Recently we have been considering:

How can we expose the assumptions or judgements within questions?

How do we explore offensive language without inadvertently condoning it?

How should we challenge confrontational statements or abusive language?

How do we transform tension and emotional responses into something positive?

The resulting activity “The Art of Asking” has proven both incredibly effective and popular. Students are presented with questions asked in previous interfaith scenarios:

 “Don’t you think it’s unfair that Muslim women have to cover their hair?”

“Why do Christians think they’re superior to everyone else?”

“Why are Jews always trying to conquer Muslims?”

The controversial nature of these questions is, I’m sure, part of what attracts students to this exercise, as well as what makes the activity so effective.  The questions betray the asker’s assumptions – born of any number of factors from ignorance or malice, to a desire to play devil’s advocate. 

From a safe distance, young people suggest why words have been chosen, and reflect on the reactions they might evoke in the person on the receiving end – they might feel misunderstood, attacked, on the defensive. The process ends on a positive, transformative note as students are asked to volunteer more sensitively-phrased incarnations of the same questions to satisfy both asker and “askee.”

By helping young people to recognise the complex motivations for and consequences of the language they choose, educators can empower them to make more positive communication choices. If teachers and educators truly want to tackle the Pandora’s Box labelled “Controversial Issues” in today’s society, they must be allowed to refer to them directly, take risks, and even make mistakes. Sensationalising incidents like this risks discouraging teachers from lifting the lid at all, causing the viper’s nest of issues branded “too controversial” to fester and grow unaddressed. 

The world is full of fire– be it four-letter words, prejudice, violence or other behaviour which threatens cohesive society – and it cannot be ignored. By giving young people the chance to rephrase and reframe, we allow them to handle controversial issues without burning themselves or others around them.