What are the barriers that prevent us from addressing "tough" issues like homophobia in the classroom? Teachers often ask: "Am I imposing my agenda on students if I bring up issues that they have not explicitly identified as important to them?" Many teachers feel that it's too directive, not "learner-centered" enough to introduce in the classroom issues, concerns, or information beyond those listed by students. I have several responses to this concern.

First, isn't one of our goals as educators to expand our students' awareness of the world-to ask them to question, observe, reconsider what they already know? We can be participatory in our practice and negotiate curriculum content in a democratic way, but that doesn't mean we can't introduce ideas, materials, or issues that students may not have identified as relevant curriculum topics. Second, by not addressing certain issues, the ones that seem too hard, even if they affect students and their communities, aren't we in fact imposing another kind of bias on our students? Many students tell us in needs assessments that they want to know more about "American culture." Issues like racism and homophobia are part of American culture. By eliminating them from our discussions, we are offering a selected version of what we want them to know about American culture. Third, introducing difficult topics and providing a forum for discussion and the dissemination of information does not mean we are forcing a particular ideology down our students' throats; we are presenting issues for examination and analysis.

Teachers also express that it is uncomfortable to bring up sensitive, controversial issues in class. Sometimes it is. But isn't a great deal of learning uncomfortable? We can celebrate, sing, dance, eat with our students, but learning involves changing behavior, examining preconceived notions about how the world works. Bringing up tough issues like homophobia might make students, and ourselves, squirm. Sometimes squirming is good. On the other hand, teachers who have addressed difficult subjects in the class are often surprised that students aren't as uncomfortable as we think.

Third, teachers often express the fear that they don't know enough about certain issues, or they don't know enough about how to address certain issues (like racism or homophobia) in class. I agree that we need some education to do this work effectively. But if we waited until we knew everything about everything, we'd never teach. We can request staff development trainings. We can convene study circles. We can read, explore, research on our own. We can examine our own perceptions and feelings. We have to become learners with our students as we explore these issues. We will make mistakes and learn from them.

One of the most valuable bits of advice for teachers who want to begin dealing with the "tough issues" in class came from an anti-racism training a few years ago at the ALRI, sponsored by Judy Hofer and Tracy Tsugawa. When some of us brought up our concerns about "saying or doing the wrong thing" when addressing sensitive issues in class, Tracy said: "You just have to get over yourselves!" This kick in the pants can free us from the paralysis that sets in when we're afraid to make mistakes. We ask our students to take risks all the time; maybe we can take more of them as well.

Lenore Balliro is the editor of Bright Ideas.