Abstract
This essay details some of the challenges I encountered in the fall of 2016, during my class on contemporary migration flows at Queens College, CUNY. The impending national elections, with Donald Trump as the front-runner in the Republican primaries, made for a tense classroom climate. Early in the semester, a handful of my students began voicing opinions that ran counter to the pro-immigrant principles of most of their peers. In more than one instance, students (on both sides) raised their voices to the point where nobody could hear another’s point of view. Through experiential learning projects, I was ultimately able to channel my students’ acrimonious debates into new ideas drawn from data-informed research findings. By the end of the semester, my classroom became a “give and take” arena in which students became compassionate listeners of one another’s opinions and research experiences.
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