Charged Discussions

Charged Discussions as Learning Opportunities Series: Topic Intro | Part 1 | Part 2 | Part 3

Charged Discussions

Key Takeaway

💡 Charged discussions can be powerful opportunities for learning when instructors intentionally create inclusive environments, facilitate thoughtfully, and respond constructively to challenging moments.

At a Glance

Quick overview of the teaching strategy and what it involves.

Charged discussions may organically arise from studying difference, power, inequality, and other emotional topics and controversial issues which occur as part of a university education.

Without deliberate mindfulness to these instances, anger, hostility, silence, and breakdowns in communication can result.

What Research Shows

Key findings from research studies about the effectiveness of this strategy.

Class discussions can help students recognize and investigate their assumptions, develop new appreciation for differences, and lead to transformative learning experiences (Kipp, 2008).

But for such dialogues to be successful, a supportive and inclusive learning environment is necessary, as well as skillful facilitation on the part of the instructor (Sue et al., 2009).

  • 27% of UCD students report that they often (or very often) discuss and navigate controversial issues in the classroom.
  • 40% of UCD students report that they often (or very often) interact in the classroom with someone with views different than their own (UCUES, 2018).

Actionable Teaching Strategies

Concrete ideas and activities instructors can implement immediately in their courses.

  • Use micro-affirmations (e.g., using facial expressions, correct names, proper pronunciations) that promote inclusion and support to those who may feel isolated or invisible.
  • Assess students’ experiences to ensure no one is leaving the conversation angry and/or give you an opportunity to address concerns in a later class.
  • Use free writing when charged topics arise unexpectedly to allow students time to reflect and help de-escalate the moment.
  • Depersonalize potentially hurtful comments (e.g., “Thank you for raising that perspective. Many feel that way, and you’ve given us an opportunity to talk about it.”)
  • Relate comments back to course readings or concepts to maintain an academic focus.
  • Define a clear purpose for discussions and connect them to course learning outcomes.
  • Acknowledge differences in communication styles to help prevent misunderstandings and conflict.

Student Voice

Comments and experiences from students about how this approach affects learning.

  • “I really appreciated my professor who acknowledged that, although I come from a relatively more privileged background than many, my perspective was worthy of consideration as well.”
  • “Sensing my discomfort with the class discussion, my professor emailed and invited me to share my concerns during office hours.”

Reflect on Practice

Questions to help you adapt the strategy to your own classroom context.

  • How can you anticipate “hot button” topics or comments and prepare questions to guide the discussion?
  • What does it look like to be an active facilitator, rather than a passive observer? How can you be best prepared to redirect the conversation when it strays?