Nevertheless, freedom of expression is not without limits. After all, you are not the only one who has rights. Everyone around you also has rights, and everyone wants to enjoy their own rights, meaning that rights can also come into conflict with one another. This can lead to dilemmas, or even conflicts, for which there are not always ready-made solutions. After all, freedom of expression also covers statements that may be experienced as hurtful, shocking or disturbing. How do you deal with that? How do you make choices when expressing your opinion? How do you respond to an opinion that you find shocking?
No hierarchy
You cannot say that one right always takes precedence over another. There is no hierarchy to establish. It depends on the context and requires looking at and reflecting on each new situation anew—not only from one’s own perspective, but also from the perspective of the other person. It is important that children and young people learn this and practise it in real-life situations.
In the classroom
Social debates provide an opportunity to engage in conversation with one another in the classroom. For example: What do your students actually think of all the measures surrounding the coronavirus? Or what do the students think about the climate crisis and how it is being addressed? This provides a valuable opportunity to practise conducting discussions when dilemmas arise concerning differences of opinion.
Give your students space to form an opinion and ask critical questions. But also search together for the space between the different opinions; the nuance within the dilemma.
Point out to students that another person’s opinion is permitted, even if you find that opinion shocking or even hurtful. Talk together about why someone’s opinion may hurt another person and how you can deal with that. Discuss where the boundary lies in freedom of expression. Expressing your opinion, even if it may be hurtful, is permitted. It is prohibited to publicly insult groups of people or incite hatred, discrimination or violence against people because of their race, religion or beliefs, sexual orientation or disability (Article 137c and d).
There is a difference between personal wishes and interests and the considerations made in the interests of society and the economy, and for everyone’s well-being. That is the challenge of democracy, which students must learn to deal with.
Your position as a teacher
As a teacher, you have a role-model function. Students (especially in primary and secondary education) are often still receptive to your opinion as a teacher. Moreover, there is a power relationship between you and the students in the classroom. Be aware of this position when you are asked for your opinion. What is your intention in sharing your opinion?
In some cases, it may be valuable to share your opinion. You can then explain that this is your opinion, but that other people may think differently and that this is okay. In this way, you can set an example by showing respect for another opinion.
At other times, it may be wiser to be reserved about sharing your opinion. For example, you may strongly disagree with a student. That can happen, and it is okay too, but it can lead to an internal struggle between your right as a human being to speak out and your professional role as a teacher with a pedagogical responsibility. In that case, it may be more valuable (and bring peace of mind) to give space to different opinions and shed light on the nuance.
Sometimes a polarising discussion can flare up, with strong opinions standing directly opposite one another. Then it is especially important to give the middle ground a platform. You can read more about this in the blog #ikdoehetmiddengeluid.
As you can see, the attitude this requires of you as a teacher in your pedagogical role differs depending on the context.
Author: Elsemiek Schepers, adviser on Social Cohesion & Sexual Integrity at Stichting School & Veiligheid.