Pedagogy of Discomfort

"A pedagogy of discomfort begins by inviting educators and students to engage in a collective

critical inquiry regarding values and cherished beliefs. Within this culture of inquiry and flexibility, a

central focus is to recognize how emotional attachments and investments define how and what one

chooses to see and, conversely, not to see." Boler, 2017

Understanding Pedagogic Discomfort

HE often exposes students to ideas, perspectives, and topics that challenge them intellectually, emotionally, or morally. Research on pedagogy of discomfort (e.g., Boler, 2017; Boler & Zembylas, 2003 Millner, 2023) suggests that carefully supported challenge can help students develop new ways of thinking. Inclusive teaching does not mean avoiding difficult material; it means helping students engage critically, respectfully, and safely with complexity.

Key practices for supporting productive discomfort

Acknowledge that discomfort is part of learning

Normalising challenge helps students recognise it as a growth process rather than a sign of failure.

Create spaces for structured, respectful discussion

Clear boundaries and facilitation help students engage confidently with complex ideas.

Avoid simplistic “us vs them” framings

Nuanced language prevents polarisation and keeps the focus on shared inquiry.

Encourage reflection rather than defensiveness

Prompts that invite curiosity help students to explore their reactions more thoughtfully.

Hold ambiguity instead of rushing to easy answers

Allowing space for uncertainty supports deeper critical thinking.

Be attentive to when discomfort becomes distress

Notice emotional cues and signpost appropriate support when needed.

Facilitating Difficult Conversations in the Classroom

In this video, Dr Ryan Arthur explores strategies for facilitating difficult yet essential conversations in the classroom.

References

Boler, M., & Zembylas, M. (2003). Discomforting truths: The emotional terrain of understanding difference. In P. Trifonas (Ed.), Pedagogies of difference: Rethinking education for social change (pp. 107–130). Routledge.

Boler, M. (2017). Pedagogies of discomfort: Inviting emotions and affect into educational change. Critical Diversity in Higher Education Research Team (Eds.) Zones d’inconfort et diversité: négocier les tensions et favoriser l’appartenance au cégep, 9-14.

Millner, N. (2023). Unsettling feelings in the classroom: scaffolding pedagogies of discomfort as part of decolonising human geography in higher education. Journal of Geography in Higher Education, 47(5), 805-824.