Classroom strategies for navigating emotions during controversial discussions

Facilitating discussions on topics perceived as contentious is associated with complex emotions that may disrupt curricular aims. Unsurprisingly, such discussions are generally absent from the classroom. Yet, discussions are one of the most effective pedagogies for deeper learning. Guided by the Dynamic Systems Model of Role Identity, we frame the dynamics involved when a teacher plans for, enacts, and reflects on a potentially contentious classroom discussion. This framework situates discussion facilitation in a teacher’s identity—the contextualized sense of who they are as a teacher that involves the interplay of their actions, beliefs, emotions, goals, and self-perceptions. We advance a view of discussion facilitation as centered in the teacher’s role and the strategic consideration of the fit between self-knowledge, beliefs about students, discussion content, context, curricular and personal goals, and pedagogical and emotion strategies. We provide strategies for preparing for classroom discussions and navigating emotions.