In the wake of a contentious election, our classrooms might reflect the polarized dynamics of our society. Should we retreat to avoid offending or creating tension? Instead our friend Mays Imad suggests adopting a pedagogy of discomfort, as she describes in her piece “Teaching and Learning through Discomfort.” This approach offers a framework for addressing classroom tensions by encouraging vulnerability, critical reflection, and engagement with opposing viewpoints. Activities like role reversals in debates or critical media analysis help stusents navigate ideological divides, fostering empathy and sharpening analytical skills. By establishing clear guidelines for respectful dialogue and incorporating reflective practices, we ensure that discussions remain productive and inclusive. Embracing discomfort allows us to create spaces where students grow into informed, compassionate citizens ready to engage with the complexities of democracy.
In a similar vein, the election may have heightened student anxiety, making high-stakes activities like presentations or debates even more daunting. Sarah Rose Cavanagh, writing for The Chronicle of Higher Education in her article “The Best (and Worst) Ways to Respond to Student Anxiety”, emphasizes the importance of controlled exposure to challenging but manageable situations in a supportive environment. This approach can help students find their voices without compromising learning goals. Her reflections remind us that creating inclusive spaces means balancing compassion with the need to challenge students- enabling their growth while understanding their emotional realities.