Ethnography Learning Paper: One Pager

From Laughter to Tears: Inquiries into Context and its Affect on Controversial Subjects

I. Research Questions
How does the context/maturity level of a classroom affect the way teachers approach controversial issues and texts?
In “unexposed” classrooms, the maturity level of students can be classified as below average in regards to controversial issues, thus, resulting in immature reactions to controversial texts and topics. In a setting such as this, should teachers push buttons and attempt to expose the students to issues beyond their immediate maturity level, or should they accept their maturity level as a sign that they are not able to handle such texts and issues?
What are some of the different methods for approaching this type of classroom if a teacher decided to, or was required to expose students to certain issues and texts?
II. Primary Resources
- Interviews with Boltz Junior High School teacher, Nancy Beauprez
- Observations conducted in a Boltz Junior High School 8th Grade English class
- Peer feedback provided by Colorado State University students, Jonson Chatterly and Paul Rhode
III. Major Findings
- Avoiding controversial issues and texts may indirectly make students feel ashamed of exploring the issue, or unaware that talking about these issues can be absolutely necessary (e.g. if they are experiencing some traumatic event(s) related to a controversial issue).
- If presenting material of a controversial nature, it is best to offer a sufficient amount of examples and explanations in order to make the issue more tangible to the students.
- Regardless of the context/maturity level of a classroom, approaching controversial issues whenever applicable to lessons seems to be vitally important for a successful classroom (i.e. in a secondary classroom).
- Teachers should work together with parents and students in order to create a classroom which makes controversial issues more tangible to the students.
- It is foolish to perpetuate ignorance in order to protect innocence.
IV. Implications/Future Questions
- Though I’ve determined that students must be exposed to controversial issues before veering into adulthood, how can a society collectively determine at what age this process begins?
- I am implying that teachers must force this information upon students even if their reactions suggest they are not ready (Implicit claim, exaggerated and slightly out of context)
V. Secondary Sources
- Hannah Edwards: “Taking magic out of books; occult a target as children’s book censorship increases.”
- Julie Gorlewski: “Christ and Cleavage: Multiculturalism and Censorship in a Working-Class, Suburban High School.”
- Suzanne M. Kauer: “A Battle Reconsidered: Second Thoughts on Book Censorship and Conservative Parents.”
- David L. Ulin: “Don’t Shield us from Unease: Banned Books week has rarely seemed more timely; but the issue remains thorny.”