How to handle teaching dystopian novels in today’s political climate

When reality mirrors fiction, how do we keep from being political in the classroom?

My 8^th grade students just finished a reading unit in which they read a mix of dystopian novels in literature circles. They were tasked with analyzing the social and political issues in their books and then making comparisons between their own novels and supplemental texts, such as the story “Harrison Bergeron” by Kurt Vonnegut. Their summative assessment essay question asked them how the author of their book and Vonnegut used their texts to examine elements in our own society. How does that not open up a discussion of current political topics in the news this year?

Since the presidential inauguration, sales of classic dystopian books, such as George Orwell’s 1984 and Margaret Atwood’s The Handmaid’s Tale, have become bestsellers again. Trump advisor Kellyanne Conway’s use of the term “alternative facts” to refer to false statements the administration made has led to comparisons between the dystopian societies and our current government. As a result, teachers are left in dangerous territory where it’s easy to cross a political line in trying to make reading relevant to students’ changing world.

Even my 7^th graders who read historical fiction and literary nonfiction in their literature circles encountered natural text-to-world connections in their reading. When one student noticed the line in The Boy Who Dared by Susan Campbell Bartoletti about Hitler’s slogan of “Make Germany Great again” was similar to Trump’s “Make America Great Again,” I nodded my agreement but was afraid to ask the student to elaborate on the similarities he found between the novel and his own society. Would I be seen as being too political? Would my students whose families were major Trump supporters complain to my principal?

I pondered this issue throughout my recent unit without reaching a definitive conclusion, but I kept these points in mind that might help you in a similar situation:

1. The age of the students: I used to teach high school, but now I’m in middle school. I think I would have been less hesitant to steer into political connections in literature if my students were older. The younger the student, the more parents might interpret a teacher’s actions as “brainwashing”’ their child. By high school, I believe students need to become more independent thinkers in order to prepare them to be voting members of society by their senior year.

2. Origination of the discussion: If students are the drivers of a political connection in their literature, it seems logical as teachers that we would validate their thinking and help them take their ideas to the full conclusion.

3. Purpose of the discussion: I have asked myself the question: why is spending time discussing the issue relevant in my language arts classroom? Is there true academic merit? If students are making text to world connections, which are a valid component in my curriculum, then it seems logical that a brief discussion is warranted. Bringing up political issues just because a student saw something on the news might make sense during current event time in a social studies class, but not necessarily in my language arts.

4. Personal motivations. I kept asking myself if I had an underlying agenda for helping students make political connections. If I could honestly tell myself “no,” then I felt my intentions were not compromised by my personal political beliefs.

5. Staying neutral. This is a tough one. Students ask, “What do you think, Dr. Cohen?” I try to keep a smile on my face and explain how I can see both sides. While this used to be easy to do, it has become increasingly difficult. I am still struggling with this point. I don’t want students to think I condone the use of “alternative facts” or the temporary ban on immigration or limitations for members of the LGBTQ community. Yet, as an educator, my district expects me to stay neutral on political issues. I hope that the safe and inclusive environment I create in my classroom and the diverse literature I provide in my class library, communicate to students how I really feel without wading into dangerous political waters.

How have you handled political discussions when they connect with your literature?