Teaching During Elections

Revised

October 28, 2024

Teaching during elections can be challenging and can present an opportunity for enhanced learning. Duke students are diverse, they have different viewpoints and they may experience the elections in different ways. They may feel anxious or exultant, creating a potentially charged classroom atmosphere that may be exacerbated if the election is contested or its outcome protracted.

You know your classroom best and whether its size, subject and culture lend themselves to deeper engagement with current political issues. Some courses, given their subject matter, may be well suited for such engagement; in others, following the planned course of study can provide normalcy and structure and help students stay grounded and focused. Your own capacity and well-being will also shape your approach. However you choose to proceed, good teaching practice is to refrain from advocating for personal viewpoints in ways that discourage students from expressing opposing views.

This guide presents several considerations for planning your responses and suggests various approaches you might take.

Plan ahead

Elections can be turbulent, and everyone will respond differently. You need not discuss the election in class. If it isn’t relevant to your subject or you don’t feel prepared to discuss it, a brief mention at the start of class can show awareness and support an environment of understanding. Keep in mind that your students will have different points of view on the election and its outcome and some may be international students or may not hold U.S. citizenship.

If you are prepared to do so, one option is to ask your students before the election if they would find it helpful to discuss the results in class. If you already plan to discuss the election later in the course, let students know why and how this will happen.

Emphasize learning

In some courses, the election and its dynamics provide a chance for students to explore the strengths and limitations of the analytical approaches in the syllabus. Teaching during an election allows for placing results in a broader historical and comparative context and examining different theories and practices of social change. It also helps in understanding the sources of partisan differences, diving deeper into the complex forces and beliefs behind polarization, and finding ways to recognize and engage real differences while reducing animosity.

Underscore tolerance and respect

If you do set aside time to discuss the election, emphasize respectful and constructive dialogue, reminding everyone of the importance of listening and showing compassion. State that the aim of the discussion is not only to react, but also to think constructively, and therefore the normal expectations of civil discourse apply. This need not mean the absence of conflict, so long as a student does not feel singled out owing to a specific belief or identity.

Model scholarly virtues

Instructors should strive to show humility, acknowledge the possibility of being wrong, and be willing to hear and assess different arguments and narratives. Humility, empathy and curiosity are intellectual virtues that help to foster a productive learning space. Strive to interpret others’ remarks in the most charitable way and encourage “calling in” by addressing issues with grace and humanity, rather than “calling out” with anger or shame.

Set clear expectations

Explain how a discussion about the election ties into student learning and outline your engagement expectations, including discretion and approaches for managing and resolving conflict. This approach helps students make informed choices about their participation and provides an opportunity to hone the skills needed to engage in challenging conversations.

Offer alternative ways to handle the discussion

For example, use small group discussions or pair students to share their thoughts, rather than having them speak to the entire class. Consider employing the Chatham House Rule, where students can share what was said but not who said it. Alternatively, choose an academic text relevant to the class to enable discussion of the issues at hand, providing some personal distance. Whatever approach you take, don’t rush the conversation — allow enough time for everyone to be heard.

Consider postponing the election discussion to a later point in the semester

This approach allows for a more in-depth conversation when it fits better with the curriculum or when students are more prepared. Briefly acknowledge the election and inform students that the topic will be revisited. This delay can help students engage more from a more reflective place, feel less pressure to respond in the moment, and recognize that the topic is part of an ongoing discussion.