Ethical approach

Ethical Approach

Discussing extremism-related topics with students can be ethically challenging. Therefore, the main aim of the lesson plan is to support teachers if they feel it is necessary. The biggest ethical concern regarding this e-module is to provide information that is necessary and not to inspire anyone to neither conduct an extreme act and/or radicalise nor stigmatise someone because of their views.

Teachers are trained to teach based on facts; discussing terrorist acts might be difficult, as not much information might be available. While talking about such attacks, teachers should be aware of their own related feelings, prejudices, attitudes, fears, and concerns. Teachers are usually authorities for students. Because of that, they should not mix their emotions and concerns with the facts and refrain from reproducing rumours or speculations.

Discussing extremism-related topics is also ethically challenging if a student is influenced by speculations, rumours, or firm opinion on the topic. In addition, upbringing may affect students’ worldview and interpretation of such acts. For example, students can have very negative attitudes towards perpetrators of terrorist attacks or they might embrace their position. Although students with strong opinions about the acts should have a chance to discuss the situation in more detail, their positions, no matter whether positive or negative, should not be at the centre of the discussion with the whole class, if not limited to facts. The most important elements when discussing facts, instead of speculations and opinions, is to teach students about the likelihood of sharing false information and protect them against it in the classroom.

Students with a similar background, religion, or worldview with the perpetrators of the terror act might be attacked by other students. Victimizing students because of their origin, religion, worldview should not be allowed or tolerated. Discussion about the topic should not lead to blaming but to understanding facts and emotions.

If a student finds the subject disturbing and distressing, support should be provided either during or after the discussion. In case of distress or very strong emotions, guardians of the student and school psychologist should be contacted and further assistance provided.

For further discussion, feel free to read this material – https://teaching.berkeley.edu/sensitive-topics-classroom