The role of conflict and emotions when addressing controversial issues: teachers’ perspectives and (affective) practices

This study investigates how secondary school teachers in Flanders navigate the emotional and political complexities of addressing controversial issues in citizenship education. Drawing on 24 semi-structured interviews with teachers from four different secondary education schools in Flanders, the analysis reveals that teachers predominantly rely on deliberative pedagogies, emphasising rational dialogue, civility and classroom control. While these strategies are often effective in structured discussions, teachers tend to avoid or suppress emotionally charged topics like race and religion due to discomfort or fear of losing control. In doing so, they unintentionally reinforce dominant norms and silence marginalised perspectives, shaping the emotional boundaries of classroom discourse. For that reason, this research argues for a balanced pedagogy that integrates both deliberative and agonistic approaches, acknowledging the essential role of emotions in fostering democratic engagement and addressing diversity in a pluralistic society.