Avoiding moral dichotomies: Teaching controversial topics to resistant students

We argue that students' classroom resistance to the analysis of social ineq uality and other controversial topics commonly involves their application o f norm/other logic to course material. Such logic manifests itself as moral ly laden dichotomies that identify the "norm" as superior to all "other" al ternatives. Further, we argue that norm/other dichotomies exist as social c onstructs that rely on dualism to foster a moral hegemony justifying social inequality. However, as social constructs, norm/other dichotomies are not immutable. Teachers may overcome students' resistance by consciously seekin g to make students aware of this logic and its inhibiting influence on the development of sociological understanding. We offer specific lecture topics , in-class exercises, and homework assignments to aid teachers in helping s tudents overcome the limitations inherent in norm/other logic.