Rita Divéki: Developing Global Competence in the Hungarian EFL Classroom
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5. Secondary School Teachers’ Views and Practices Concerning GCD – Presentation of the Results from the Secondary School Context
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5.2. Developing the Knowledge Component of Global Competence
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5.2.1. Results of the Interview Study
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5.2.1.3. Global, Local, and Intercultural Issues Secondary School Teachers Do Not Deal with in their Classes

5.2.1.3. Global, Local, and Intercultural Issues Secondary School Teachers Do Not Deal with in their Classes

Jegyzet elhelyezéséhez, kérjük, lépj be.!

The participants were asked whether there are any global, local, or intercultural issues they would not bring into their classes and whether there are any taboo topics they would never talk to with their groups. Eight of the ten participants (Á, B, E, É, H, I, L, SZ) claimed that there are no taboo topics in their classes or that they would talk about any topic that crops up in the discussions (Á, É). Édua elaborated on why she never treats any topic as a taboo:
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

No… there are no taboos and there can’t be any taboos. I believe that we need to deal with anything that the students are thinking about or anything they may have the faintest ideas about. I would go even further and say that my task is to make them say it out loud… Because from that point on I can do something with it. If there are secrets, I can’t do anything about them. My task is more than teaching them a communication tool, I need to develop their ways of thinking as well (T/É-2).
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Áron saw this question quite similarly and asserted that he really opposes the fact that there should be taboos in schools and he “truly love[s] talking about taboos” (T/Á-2), even if whether he does so, depends on “the age group, the group and the language level of the students” (T/Á-2).

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Even though most of the interviewees first claimed that there are no taboos in their classes, as the discussions progressed, the admitted that they do not really like talking about politics (E, I, SZ, T), mostly about Hungarian politics in their classes. Szilveszter put it in the following way:
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

We don’t talk about Hungarian politics in class… well, in our conservative Hungary, there are two things people do not talk about: how much they earn and which party they vote for. These are personal. And the latter can actually tear families apart. And if there’s even one student who tells mommy or daddy that their teacher supports FIDESZ or MSZP or whatever and they support the opposition… and then they will come into the school and complain that I want to brainwash their child with my own political views… (T/SZ-3)
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

He also added that as an Erasmus coordinator, he has some insight into what happens in Danish schools, and he was surprised to hear that over there, the Danish speak explicitly about politics in schools, and politicians even go to the schools during their campaigns and talk about their programme to the students who are eligible to vote. Tilda admitted that she is very hesitant when it comes to talking about politics and she has ambivalent feelings about whether she should talk about it or not.
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

My creed is that I cannot declare my opinion about such matters in class […]. Meanwhile, I feel that the students have this need to understand what is going on around them. I always avoid these issues, which is dissonant, because I feel bad about not talking about something that on the one hand, they have a need to talk about and on the other hand, I need to learn about their opinions… but I really do not like to talk about it in school (T/T-2).
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Another topic several teachers highlighted was sex, as they claimed that they really do not feel comfortable talking about it with their students. They would not talk about either sexual education (E, K) or sexual orientation (SZ) as they are afraid that their students could not take it seriously, “they would just start blurting out homophobic jokes” (T/SZ-2). Other topics teachers mentioned included immigration (T), the underworld (H), and the parliamentary elections in Hungary (H).
 
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