So, do your job... and make sure you understand what your job is. What is your job? Per Fish, two things:
1) to introduce students to materials they didn’t know a whole lot about, and 2) to equip them with the skills that will enable them, first, to analyze and evaluate those materials and, second, to perform independent research, should they choose to do so, after the semester is over. That’s it. That’s the job....Should you do that? Can you do that?
There is an obvious objection to what I have just said. Any course of instruction, especially in the social sciences and humanities, will touch on deep moral and political issues. The materials students are asked to read will be fraught with them. Wouldn’t it be impossible to avoid discussing these issues without trivializing and impoverishing the classroom experience? No, it’s easy. You don’t have to ignore or ban moral and political questions. What you have to do is regard them as objects of study rather than as alternatives you and your students might take a stand on.
That is, instead of asking questions like “What should be done?” or “Who is in the right?” you ask, “What are the origins of this controversy?” or “What relationship does it have to controversies taking place in other areas of inquiry?” or “What is the structure of argument on both sides?” I have coined an ugly word for this way of turning politically charged matters into the stuff of academic investigation. The word is academicize. To academicize a topic is to detach it from the context of its real-world urgency, where there is a decision to be made, and re-insert it into a context of an academic urgency, where there is an analysis to be performed.
I've been through this before with Fish (who's said this before). A key problem with it for me is that here his idea contradicts our longstanding policy, which we call the Wisconsin Idea.