Students sat around a table in front of a screen talking to each other

Agree to disagree: when great minds don’t think alike

A resource exploring academic freedom and freedom of speech in the classroom.

Principles and values

This resource has been designed by colleagues from University Teaching Academy (UTA) using a principles-led and values-based approach to freedom of speech, that aligns with existing support for learning and teaching provision and practice at Manchester Met. It is also underpinned by two recent reports on freedom of speech in universities produced by Advance HE: Promoting good relations in higher education and Protected beliefs in higher education.

Inspired by the work of the Society for Research into Higher Education (SRHE) and the University College London (UCL) in the Disagreeing Well online resource, this package provides:

  • an overview of discussions of academic freedom in the higher education (HE) sector currently
  • a video of Academic Registrar, Joe Rennie, and Students Union (SU) President, Leila Enoki, discussing how the University and the SU support safe and democratic student protest
  • a toolkit for developing skills for dialogue in learning and teaching

Teaching in an age of division

There is a legal framework that supports academic freedom and freedom of speech within universities. And more than that, as environments of research and learning, higher education institutes have a legal duty to promote and encourage vigorous debate, free speech and academic freedom within the law. Special legal status applies to the promotion and protection of free speech and enquiry within HE, in particular the Equality Act 2010 identifies protected characteristics and the Human Rights Act 1998 identifies protected beliefs.

The protected characteristics of the Equality Act are: age; disability; gender reassignment; marriage or civil partnership (in employment only); pregnancy and maternity; race; religion or belief; sex; sexual orientation. These are included as a key element of our Equality and Diversity Policy and Respect at Work and Study Policy.

Whereas a protected belief, as defined by the Grainger Criteria, must:

  • be genuinely held
  • be a belief and not, [simply], an opinion or viewpoint based on the present state of information available
  • be a belief as to a weighty and substantial aspect of human life and behaviour
  • attain a certain level of cogency, seriousness, cohesion and importance
  • be worthy of respect in a democratic society, be not incompatible with human dignity and not conflict with the fundamental rights of others.

A protected belief is also part of the ‘religion or belief’ protected characteristic of the Equality Act and therefore can be clarified through legal judgments but is not dependent on them.

At an SRHE event entitled Academic freedom: pedagogic tensions and possibilities for the Higher Education classroom, the following ideas – and practical applications of such ideas – were explored:

  • That discussion of Freedom of Speech is really a discussion of academic freedom a core function of universities.
  • That the legal expression of a protected belief – which itself requires a legal precedent – all depends on its manifestation as democratic and not negatively affecting the dignity or rights of others (Grainger Criteria).
  • That the EHEA 2020 Statement on academic freedom demonstrates that practice of the principles of academic freedom far exceeds legislative definitions, and, when considered properly helps, reinvigorate the contribution of universities and secure their future
  • That we need to consider from a philosophical perspective, the sensibilities and capabilities required for academic freedom, so as to support student development of their own academic freedom, as far as that is possible.
  • That academic freedom, like all Eurocentric models of understanding inherits from and is thereby limited by colonial and imperial legacies.

With particular thanks to Mary Evans, David Ruebain, Liviu Matei, Liz Jackson and Laila Kadiwal.

How do we talk to our students about protest?

The right to protest is protected under the European Convention of Human Rights. However, there are processes and procedures all protesters should be aware of before taking part in a protest to ensure that it is peaceful and therefore lawful.

Here, Academic Registrar, Joe Rennie, and Students Union President, Leila Enoki, discuss how the University and the Students Union support student understanding of safe and democratic student protest as key to academic freedom, student academic freedom – and a free society.

Skills for dialogue in learning and teaching

Promoting freedom of speech requires creating an environment where all participants feel valued, heard, and protected from harm. This inclusive approach ensures that freedom of expression does not come at the cost of marginalised voices or lead to a hostile learning environment. By developing students’ dialogue skills, you can create a culture of respectful disagreement, where diverse viewpoints are not only tolerated but actively sought out and engaged with critically.

Balancing the promotion of free speech with creating safe and inclusive learning environments can be challenging. It requires guiding conversations around sensitive topics like politics, religion, and identity, addressing power imbalances to ensure that all voices, especially those from marginalised groups, are heard, and managing emotional responses and potential conflicts during discussions. However, it also presents opportunities to build students’ resilience and capacity to interact with various viewpoints, critical thinking skills, empathy, and understanding across diverse cultural and ideological backgrounds. By addressing the challenges of these issues and embracing the opportunities they present, you can create learning experiences that equip students with the dialogue skills necessary for success at University and in professional settings.

You might feel apprehensive about navigating this complex situation, which is normal. Below are some practical approaches that aim to build your confidence.

Creating an inclusive classroom environment

Setting expectations

Making space for discussing expectations and putting a set of agreed norms into writing means that you can refer to it if students don’t meet your expectations. Give students space to share what they think is important for creating an inclusive environment. Here are some questions that can act as a starting point for discussion:

  • What has made you feel comfortable or uncomfortable when sharing your ideas in past classes?
  • How do you hope your classmates will respond when you express an opinion different from theirs?
  • What does “respectful disagreement” look like to you in an academic setting?
  • Think of a time when you learned something valuable from a classmate. What made that interaction successful?
  • How can we ensure that all voices are heard and valued in our discussions?
  • What personal commitment can you make to contribute to a positive learning environment in this class?
  • How should we, as a class, handle situations where someone feels disrespected or marginalised?
  • What role should evidence and research play in our class discussions?

Acknowledging diverse perspectives and experiences

  • Use readings and case studies from a variety of cultural backgrounds
  • Invite guest speakers who offer different viewpoints on course topics (making sure to follow university guidance)
  • Encourage students to share their own experiences when relevant, but avoid putting students on the spot to represent their entire cultural group
  • Highlight contributions from underrepresented groups in your field
Preparing for difficult conversations

Anticipating potentially challenging topics

  • Review your syllabus to identify potentially sensitive subjects
  • Stay informed about current events that might intersect with your course content
  • Reflect on how current events might influence students’ perspectives
  • Consider past experiences: which topics led to difficult conversations in previous classes? Use past experiences to better prepare for potentially challenging discussions
  • Develop strategies for facilitating respectful dialogue on sensitive topics
  • Prepare resources or support information for students who might be affected by sensitive content

Gradual introduction of new perspectives

  • Start with less controversial aspects of a topic before addressing more contentious areas
  • Create a “roadmap” for introducing increasingly complex ideas throughout the course
  • Provide structured opportunities for students to reflect on their initial reactions to new ideas
  • Model vulnerability by acknowledging the limitations of your own perspective
  • Encourage questions and validate all thoughtful contributions
  • Develop methods to show students their input is valuable, even when not entirely correct
  • Gradually build up to more challenging discussions as trust and rapport develop in the class
  • Incorporate regular check-ins to gauge student comfort levels with sensitive topics

Providing content warnings and preparation materials

  • Provide advance notice of sensitive topics in your curriculum
  • Give reminders before each relevant class session dealing with sensitive material
  • Discuss with students why you’re addressing these topics and explain how they relate to the learning outcomes
  • Offer preparation materials that provide context for difficult topics
  • Encourage students to approach you privately with concerns about sensitive content
Handling unexpected or challenging moments

Strategies for immediate intervention

Strategy
What you might say

Develop a “pause and reflect” protocol

When I say ‘Let’s take a moment’, everyone should pause, take a deep breath, and silently reflect on the current discussion for 30 seconds.

Create a clear signal or phrase

“Time out.” (While making a T-shape with your hands)

Use neutral language to diffuse situation

I’m noticing that our discussion is becoming heated. Let’s take a step back and reframe our points in terms of the course material.

Address problematic behaviour without shaming

I appreciate the passion behind that statement. Can we rephrase it in a way that focuses on the idea rather than individuals?

Acknowledge discomfort

I sense there’s some tension in the room about this topic. It’s natural to feel uncomfortable with challenging ideas. Let’s acknowledge that and refocus on analysing this from an academic perspective.

Reference previous discussions about expectations

Remember our class agreement about respectful dialogue? Let’s revisit that as we continue this discussion.

Use “bridging” statements to acknowledge the current topic and link it back to course objectives.

That’s an interesting point about [off-topic issue]. Let’s see how we can connect this back to [course concept].

Follow-up and support for affected individuals

  • Check in with affected students privately after class
  • Create a safe space for students to share their feelings and concerns
  • Provide students with information about wellbeing support
  • Reflect on the incident with the whole class in the next session
Developing dialogue skills

Active listening and empathy

  • Paraphrasing exercises: In pairs, one student speaks for one minute on a topic, then the other summarises what they heard. The first student provides feedback on the accuracy of the summary.
  • Emotion identification: During discussions, periodically pause and ask students to identify the emotions they perceive in the speakers or themselves.
  • Role-reversal debate: Assign students to argue for positions opposite to their own on a controversial topic, encouraging research and empathy.

Constructive disagreement

  • “I” Statement Practice: Provide a list of confrontational statements and have students rewrite them using “I” statements. For example, “You’re wrong about climate change” becomes “I understand the issue differently based on…”
  • Common Ground Exercise: In small groups, have students discuss a controversial topic. Their task is to create a list of shared values or concerns, even if their proposed solutions differ.
  • “Change My Mind”Reflection: After a debate, ask students to write a brief reflection on what evidence or arguments might lead them to reconsider their position.
  • Shared Goals Identification: Present a complex societal issue. Have students individually list their goals for addressing it, then work in groups to identify overlapping objectives.

Perspective-taking

  • Historical Perspective Shift: Present a case study where scientific or social views have changed dramatically. For example, In psychology, discuss how views on mental health have evolved over the past century.
  • Assumption Challenge Exercise: At the start of a new topic, have students write down their initial assumptions. Revisit and discuss these at the end of the unit.
  • Bias Reflection Journal: Assign regular short entries where students reflect on potential biases they’ve noticed in their thinking about course material.
  • “I Don’t Know” Demonstration: When faced with a question you’re unsure about, model saying, “I don’t know, but let’s find out together.” Then guide students through the process of researching the answer.

Techniques for facilitating discussions

  • Think-pair-share

    How to do it:

    Present a question or problem. Give students time to think individually, then discuss with a partner, and finally share with the larger group.

    When it’s helpful:

    Use this technique for quick engagement with new concepts, to activate prior knowledge, or to encourage participation from all students. It’s particularly effective for introverted students or when introducing potentially controversial topics, as it allows for initial processing before public sharing.

  • Four corners

    How to do it:

    Assign each corner of the room a different response to a question or statement. Students move to the corner that best represents their viewpoint and discuss with others there.

    When it’s helpful:

    This technique is useful for topics with multiple clear perspectives or for gauging overall class opinion. It’s effective in encouraging physical movement and allowing students to visually see the distribution of opinions, making it ideal for discussing contentious issues or exploring nuanced topics.

  • Socratic circles

    How to do it:

    Arrange students in two concentric circles. The inner circle discusses a text or topic while the outer circle observes, then they switch roles.

    When it’s helpful:

    Use this for in-depth analysis of complex texts or ideas. It’s particularly effective for developing critical thinking, active listening, and articulation skills. This technique works well in literature, philosophy, or social science courses where deep exploration of ideas is important.

  • Speed dating

    How to do it:

    Students form two lines facing each other. They discuss a topic with the person opposite them for a short time, then one line moves to create new pairs.

    When it’s helpful:

    This technique is great for quick exchanges of ideas or for practicing concise communication. It’s particularly effective for reviewing multiple aspects of a topic, gathering diverse perspectives quickly, or energising the class during long sessions.

  • Silent discusssions

    How to do it:

    Post discussion prompts around the room or on a digital platform. Students respond in writing and can read and respond to each other’s comments.

    When it’s helpful:

    This technique is valuable for topics that require thoughtful reflection or when dealing with sensitive issues. It’s particularly useful for introverted students or those who need more time to process information before responding, making it ideal for diverse classrooms or when exploring controversial subjects.

  • Jigsaw method

    How to do it:

    Divide a topic into subtopics. Students become “experts” on one subtopic in groups, then regroup to teach others about their subtopic.

    When it’s helpful:

    Use this for covering broad topics efficiently or for encouraging peer teaching. It’s particularly effective in promoting interdependence and comprehensive understanding of complex subjects, making it ideal for courses with multifaceted topics like history or interdisciplinary studies.

  • Fishbowl

    How to do it:

    A small group of students discusses a topic in the centre of the room while the rest of the class observes. Observers can rotate into the discussion.

    When it’s helpful:

    Use this for modelling good discussion techniques or for focused exploration of complex issues. It’s effective for developing both active participation and observation skills, making it useful in communication courses or when teaching specific discussion skills.

  • World cafe

    How to do it:

    Set up tables with different questions. Small groups rotate between tables, building on previous discussions. A “host” at each table summarizes for new groups.

    When it’s helpful:

    This technique is useful for exploring multiple facets of a complex issue or for generating ideas. It’s particularly effective for large group collaboration and for creating a sense of collective knowledge building, making it ideal for strategic planning sessions or exploring complex social issues.

Support

Colleagues who need guidance or support with resource, can seek support from:

Further support can be accessed via the University’s Employee Assistance Programme (EAP).  The EAP is a free wellbeing service offered (by TELUS Health) to all staff at the University.  The EAP service provides counselling, telephone advice as well as wellbeing content and support.