Education for Social Justice and Teacher Neutrality: Squaring the Circle

• In Event: Sustaining and Protecting Democracy

Abstract

This paper examines the social justice argument against teacher neutrality, or the idea that remaining neutral when addressing politically charged issues in class contravenes teachers’ more basic obligation to promote social justice and inculcate liberal democratic values among students. The paper draws attention to three limitations of this argument: an imprecise conceptualization of “controversial issue,” the arbitrary prioritization of certain liberal democratic values (justice, equality) over others (pluralism, dialogue), and underestimating the professional risks associated with teaching about controversial issues. It closes by advancing an alternative pedagogical framework that seeks to balance the educational urgency and legitimacy of promoting liberal values in public education with the need to respect students’ right to freedom of speech and freedom of conscience.

Author

• Bruce Maxwell, Université de Montréal
  Presenting Author