrest of the summer of 2020, their posture is worth noting. Their goal was not to indoctrinate, but to open up avenues of inquiry. I think this is what literacy is really all about and what the secondary English classroom approach should be when it comes to charged topics like CRT.
|creator, researcher||student’s role||passive consumer|
|teacher’s role||shape perspective|
|students are self-empowered to find and |
|outcomes||students can repeat or recite information|
|avenues of inquiry|
inquiry driven by neutral essential questions
I assume most secondary English teachers would agree. It gets trickier in the application, though, starting with how essential questions get framed. Note the subtle difference in these two questions:
- What is Critical Race Theory and why is there so much debate on it?
- Why should schools continue to reach Critical Race Theory amid the current debate?
The first one is simple, but it promotes inquiry. It puts responses in students’ hands and asks them to become more literate. There is no presupposed answer or bent to their pursuit of knowledge. There is room for discussion and dialogue about what people think and why. I used the following three questions as part of a unit on anti-racism in semester 2 last year:
- What is systemic racism?
- Is systemic racism present in the literature that most schools read?
- In what ways do schools perpetuate or combat systemic racism?
Notice how the first two are the most open because they are the most neutral. The third is built on the assumption that systemic racism is present, which narrows it a bit. But the posture of opening avenues of inquiry is hopefully what’s central here rather than students feeling like I am trying to indoctrinate them. The first two invite us all to participate as co-learners.
inquiry driven by vocabulary exploration
This is, like so much of literacy, really about vocabulary. In this case, some additional guiding questions can be really illuminating:
- What do people mean when they say “Critical Race Theory”?
- What are the connotations of CRT? What do Republicans mean when they say this? What do Democrats mean when they say this? What do academics like professors mean?
These are vocabulary questions. How does this word/phrase work and function in different rhetorical situations? What gives it the power to elicit such reactions? How can there be such differing views about what it is?
There is a genuine academic interest in answering questions like this. It adds to our body of knowledge and understanding about the world around us, making us better citizens, and it also equips us to ask the same kind of questions about the next hot-button issue that lights up social media. I’ve used CRT as an example, but really any politically-charged topic can be effectively handled through inquiry that is driven by neutral essential questions and vocabulary exploration.
I do not want my children to be indoctrinated at their schools. I want them to be given the space to explore and learn to think for themselves. To become literate. I do not want to indoctrinate anybody else’s children. I want to pass on the values of literacy–of critical thinking that leads to empathy and understanding. Secondary English teachers are uniquely situated to create those kinds of learning experiences.
Nathan Coates teaches junior English at Mason High School, a large suburban district near Cincinnati, Ohio. He serves on his building’s equity team and is ready for his family’s annual summer pilgrimage to Lake Michigan.