Fair and Balanced Education and Journalism: On the Death of Democracy
Once I posted a reader for Trumplandia, based on the increased sales of George Orwell’s 1984 as well as the related thought pieces on important texts from Orwell and other writers, I was not surprised by the expected response calling for teachers and classrooms to be somehow politically neutral.
I have rejected this idea often, focusing on Howard Zinn’s brilliant metaphor of being unable to remain neutral on a moving train. Both calling for no politics in any context and taking a neutral stance are, in fact, political themselves — the former is a political strategy to deny some Others their politics while imposing your own and the latter is the politics of passively endorsing the status quo (in a society where racism and sexism, for example, continue to thrive, being neutral is an indirect endorsement of both).
Education and journalism — universal free public education and the free press — share many important and disturbing qualities: they are essential to the creation and preservation of a free and equitable people, they remain mostly unachieved in the U.S. in practice because they are often the tools of powerful people and forces who distort their ideal contributions to democracy and equity, and at the heart of that failure (we have failed them; they have not failed us) is the shared traditional code of education/teachers and journalism/journalists assuming neutral poses, being forced into a state of objectively presenting both sides in a fair and balanced way.
Particularly in the post-truth times we now find ourselves — and I argue we are here because of our failures in education and journalism — demanding that educators and journalists remain neutral is not the right goal and not actually how either functions.
In fact, education and journalism are always political, and in most contexts, educators and journalists routinely break the rule of neutrality — and thus, when anyone wags a finger and exclaims “We must be fair and balanced! Show both sides!” the truth is not that educators or journalists are being ideological or biased, but that someone in power feels that his/her politics is being challenged.
Let me illustrate in both education and journalism, starting with the media.
As I have noted before, when we compare the Ray Rice inspired public debate about domestic abuse to the Adrian Peterson motivated public debate about corporal punishment, the unbiased press myth is completely unmasked because domestic abuse (men hitting and psychologically abusing women) was entirely examined throughout the media as wrong (no pro-abuse side aired) while that same media almost exclusively presented corporal punishment as a debate with a fair and balanced presentation of both sides to adults hitting children.
What is clear here is incredibly disturbing: The media, in fact, make decisions about when to honor credible positions, when to reject or even not cover invalidated and unethical positions, and when to shrink back into the “both sides” cover.
While decades of research and the same ethical concerns about power and abuse related to rejecting domestic abuse entirely refute corporal punishment, the media have chosen to remain neutral on a moving train aimed at the health and well being of powerless children.
In other words, when media shirks its role in creating and maintaining a free and equitable people behind its tin shield of objectivity — think about always framing evolution or climate change as debates, as if “both sides” are equally credible when they are not — this is a dishonest pose because the media routinely take sides.
Finally, I want to highlight that education represents this same dishonest dynamic — claiming to be apolitical, or aspiring to be apolitical, while often taking sides.
Unless I am misreading the current mood of the country, the rise of interest in 1984 and other works of literature similar to Orwell’s is along a spectrum of concern about to fear of the rise of fascism and totalitarianism. Concurrently, with the public discussions about fake news and post-truth, we are experiencing a renaissance in examining how power and language are inseparable.
So what does it mean when teachers call for presenting both side of this debate when we bring politically charged novels by Orwell or Margaret Atwood into high school and college classes?
Before answering, let me offer a few examples from typical lessons found in high schools for virtually every student.
Both the Holocaust and slavery in the U.S. are taught as foundational content in anyone’s education; these are disturbing topics, and hard issues.
When we teach the Holocaust, notably through Night by Elie Wiesel in an English course, do we rush to have students read Hitler’s Mein Kamft to fairly represent both sides, treating each position as morally equivalent, allowing our students to choose whichever position she/he wishes?
When we teach U.S. slavery, possibly having students read Frederick Douglass, do we also find eugenicists’ and racists’ declarations demonizing blacks to fairly represent both sides, treating each position as morally equivalent, allowing our students to choose whichever position she/he wishes?
As in the media, educators at all levels routinely take sides — the answer to the two questions above reveal.
And thus, returning to the push back to my Trumplandia reader, I am lost on how or why educators would find ways to present pro-fascist ideas to balance literature study about the threats of fascism and totalitarianism.
Using Orwell and all sorts of powerful literature to help students on the cusp of or early in their roles as active participants in a democracy to better read the world and better act on that world in informed and ethical ways is the very essence of politics, one not corrupted by simplistic partisan politics of endorsing Democrats  or Republicans (which is worth resisting in education and journalism).
In 2017, the U.S. and even the entire world are faced with whether or not we truly believe in freedom and equity, whether or not we are willing to invest in the institutions that can leverage both that freedom and equity — institutions such as formal education and the media. And we have been here before, in the same words and the same actions. 
If the answer is yes, then our resolve must be linked to demanding that our teachers and journalists are grounded in taking informed and ethical stands, not the dishonest and uncritical pose of objectivity.
As I have shown above, neither is really being neutral now, but instead, pulling out the objective card only when it serves the interest of the status quo.
Critical educators and critical journalists must not serve the whims of power and money, and must be transparent in their pursuit of credible evidence and ethical behavior.
To frame everything as a debate with equally credible antithetical sides is dishonest and insufficient for the promise of life, liberty, and the pursuit of happiness.
Teachers and journalists are always political agents; both professions must choose in whose interest they are willing to work.
The neutral pose by either is to take a seat on the train, to keep eyes down, and to allow the train to rumble along as if the tracks are not leading to a cliff.
Pretending that cliff isn’t now on our horizon will not stop the train from crashing on the rocks of the coming abyss.
 My political work is not partisan, for example, as I have been warning about the Orwellian failures of political parties for many years; see Orwellian Educational Change under Obama: Crisis Discourse, Utopian Expectations, and Accountability Failures by Paul Thomas.