Polish university students’ and recent graduates’ reflections on discussing controversial topics in American literature courses: a preliminary qualitative study

Abstract

Exploring contentious subjects in literature courses can provide students with cognitive, social, and emotional benefits (Flynn & Rivera 2022; Rybakova et al. 2013). Hand and Levinson (2012) note that discussion is commonly considered as the most effective means to explore sensitive topics in the classroom. According to Flynn and Rivera (2022), teachers should seek appropriate pedagogical approaches to engage students in meaningful discussions on controversial issues. Critical pedagogy, most famously promoted by Paulo Freire, a Brazilian educator striving for social justice, may be useful in foreign literature classes to help create an inclusive environment for awareness-raising discussions on challenging topics, especially concerning social inequities and politics (Darder et al. 2009; Kincheloe 2008; McLaren 2009). This research explores Polish university students’ and recent graduates’ perceptions of discussing controversial topics in American literature classes. Written critical reflection prompts were administered to fifteen Polish university students and graduates to gather qualitative data, which were subsequently evaluated using content analysis. The study revealed that classroom discussions on sensitive issues can benefit Polish students, provided that American literature instructors remain impartial, promote inclusivity, and raise awareness of cultural and linguistic differences between Poland and the United States. In light of this, critical pedagogy is recommended as an effective approach to teaching controversial topics.