Avoiding Moral Dichotomies: Teaching Controversial Topics to Resistant Students

Abstract

We argue that students' classroom resistance to the analysis of social inequality and other controversial topics commonly involves their application of norm/other logic to course material. Such logic manifests itself as morally laden dichotomies that identify the norm as superior to all other alternatives. Further, we argue that norm/other dichotomies exist as social constructs that rely on dualism to foster a moral hegemony justifying social inequality. However, as social constructs, norm/other dichotomies are not immutable. Teachers may overcome students' resistance by consciously seeking to make students aware of this logic and its inhibiting influence on the development of sociological understanding. We offer specific lecture topics, in-class exercises, and homework assignments to aid teachers in helping students overcome the limitations inherent in norm/other logic