Educating for Democracy in a Time of Crisis and Division

Amid a devastating pandemic and increasing polarization, how can US colleges and universities help students bridge divides, make their voices heard, and understand their responsibilities to others in a democratic society? Nancy Thomas, director of the Institute for Democracy and Higher Education (IDHE) at Tufts University’s Tisch College of Civic Life, spoke with Liberal Education about educating for democracy in this current moment. At IDHE, Thomas studies college students’ political learning and participation, overseeing the National Study of Learning, Voting, and Engagement, as well as qualitative studies of campus climates for political learning and engagement in democracy. —Emily Schuster

In your recent report, Election Imperatives 2020: A Time of Physical Distancing and Social Action, you wrote, “Educating for democracy is inherently political.” What did you mean by that?

There are many pathways to educating for citizenship, like volunteerism, simulations like Model UN, or campaign work. But it’s not enough. Students also need to learn the context for these experiences and democratic principles (like justice) and practices (like policymaking). In a democratic society, people share responsibility for each other.

The COVID-19 pandemic is hitting us with devastating challenges but also providing many opportunities for educating for democracy. We are witnessing a stunning example of the argument over federalism and states’ rights, for example. Who makes the decision about wearing masks in an era of COVID? We want individuals to decide to wear masks because they feel a sense of responsibility to each other as members of a community. Yet too many people need to be told to wear masks, advice that many elected officials refuse to give.

The combination of a lack of clarity on who’s governing and the idea that we are a nation of rugged individualists is causing this pandemic to grow. It’s a tragedy, but it’s also a teachable moment.

What is the difference between political and partisan?

Political refers to governance and how communities make decisions. Partisan is linked to parties, campaigns, and candidates.

Faculty members cannot say to students, “You need to vote for this party or candidate,” because that’s partisan. But they can come down on a side of a political issue.

Academic freedom is in place so that educators can educate for democracy, which is inherently political. We have the freedom to critique, study, analyze, and comment on matters of public concern without external pressure to be apolitical or neutral.

During this time of social distancing, how can higher education leaders and faculty build a socially cohesive campus culture and encourage political engagement?

We know from research that students learn best through discussion, experience, and simulations. All those things are more difficult in an era of social distancing.

On top of that, we are faced with a highly polarized society. One of the best ways to break down polarization is to provide opportunities for students to practice talking to each other about different viewpoints and lived experiences. If faculty want to have politically charged conversations, they have to invest time in relationship building upfront. It comes down to social cohesion, which is harder to foster remotely.

Successful discussions about hot topics require professors to plan ahead for those quick, in-the-moment pedagogical choices. And to be thoughtful about fostering equitable classroom participation.

In our focus groups with students, both historically marginalized and conservative students said they felt isolated or unwelcome on campus. You don’t want to gang up on students for their political beliefs, yet it’s appropriate for a professor to say, “Tell me why you think that way, and back it up with evidence.” Students of color, on the other hand, experience a thousand tiny cuts of disparaging or racist comments. Hostility or ignorance can come through in a voice.

We always asked students in focus groups, “What’s your favorite class?” We saw a real pattern. Students prefer discussion-based classes. They value their relationships with professors. They appreciate the professors who will work with them if they’re having a crisis at home. These behaviors are more important than ever now.

How should educators engage with students who feel disillusioned by the US political system?

It’s tough, isn’t it? I’m disillusioned. But I’m not disengaged.

We know from research that activists vote at double the rate of nonactivists. So you can engage people in issue activism and bring them along that way.

If students don’t vote, they are invisible. Elected officials don’t cater to nonvoters—they cater to voters. Even if you voted against them, they view you as a voter, and you still count.

Young people are a formidable voting bloc, larger now than the baby boomers. Woe to politicians who do not adjust their platforms to meet the interests of young people.