Neutrality in the classroom is often framed as professionalism. This essay challenges that assumption.
In this opening piece of the Educator Insights series, Bradford Pazant examines how claims of objectivity quietly shape curriculum, authority, and student understanding. Rather than protecting rigor, neutrality often installs values invisibly and shields power from examination.
This essay reframes neutrality not as safety, but as design—and asks educators to consider what is being taught when we pretend not to take positions.
Best for:
• History teachers
• Instructional leaders
• Departments navigating curriculum debates