How I teach Brexit (and other controversial topics)

After years of lecturing on Brexit, I’ve written a blog which identifies five principles for teaching this divisive topic, with the aim of promoting critical thinking and freedom of speech.

I Adopt a neutral tone. Whilst lecturers can be open about their own positions on Brexit, we should avoid very partisan comments, adopting the most sober tone possible. For much of the time, my model is the BBC presenter who reviews competing claims as calmly as possible.

II But occasionally, you can be open about your own views. We academics take positions in our research, sometimes unambiguous ones, and many of us are open about our opinions of Brexit on social media. In a measured tone, we should be open about these views with students.

III Don’t present false equivalence. The BBC has been accused of presenting false equivalence, e.g. giving equal time to economists from both sides of the Brexit debate, but lecturers should not do this. When evidence favours one side, we should tell students.

IV Don’t pathologize opposing views. Even if we disagree with a position, lecturers should be careful not to pathologize it. This should not apply to views which are hateful or rest on no evidence, but none of the main positions on Brexit fall into this category.

V Encourage those in minorities to speak. Sometimes, Brexit supporters are afraid to express their opinion in class. But students should feel confident expressing legitimate positions, even when they are unpopular. Therefore, I emphasize that support for Brexit is welcome.