Chapter 1 - 5

Senior High School Department
“Navigating Cancel Culture in the Classroom: Perspective of

Educators and Students in Senior High School”
A research presented to Dr. Dary E. Dacanay
St. Patrick School of Quezon City
In Partial Fulfillment for the subject Practical Research 1
under the Senior High School Department
Samaniego, Cecile Rose T.
2023
CHAPTER 1
PROBLEM AND ITS BACKGROUND
1.1 Introduction
Cancel culture has become a prominent social and cultural phenomenon that has gained
global attention in recent years (Kurniawan et al., 2022). It is characterized by the
ostracization or boycotting of public figures, brands, or institutions based on
disagreements with their statements or visions. According to Burmah (2021), canceling
involves those that invoke a form of accountability, reprimand, or even act of revenge
against individuals or organizations accused of problematic, harmful behaviors and
attitudes. Cancel culture has also made its way into the realm of education, with some
arguing that it originated from the academe itself.
The presence of cancel culture in the classroom can have implications for academic
freedom. According to Kurniawan et al. (2022), academic freedom is a principle that is
often associated with the realm of education and is essential for the pursuit of knowledge
and free exchange. Cancel culture, with its tendency to silence or ostracize individuals or
ideas, can potentially infringe upon academic freedom.
However, navigating cancel culture in the classroom is a complex challenge that requires
a nuanced perspective from both educators and students in senior high school. Cancel
culture, often driven by social media, involves the public shaming and ostracizing of
individuals or groups due to perceived transgressions, often related to issues of race,
gender, or controversial opinions. In an educational setting, this phenomenon also
presents unique dilemmas that educators and students must address together.
The aim of this study is to: 1. Investigate how cancel culture impacts the experiences of
senior high school students, including their ability to express their opinions, engage in
open discussions, and navigate the challenges of cancel culture in a learning environment;
2. Analyze common challenges and dilemmas faced by both educators and students when
addressing cancel culture and its implications for classroom dynamics; 3. Investigate the
potential consequences of cancel culture on academic freedom, intellectual diversity, and

the exploration of controversial or challenging topics within the curriculum.
This study uses a qualitative ethnographic approach to explore the issue of cancel culture
in senior high school classrooms. According to Reeves et al. (2013), ethnography is a type
of qualitative research that gathers observations, interviews, and documentary data to
produce detailed and comprehensive accounts of different social phenomena.
This research explores the challenges of navigating cancel culture in senior high school
classrooms, focusing on the experiences and beliefs of educators and students. It aims to
understand how cancel culture impacts academic freedom and the challenges it presents
in fostering a healthy learning environment in academic settings. The study aims to provide
insights into how senior high schools can overcome cancel culture while maintaining an
inclusive, open, and intellectually vibrant learning environment.
1.2 Background of the Study
Cancel culture is the act of publicly denouncing, shunning, or ostracizing people, groups,
or cultural items because of what one considers to be their objectionable or provocative
deeds, words, or views. Cancel culture is seen as a scourge against the freedom of
expression, and a retribution approach (Bérubé, 2018) that can destroy lives when citizens
push for the cancellation of individuals (Harper’s, 2020).
While cancel culture has emerged as a significant component of modern digital culture,
little is known about how it affects learning and educational environments, particularly
among senior high school students. Understanding how cancel culture affects the learning
and educational environment is crucial because, according to Santana (2023)
education is not limited to academic knowledge alone. It also encompasses developing

essential life skills, such as critical thinking, problem-solving, and communication. These
skills are vital in today's rapidly changing world, where individuals must adapt and thrive
in various professional and personal contexts.
Senior high school students and teachers are both susceptible to the effects of cancel
culture. According to Bess (2022), both the accuser and accused may feel ostracized by
their peers this social rejection can lead to academic struggles, low self-esteem, and a
“decrease in prosocial behaviors.” The ability of cancel culture to suppress free
expression, inhibit open discourse, and foster an atmosphere of fear may have profound
effects on educational institutions and the growth of well-rounded, informed people.
1.3 Statement of the Problem
The problem of the study is the negative effects of cancel culture inside the classroom,
which affects mental health, freedom of speech, expressing one’s self and the academic
environment. According to Harger & Wen (2022), being canceled can lead to anxiety,
depression, trauma, and suicidal thoughts that affect one’s personal behavior. The
purpose of this qualitative ethnographic research is to:
1) Understand the difficulties and challenges presented by the cancel culture in the
perspective of educators and students in senior high school.
2) Development of solutions to lessen the negative impacts of cancel culture in

different aspects.
3) To build a more inclusive and open learning environment while facing the
challenges of cancel culture within the educational setting.
The problem of the study will be answered by the following Research Questions:
1. How do educators and students define cancel culture, what are the challenges
faced by this issue?
2. What strategies or coping mechanisms do educators and students employ to

navigate cancel culture in the educational setting, how do they handle the negative
impacts/effects of this issue?
3. What recommendations can be made to promote a more inclusive and open-

minded classroom environment while addressing the challenges posed by cancel
culture?
1.4 Significance of the Study
1. Educators:
The study aims to raise awareness and understanding of cancel culture among educators
by providing insights into its dynamics, challenges, and consequences within the
classroom environment. It can inform the development of professional development
programs that equip teachers with strategies to address cancel culture issues while
maintaining a productive and inclusive learning environment. Understanding cancel
culture helps educators adapt their teaching methods to encourage critical thinking,
respectful discussion, and empathy among students. Teachers can incorporate strategies
that promote open dialogue, inclusivity, and the exploration of diverse viewpoints.
Cancel culture incidents can sometimes disrupt classroom dynamics, but the study can
provide valuable insights on how to manage these situations effectively. It can also help
teachers support students affected by cancel culture, such as counseling, addressing
bullying or harassment, or providing resources to help them cope with the emotional
impact.
The study can help teachers strike a balance between promoting free expression of ideas
and maintaining a respectful and inclusive classroom environment. It can offer guidance
on encouraging open discussion while setting boundaries to prevent harm or harassment.
Educators can leverage the study's insights to enhance their efforts in fostering critical
thinking skills, facilitate better communication between teachers and parents, and raise
awareness about the potential impact on teachers' mental and emotional well-being.
2. Students:
This study aims to educate students about cancel culture, its manifestation, and its
potential impact on their lives and education. It emphasizes the importance of critical
thinking skills, such as evaluating information, questioning narratives, and engaging in
evidence-based discussions, for responsible navigating cancel culture. Students can also
learn the value of respectful and constructive dialogue, contributing to a more inclusive
classroom environment.
The study can provide insights into managing emotional consequences of cancel culture,
including strategies for coping and seeking support. Students can learn valuable
communication skills, such as respectful expression, listening, and healthy debate, which
are beneficial in their personal and professional lives.
The study encourages the creation of support networks within schools to help students
deal with emotional and psychological challenges associated with cancel culture. It also
reinforces the importance of inclusivity and respecting diversity, encouraging students to
advocate for a more inclusive and accepting school environment. By understanding cancel
culture, students can develop greater empathy for others and tolerance for different
viewpoints, reducing the risk of online harassment or "canceling" behavior.
3. Schools:
Cancel culture is a prevalent issue in schools that can negatively impact students and
educators. This study aims to understand the impact of cancel culture on these issues and
develop strategies to address it. It can help schools refine their curriculum, provide
professional development programs for educators, and develop support systems for
students experiencing emotional distress.
The study also highlights the importance of anti-bullying and harassment policies, which
should be updated to ensure they effectively address cancel culture challenges. It can help
strike a balance between promoting freedom of expression and maintaining respect and
inclusivity.
The study can raise awareness of broader cultural and societal dynamics, helping students
understand the impact of cancel culture on their generation and society as a whole. The
study's significance lies in its potential to enhance inclusive learning environments,
support student and educator well-being, promote critical thinking and digital literacy, and
navigate cancel culture challenges effectively.
1.5 Scope and Delimitation
The scope of the study “Navigating Cancel Culture in the Classroom: Perspective of
Educators and Students in Senior High School” focuses on exploring how cancel culture
affects their interactions, relationships, and learning experiences within the academic
environment. Specifically, it examines the impact of cancel culture on teaching methods,
classroom dynamics, and student well-being.
Classroom Environment: The study investigates how teachers create an inclusive

learning environment inside the classroom that promotes student engagement,
collaboration, freedom of speech, and active participation in the learning process.
Educational Setting: The study explores how it can shed light on the broader societal
and cultural implications of cancel culture. By examining how it manifests in educational
settings, it can provide insights into how cancel culture influences the next generation's
values, communication styles, and societal dynamics.
Teacher Training and Professional Development: The study examines how it can be
used to enhance teacher training and professional development programs. Educators
need to be equipped with the tools to address cancel culture and its impact on the
educational environment effectively. Training modules and workshops can be developed
based on the research findings to better prepare teachers for these challenges.
Student Well-being and Mental Health: This study examines how it can help schools
and educational institutions develop strategies to support students who may be affected
by or participating in cancel culture. It may also lead to the creation of support systems for
students dealing with the emotional consequences of cancelation.
Regarding Delimitations, the study may have certain boundaries or limitations. These
delimitations include:
Grade Level: The study will focus exclusively on senior high school, as cancel culture
dynamics may differ across different educational levels, and this specific level represents
a critical stage in students' development.
School Context: This study will be conducted within the school district, which may limit
the generalizability of the findings to other educational context that may have different
experiences than what we have at our school.
Time Constraints: This study has a limited duration that will span a single academic year.
It allows the exploration of the classroom environment's evolution over time concerning
cancel culture discussions.
It is important to establish both the scope and delimitation of the study to provide clarity
on the specific aspects being investigated and the boundaries within the research that is
conducted. By specifying the classroom environment, scope, and delimitations of the
study, the researcher can conduct a comprehensive investigation into how cancel culture
is navigated in senior high school classrooms. This information will be vital for educators,
school administrators, and policymakers seeking to create inclusive and constructive
learning environments.
1.6 Definition of terms
Cancel Culture refers to the practice of publicly denouncing, boycotting, or ostracizing

individuals, groups, or cultural entities due to their perceived objectionable actions,
statements, or beliefs. It involves calling for the cancellation or withdrawal of support for
the targeted individuals or entities, often through social media platforms, as a means of
holding them accountable for their behavior. Cancel culture has become a prominent
aspect of contemporary digital culture, but its impact on individuals and society is still being
studied.
Generalizability refers to the extent to which research findings can be applied or

generalized to a larger population or context beyond the specific sample or setting
studied. It is the ability to draw broader conclusions or make predictions about a larger
group based on the findings from a smaller sample. Generalizability is an important
consideration in research as it determines the external validity and relevance of the
study's results.
Retribution refers to the act of seeking revenge or punishment for a perceived

wrongdoing or harm inflicted upon oneself or others. It involves the desire to retaliate or
seek justice by inflicting harm or punishment on the person or entity responsible for the
offense. Retribution is often driven by a sense of moral or social justice and the belief
that the punishment should be proportionate to the harm caused.
Ostracizing refers to the act of excluding, shunning, or isolating someone from a group
or society. It involves intentionally ignoring or avoiding an individual, often as a form of
punishment or social rejection. Ostracizing can occur due to various reasons, such as
disagreement with their beliefs or actions, social disapproval, or as a means of exerting
power or control over someone. This exclusionary behavior can have significant
psychological and emotional effects on the person being ostracized.
Prosocial refers to behaviors or actions that are intended to benefit others or society as
a whole. It involves acts of kindness, empathy, cooperation, and altruism. Prosocial
behavior can include helping others in need, sharing resources, showing compassion,
and engaging in acts of social responsibility. These behaviors are motivated by a
genuine concern for the well-being and welfare of others, rather than personal gain or
self-interest. Prosocial behavior is considered essential for building positive
relationships, fostering a sense of community, and promoting social harmony.
Manifestation refers to the act or process of becoming visible, evident, or apparent. It is

the outward expression or demonstration of something, such as a concept, idea, or
phenomenon. Manifestation can refer to the physical or observable representation of
something that was previously hidden or abstract. It can also refer to the embodiment or
realization of a particular quality, characteristic, or behavior.
Scourge refers to a cause of widespread suffering, destruction, or harm. It can refer to a

person, thing, or situation that inflicts great pain, punishment, or devastation. Scourge is
often used metaphorically to describe something that is considered a source of intense
suffering or distress. It can also refer to a whip or instrument used for inflicting
punishment or torture.
Inclusivity refers to the practice or policy of ensuring that all individuals, regardless of
their background, identity, or abilities, are included and valued within a particular group,
organization, or society. It involves creating an environment that respects and embraces
diversity, promotes equal opportunities, and fosters a sense of belonging for everyone.
Inclusivity aims to eliminate discrimination, prejudice, and barriers that may exclude or
marginalize certain individuals or groups.
Coping mechanisms are strategies or behaviors that individuals use to manage or

adapt to stressful or challenging situations. They are conscious or unconscious
responses to external or internal stressors, aimed at reducing emotional distress and
restoring a sense of equilibrium. Coping mechanisms can be adaptive or maladaptive,
depending on their effectiveness in promoting well-being and resilience. Examples of
coping mechanisms include seeking social support, engaging in relaxation techniques,
problem-solving, and engaging in activities that provide comfort or distraction.
CHAPTER 2
REVIEW OF RELATED LITERATURE
In this chapter, the literature related to “Navigating Cancel Culture in the Classroom:
Perspective of Educators and Students in Senior High School” is reviewed. This literature
review explores the dynamic landscape of Cancel Culture, its impact on high school
education, and the perspectives of both educators and students caught in its crossfire. It
highlights the multifaceted nature of Cancel Culture and its impact on educational
environments. It underscores the need for further research into effective strategies for
navigating Cancel Culture while upholding academic freedom and individual rights. The
subsequent research in this study will contribute to a deeper understanding of Cancel
Culture's role in high school education and how it can be managed to create a more
inclusive and tolerant learning environment. The review is organized into 6 themes:
Educator’s Perspective, Student’s Perspective, Impact of Cancel Culture on Mental
Health, Impact of Cancel Culture on Education, Freedom of Speech and Academic
Freedom, and Strategies for Navigating Cancel Culture.
Educator’s Perspective
Educators play a vital role in creating a safe and inclusive learning environment that fosters
critical thinking, open dialogue, and the exploration of diverse perspectives. They can also
promote academic freedom and empower students to engage in respectful and
constructive discussions.
The educator’s perspective places a strong emphasis on the value of academic freedom.
Academic freedom allows educators to pursue knowledge, engage in critical inquiry, and
express their opinions without fear of censorship or retribution (Hal Berghel, 2021). It is
essential for the advancement of knowledge and the development of critical thinking skills
among students. Educators should advocate for and protect academic freedom within their
institutions, ensuring that students and faculty have the freedom to explore controversial
topics and engage in open dialogue.
The encouragement of inclusive and different viewpoints is another facet of the educator
perspective. Cancel Culture can sometimes lead to the suppression of certain viewpoints,
limiting the opportunity for students to engage with diverse ideas and challenge their own
beliefs. Educators should actively seek to create an inclusive learning environment where
students feel comfortable expressing their opinions and engaging in respectful debates
(Kurniawan et al., 2022). This can involve incorporating diverse perspectives into the
curriculum, inviting guest speakers with different viewpoints, and encouraging students to
critically analyze and evaluate different arguments.
Furthermore, educators can play a crucial role in teaching students how to navigate
Cancel Culture and engage in constructive dialogue. They can provide guidance on how
to express opinions respectfully, listen to others with empathy, and engage in evidence-
based discussions (Traversa et al., 2023). Educators can also teach students critical
thinking skills, such as evaluating information, recognizing biases, and engaging in
rigorous analysis of ideas. These skills are essential for navigating Cancel Culture and
developing a well-rounded understanding of complex issues.
The educator perspective on Cancel Culture is vital in addressing its impact on education.
Educators should advocate for academic freedom, promote inclusive and diverse
perspectives, and teach students how to navigate Cancel Culture through respectful and
constructive dialogue. By fostering a safe and inclusive learning environment, educators
can empower students to think critically, engage with diverse ideas, and contribute to a
more informed and tolerant society.
Student’s Perspective
Students are directly affected by Cancel Culture, as it can create an environment of fear,
self-censorship, and limited intellectual exploration. It is important to listen to and address
the concerns and experiences of students to create a more inclusive and supportive
learning environment.
The necessity of open communication and freedom of expression is a fundamental

component of the student viewpoint. Students value the opportunity to express their
opinions, engage in critical thinking, and explore diverse perspectives (Berghel, 2021).
Cancel Culture can sometimes stifle these opportunities, as students may fear backlash
or social consequences for expressing unpopular or controversial views. It is crucial to
create a safe space where students feel comfortable sharing their thoughts and engaging
in respectful debates.
The significance of inclusivity and diversity is a further aspect of the student perspective.
Students recognize the value of hearing different viewpoints and engaging with diverse
ideas. Cancel Culture can sometimes lead to the suppression of certain perspectives,
limiting the opportunity for students to learn from a wide range of experiences and
challenge their own beliefs (Duval, 2020). It is important to foster an inclusive learning
environment where students feel empowered to express their identities and engage with
diverse perspectives.
Moreover, students emphasize the need for education and awareness about Cancel
Culture. Many students may not fully understand the implications and consequences of
Cancel Culture or how to navigate its challenges (Norris, 2020). Providing education and
resources on the topic can help students develop critical thinking skills, empathy, and the
ability to engage in constructive dialogue. It is important to equip students with the tools to
navigate Cancel Culture and engage in respectful and informed discussions.
The student perspective on Cancel Culture is crucial in addressing its impact on education.
Students value open dialogue, freedom of expression, inclusivity, and education on the
topic. By listening to and addressing the concerns and experiences of students,
educational institutions can create a more inclusive and supportive learning environment
that fosters critical thinking, empathy, and the exploration of diverse perspectives.
Impact of Cancel Culture on Mental Health
The impact of Cancel Culture on mental health is a topic of growing concern in today's
society. Cancel Culture refers to the practice of publicly shaming or ostracizing individuals
who have been deemed to have engaged in offensive or problematic behavior (Clark,
2020). While Cancel Culture can serve as a tool for holding individuals accountable for
their actions, it can also have negative consequences on the mental well-being of both the
individuals being canceled and those participating in the canceling.
One of the main ways in which Cancel Culture can affect mental health is through the
intense public scrutiny and online harassment that individuals who have been canceled
often face (Jonsson, 2022). The widespread dissemination of personal information, the
constant barrage of negative comments and messages, and the loss of privacy can lead
to feelings of anxiety, depression, and even suicidal ideation (Jonsson, 2022). The
constant fear of being canceled or saying something that may be perceived as offensive
can also contribute to heightened levels of stress and anxiety.
Moreover, Cancel Culture can create a culture of fear and self-censorship, where
individuals are afraid to express their opinions or engage in open dialogue due to the
potential backlash they may face (Jonsson, 2022). This can lead to feelings of isolation,
frustration, and a sense of being silenced. The fear of being canceled can also have a
chilling effect on creativity and intellectual exploration, as individuals may be hesitant to
take risks or challenge prevailing narratives.
It is important to note that Cancel Culture can also have a negative impact on the mental
health of those participating in the canceling. Engaging in online shaming and harassment
can lead to feelings of guilt, shame, and moral distress (Jonsson, 2022). The constant
exposure to negativity and conflict can also contribute to feelings of anger, frustration, and
burnout.
To address the impact of Cancel Culture on mental health, it is crucial to promote empathy,
understanding, and forgiveness in online spaces. Encouraging open dialogue and
respectful disagreement can help create a more inclusive and supportive environment
where individuals feel safe expressing their opinions without fear of being canceled. It is
also important to provide mental health support and resources for individuals who have
been canceled or are experiencing the negative effects of Cancel Culture.
Cancel Culture can have a significant impact on mental health, both for the individuals
being canceled and those participating in the canceling. It is important to recognize the
potential harm that Cancel Culture can cause and work towards creating a more
empathetic and inclusive online culture. By promoting open dialogue, empathy, and mental
health support, we can mitigate the negative.
Impact of Cancel Culture on Education
The impact of Cancel Culture on education is a topic of increasing concern in today's

society. Cancel Culture refers to the practice of publicly shaming or ostracizing individuals
who have been deemed to have engaged in offensive or problematic behavior (Kurniawan
et al., 2022). While Cancel Culture can serve as a tool for holding individuals accountable,
it can also have negative consequences on education, including the stifling of academic
freedom, the suppression of diverse perspectives, and the erosion of critical thinking skills.
Academic freedom is suppressed as a primary way that Cancel Culture impacts education.
Cancel Culture can create an environment where individuals are afraid to express their
opinions or engage in open dialogue due to the potential backlash they may face (Jonsson,
2022). This fear of being canceled can lead to self-censorship among students and faculty,
limiting intellectual exploration and the free exchange of ideas. Academic freedom is a
cornerstone of education, and its erosion can hinder the pursuit of knowledge and the
development of critical thinking skills.
Cancel Culture also poses a threat to the diversity of perspectives within education. When
individuals are canceled for expressing views that are deemed offensive or controversial,
it can create a culture of conformity where only certain viewpoints are deemed acceptable
(Romano, 2020). This limits the opportunity for students to engage with diverse
perspectives, challenge their own beliefs, and develop a well-rounded understanding of
complex issues. Education should be a space where students are exposed to a range of
ideas and encouraged to think critically, but Cancel Culture can hinder this process.
In addition, Cancel Culture can undermine the development of critical thinking skills. In an
environment where certain viewpoints are deemed unacceptable, students may be
discouraged from questioning prevailing narratives or engaging in rigorous analysis of
ideas (Gondringer, 2021). Critical thinking involves evaluating information, recognizing
biases, and engaging in evidence-based discourse. However, Cancel Culture can
discourage students from engaging in these essential skills, as they may fear being
labeled as offensive or facing social repercussions.
To address the impact of Cancel Culture on education, it is crucial to promote open

dialogue, critical thinking, and academic freedom. Educators should create a safe and
inclusive environment where students feel comfortable expressing their opinions and
engaging in respectful debates (Kurniawan et al., 2022). It is also important to provide
students with the tools to critically evaluate information, recognize biases, and engage in
evidence-based discourse. This can be achieved through the incorporation of courses or
workshops on critical thinking and information literacy.
Cancel Culture has a significant impact on education, including the suppression of

academic freedom, the limitation of diverse perspectives, and the erosion of critical
thinking.
Freedom of Speech and Academic Freedom
Freedom of speech and academic freedom are fundamental principles that play a crucial
role in fostering intellectual growth, promoting critical thinking, and advancing knowledge
within educational institutions. These principles ensure that individuals have the right to
express their opinions, engage in open dialogue, and explore controversial ideas without
fear of censorship or retribution.
Freedom of speech is a fundamental human right protected by international law and many
national constitutions. It encompasses the right to express one's thoughts, ideas, and
opinions freely, regardless of their popularity or potential to offend (Jonsson, 2022). This
freedom is essential for the functioning of a democratic society and the pursuit of truth. It
allows for the exchange of diverse perspectives, the challenging of prevailing beliefs, and
the exploration of new ideas.
Academic freedom, on the other hand, specifically applies to the realm of education and
research. It grants scholars, researchers, and students the freedom to pursue knowledge,
engage in critical inquiry, and disseminate their findings without interference or censorship
(Duval, 2020). Academic freedom is crucial for the advancement of knowledge, as it allows
for the exploration of controversial topics, the questioning of established theories, and the
development of innovative ideas.
Both freedom of speech and academic freedom are closely intertwined and mutually
reinforcing. Freedom of speech provides the foundation for academic freedom, as it
ensures that individuals have the right to express their ideas and engage in open dialogue
within educational institutions. Academic freedom, in turn, extends the principles of
freedom of speech to the specific context of education and research, allowing for the free
exchange of ideas and the pursuit of knowledge without fear of reprisal.
However, it is important to note that freedom of speech and academic freedom are not
absolute rights. They are subject to certain limitations, such as restrictions on hate speech,
incitement to violence, or the disclosure of confidential information (Berghel, 2021). These
limitations are necessary to balance the rights of individuals and protect the well-being
and safety of others.
Freedom of speech and academic freedom are essential principles that underpin the
pursuit of knowledge, critical thinking, and intellectual growth within educational
institutions. They provide individuals with the right to express their opinions, engage in
open dialogue, and explore controversial ideas without fear of censorship or retribution.
By upholding these principles, educational institutions can create an environment that
fosters intellectual diversity, encourages the challenging of prevailing beliefs, and
promotes the advancement of knowledge.
Strategies for Navigating Cancel Culture
Navigating Cancel Culture can be challenging, but there are strategies that individuals and
organizations can employ to mitigate its negative impact. These strategies involve
promoting open dialogue, fostering empathy, and taking proactive steps to address
accountability and growth.
Foster open dialogue: Encourage open and respectful dialogue where diverse
perspectives can be shared and discussed. This can help create an environment where
individuals feel comfortable expressing their opinions without fear of being canceled
(Romano, 2020). By promoting dialogue, we can foster understanding, challenge
assumptions, and find common ground.
Practice empathy: Cultivate empathy and understanding towards others, even when their
views or actions may be offensive or problematic. Empathy allows us to engage in
constructive conversations, seek to understand different perspectives, and find common
ground for growth and learning (Brown, 2022). It is important to approach Cancel Culture
with empathy, recognizing that individuals can change and grow over time.
Promote accountability: Encourage individuals to take responsibility for their actions and
engage in meaningful accountability. This can involve acknowledging mistakes,
apologizing, and taking steps to rectify harm caused (Clark, 2020). By promoting
accountability, we can create a culture of growth and learning, where individuals are
encouraged to reflect on their actions and make positive changes.
Focus on education and awareness: Invest in education and awareness programs that
promote understanding, inclusivity, and respect. This can involve workshops, training
sessions, and discussions that address topics such as diversity, equity, and inclusion. By
providing individuals with the knowledge and tools to navigate complex issues, we can
foster a more informed and empathetic society.
Engage in self-reflection: Take time for self-reflection and introspection. This involves
examining our own biases, beliefs, and actions, and being open to growth and learning.
By engaging in self-reflection, we can become more aware of our own contributions to
Cancel Culture and work towards personal growth and positive change (Traversa et al.,
2023).
Navigating Cancel Culture requires proactive strategies that promote open dialogue,
empathy, accountability, education, and self-reflection. By fostering a culture of
understanding and growth, we can mitigate the negative impact of Cancel Culture.
1.1 Synthesis
Cancel Culture has become a prominent phenomenon in contemporary society, with both
positive and negative implications. On one hand, Cancel Culture can be seen as a form of
social accountability, holding individuals and institutions responsible for their actions and
promoting social justice. It has been argued that Cancel Culture serves as a mechanism
for marginalized groups to challenge power structures and demand change. However,
Cancel Culture also raises concerns about the suppression of free speech, the potential
for mob mentality, and the lack of due process.
In navigating Cancel Culture, it is important to strike a balance between accountability and

the preservation of open dialogue. One strategy is to promote a culture of constructive
criticism rather than outright cancellation. This involves engaging in respectful and
evidence-based discussions, allowing individuals to learn from their mistakes and grow.
By fostering an environment where diverse perspectives can be shared and debated,
Cancel Culture can be transformed into a platform for education and growth.
Another strategy is to focus on restorative justice rather than punitive measures. Instead
of simply canceling individuals or institutions, efforts can be made to facilitate dialogue,
understanding, and reconciliation. This approach emphasizes empathy, forgiveness, and
the opportunity for redemption. By promoting restorative justice, Cancel Culture can be
transformed into a tool for personal and collective growth.
Furthermore, education plays a crucial role in navigating Cancel Culture. By promoting

media literacy and critical thinking skills, individuals can better evaluate information,
recognize biases, and engage in informed discussions. Education can also foster empathy
and understanding, helping individuals navigate Cancel Culture with compassion and
respect for diverse perspectives.
Navigating Cancel Culture requires a nuanced approach that balances accountability and
open dialogue. Strategies such as promoting constructive criticism, embracing restorative
justice, and prioritizing education can help mitigate the negative impact of Cancel Culture
while fostering personal and collective growth. By engaging in thoughtful and empathetic
discussions, society can navigate Cancel Culture in a way that promotes social justice and
preserves the principles of free speech and open dialogue.
1.2 Conceptual Framework
Learning
Experience
Coping
Mechanism Mental Health
Freedom of
Fear of Backlash
Speech
Open Dialogue
Figure 1. Cancel Culture Conceptual Framework

Figure 1 illustrates the Cancel Culture Conceptual Framework, highlighting the challenges
faced by this phenomenon, possible coping mechanisms, and its impact to an individual
by further examining these topics.
1. Learning Experience: Cancel Culture can have a significant impact on the learning
environment, potentially hindering the free exchange of ideas and stifling academic
freedom. When Cancel Culture is prevalent, individuals may feel hesitant to express their
opinions or engage in open dialogue for fear of being targeted or ostracized. This can
create a climate of self-censorship, where students and faculty may refrain from exploring
controversial or challenging topics, limiting the diversity of perspectives and intellectual
growth within the educational setting.
Cancel Culture can also undermine critical thinking and information literacy skills. When
individuals are quick to "cancel" someone based on a single statement or action, without
considering the broader context or engaging in thoughtful analysis, it can lead to a shallow
understanding of complex issues (Kurniawan et al., 2022). This can hinder the
development of critical thinking skills, as students may be more inclined to accept popular
narratives or conform to prevailing opinions rather than engaging in independent thought
and analysis.
Furthermore, Cancel Culture can create a hostile and divisive learning environment.
Instead of fostering respectful and constructive dialogue, Cancel Culture often promotes
a culture of public shaming, harassment, and online attacks (Jusay et al., 2022). This can
create a climate of fear and intimidation, where individuals may be reluctant to express
dissenting opinions or engage in meaningful debate. In such an environment, the pursuit
of knowledge and the exploration of diverse perspectives may be stifled, limiting the
richness and depth of the learning experience.
In order to mitigate the negative impact of Cancel Culture on the learning environment,
institutions should prioritize the promotion of critical thinking, information literacy, and open
dialogue. Educating students on the importance of respectful discourse, encouraging the
exploration of diverse perspectives, and protecting academic freedom are essential to

creating a positive and empowering learning environment. By fostering an environment
that values intellectual curiosity, independent thought, and respectful engagement,
institutions can ensure that the learning experience is enriched and students are prepared
to navigate complex issues in a constructive manner.
2. Mental Health: Cancel Culture can have a significant impact on mental health, both for
individuals who are targeted and those who participate in the culture. The experience of
being canceled can lead to feelings of shame, humiliation, and isolation, which can
contribute to anxiety, depression, and other mental health issues (Jusay et al., 2022). The
victims of Cancel Culture often face online harassment, threats, and attacks, which can
further exacerbate their distress and negatively impact their well-being.
Cancel Culture can also create a climate of fear and anxiety for individuals who are not
directly involved. The fear of being canceled or facing public backlash can lead to self-
censorship and a reluctance to express opinions or engage in open dialogue. This can
contribute to a sense of social isolation and a lack of psychological safety, as individuals
may feel the need to conform to prevailing opinions or avoid controversial topics to protect
themselves from potential repercussions.
Cancel Culture can perpetuate a cycle of negativity and hostility, both online and offline.
The public shaming and online attacks associated with Cancel Culture can contribute to a
toxic and divisive social environment, where individuals may feel constantly judged and
under scrutiny. This can lead to heightened stress levels, decreased self-esteem, and a
negative impact on overall mental well-being.
While Cancel Culture can have detrimental effects on mental health, it is also essential to
consider the mental health of those who engage in canceling behavior. Participating in
Cancel Culture can lead to a sense of moral superiority and righteousness, but it can also
contribute to feelings of guilt, anxiety, and cognitive dissonance (Jusay et al., 2022). The
act of canceling someone can have long-term
consequences on one's own mental well-being, as it may involve perpetuating a culture of

negativity, judgment, and online harassment.
Cancel Culture can have a significant impact on mental health, both for individuals who
are targeted and those who participate in the culture. It can lead to feelings of shame,
isolation, anxiety, and depression for victims, while also fostering a climate of fear and self-
censorship for others. It is crucial to promote empathy, understanding, and respectful
dialogue to mitigate the negative impact of Cancel Culture on mental health and create a
more inclusive and supportive social environment.
3. Freedom of Speech: Cancel Culture can have a significant impact on freedom of

speech in a classroom setting. When Cancel Culture is prevalent, individuals may feel
hesitant to express their opinions or engage in open dialogue for fear of being targeted or
ostracized. This can create a climate of self-censorship, where students and even
teachers may refrain from exploring controversial or challenging topics, limiting the
diversity of perspectives and intellectual growth within the educational setting (Burmah,
2021).
Cancel Culture can also lead to a chilling effect on free speech in the classroom. The fear
of being canceled or facing public backlash can discourage individuals from expressing
dissenting opinions or engaging in meaningful debate (Kelly, 2022). This can stifle the free
exchange of ideas and hinder the exploration of different viewpoints, which are essential
components of a robust and enriching learning environment.
Cancel Culture can undermine academic freedom, which is a cornerstone of freedom of

speech in the educational context. Academic freedom allows educators to teach and
research without fear of censorship or reprisal, enabling them to explore controversial or
unpopular ideas in pursuit of knowledge (Bagus et al., 2022). However, Cancel Culture
can pressure institutions to restrict certain topics or viewpoints, limiting the academic
freedom of both students and faculty.
Freedom of speech is a fundamental right, but it is not absolute. There are limitations,
such as hate speech or incitement to violence, that are not protected under freedom of
speech laws. However, Cancel Culture can sometimes go beyond holding individuals
accountable for harmful speech and instead target individuals for expressing differing
opinions or engaging in intellectual exploration.
To protect freedom of speech in the classroom, it is crucial to foster an environment that

values open dialogue, critical thinking, and respectful engagement. Educators should
encourage students to express their opinions, challenge ideas, and engage in constructive
debate. Institutions should also support and protect faculty members who face threats or
attacks due to their teaching or research, ensuring that academic freedom is upheld.
Cancel Culture can have a detrimental impact on freedom of speech in the classroom. It
can lead to self-censorship, a chilling effect on open dialogue, and restrictions on
academic freedom. To safeguard freedom of speech, it is essential to promote an
environment that encourages the free exchange of ideas, critical thinking, and respectful
engagement.
4. Open Dialogue: Cancel Culture can have a significant impact on open dialogue by
creating a climate of fear and self-censorship. When individuals are afraid of being
canceled or facing public backlash, they may hesitate to express their opinions or engage
in open discussion. This fear can lead to self-censorship, where individuals refrain from
exploring controversial or challenging topics, limiting the diversity of perspectives and
stifling intellectual growth.
Cancel Culture can also discourage dissenting opinions and meaningful debate. The fear
of being targeted or ostracized can discourage individuals from expressing their thoughts
or engaging in constructive dialogue. This can result in a chilling effect on open dialogue,
where the free exchange of ideas is stifled, and different viewpoints are not adequately
explored.
Cancel Culture can create a hostile and divisive atmosphere. Instead of fostering
respectful and constructive dialogue, Cancel Culture often promotes public shaming,
harassment, and online attacks. This can create an environment of fear and intimidation,
where individuals may be reluctant to express their thoughts or engage in meaningful
debate. In such an environment, the pursuit of knowledge and the exploration of diverse
perspectives may be hindered.
Open dialogue is essential for intellectual growth, critical thinking, and the development of
well-rounded perspectives. By stifling open dialogue, Cancel Culture limits the opportunity
for individuals to learn from one another, challenge their own beliefs, and foster a more
inclusive and tolerant society.
To mitigate the impact of Cancel Culture on open dialogue, it is crucial to promote an

environment that values respectful discourse, critical thinking, and the exploration of
diverse perspectives. Educators and institutions should encourage students to express
their opinions, challenge ideas, and engage in constructive debate. It is also important to
foster empathy, understanding, and a willingness to listen to different viewpoints, even if
they may be uncomfortable or challenging.
5. Fear of Backlash: Cancel Culture and the fear of backlash are closely intertwined.
Cancel Culture refers to the practice of publicly shaming or ostracizing individuals who
have expressed controversial or unpopular opinions or engaged in behavior deemed
unacceptable by a particular group or community. The fear of backlash arises from the
potential consequences of being canceled, such as online harassment, social isolation,
and damage to one's reputation.
The fear of backlash can have a profound impact on individuals' willingness to express
their opinions or engage in open dialogue. When individuals are afraid of facing public
humiliation or social ostracism, they may choose to self-censor, refraining from expressing
their thoughts or engaging in discussions that may be deemed controversial. This fear can
create a chilling effect on open dialogue, limiting the free exchange of ideas and hindering
the exploration of diverse perspectives.
The fear of backlash can also lead to a culture of conformity, where individuals feel
pressured to align with prevailing opinions or avoid expressing dissenting views. This can
stifle intellectual growth, critical thinking, and the development of well-rounded
perspectives. When individuals are afraid of facing backlash, they may hesitate to
challenge prevailing narratives or engage in meaningful debate, resulting in a narrowing
of perspectives and a lack of robust intellectual discourse (Jusay et al., 2022).
In addition, the fear of backlash can have significant psychological and emotional
consequences. The fear of being canceled can lead to heightened stress levels, anxiety,
and a sense of social isolation. The constant fear of judgment and the potential for online
harassment can take a toll on individuals' mental well-being, contributing to feelings of
shame, self-doubt, and even depression.
It is important to recognize that the fear of backlash is not unfounded. Cancel Culture has
been associated with online harassment, doxing, and even threats of physical harm. The
fear of facing such consequences can be a legitimate concern for individuals who express
unpopular opinions or challenge prevailing narratives.
To address the impact of Cancel Culture and the fear of backlash, it is crucial to foster an
environment that values open dialogue, empathy, and respectful engagement.
Encouraging individuals to express their opinions, challenge ideas, and engage in
constructive debate can help create a culture that promotes intellectual growth and the
exploration of diverse perspectives. It is also important to provide support and resources
for individuals who face online harassment or social isolation because of Cancel Culture
6. Coping Mechanism: Coping mechanisms in the face of Cancel Culture can vary
depending on the individual and their specific circumstances. (1) Seek support from
trusted friends and family: Having a support system can provide emotional validation and
help individuals navigate the challenges of Cancel Culture. Trusted friends and family
members can offer a listening ear, advice, and reassurance during difficult times. (2)
Practice self-care: Engaging in self-care activities such as exercise, meditation, or hobbies
can help individuals manage stress and maintain their mental well-being. Taking time for
oneself and engaging in activities that bring joy and relaxation can be crucial in coping
with the fear of backlash. (3) Educate oneself: Learning about Cancel Culture, its origins,
and its impact can help individuals gain a better understanding of the phenomenon. By
educating themselves, individuals can develop a more nuanced perspective and be better
equipped to navigate Cancel Culture (Velasco, 2022). (4) Engage in constructive dialogue:
Despite the fear of backlash, engaging in respectful and constructive dialogue can be a
way to challenge Cancel Culture and promote open discussion. By seeking out spaces
where diverse perspectives are welcomed, individuals can contribute to a more inclusive
and understanding environment. (5) Develop resilience: Building resilience can help
individuals bounce back from the negative effects of Cancel Culture. This can involve
developing a strong sense of self, cultivating a growth mindset, and focusing on personal
growth and self-improvement (Jusay et al., 2022).
Note that these coping mechanisms may not be applicable or effective for everyone, and
individuals may need to find strategies that work best for their own well-being. Seeking
professional help from therapists or counselors can also be beneficial in navigating the
emotional challenges associated with Cancel Culture.
1.3 Theoretical Framework
“Navigating Cancel
“Navigating Cancel Culture in the
CulturePerspective
Classroom: in the Classroom:
of Educators and
Perspective of Educators
Students in Senior High School”
and Students in Senior
High School”
“N “Navigati Education
Deliberative-Democratic Social Identity Theory and Group
“Navigati
Liberal Education Polarization by Henri Tajfel and
Philosophy by Jürgen Habermas
Liberal Education ng Cancel ngJohn
Cancel
Turner
avigating d Culture in Culture in

Cancel the the
Culture in Figure 2. Cancel Culture Theoretical Framework Classroo
Classroo
the m: m:
Classroo Perspecti Perspecti
Liberal Education
m: ve of ve of
Perspecti Educators Educators
Liberal Education
ve of is a theoretical framework that emphasizes the development of critical
and and
thinking Educators
skills, open dialogue, and the exploration of diverse perspectives. It is rooted in
Students Students
the belief that
andeducation should foster intellectual growth, personal autonomy, and civic
in Senior in Senior
engagement (Kurniawan et al., 2022).
Students High High
in Senior School” School”
Liberal Education
High promotes the idea that students should be exposed to a broad range of
disciplinesSchool”
and ideas, allowing them to develop a well-rounded understanding of the world.
This framework encourages students to engage in critical analysis, question assumptions,
and challenge prevailing beliefs. It values intellectual curiosity, independent thinking, and
the ability to communicate effectively.
Within the context of Cancel Culture, the Liberal Education framework highlights the
importance of academic freedom and the free exchange of ideas. It recognizes that
controversial or unpopular opinions should not be silenced but rather engaged with
through reasoned argumentation and respectful dialogue. Liberal Education encourages
students to listen to diverse perspectives, consider different viewpoints, and develop their
own informed opinions.
Researchers can examine Cancel Culture and its effects on academic freedom by using
the Liberal Education framework. According to this concept, educational institutions must
establish a climate that encourages candid communication, analytical thought, and
intellectual inquiry. It acknowledges the importance of various points of view as well as the
possibility of development and education via discussion.
Deliberative-Democratic Education Philosophy by Jürgen Habermas
Deliberative-Democratic Education Philosophy is a theoretical framework that can be used

to analyze Cancel Culture and its implications for academic freedom. This framework
draws on the concept of a deliberative-democratic society, as proposed by Jürgen
Habermas, and emphasizes the importance of open dialogue, rational argumentation, and
inclusive decision-making processes.
In a deliberative-democratic society, individuals engage in reasoned discourse and

actively participate in shaping public opinion and decision-making. This framework values
the exchange of diverse perspectives, critical thinking, and the pursuit of common
understanding through dialogue.
When applied to Cancel Culture, the Deliberative-Democratic Education Philosophy

framework highlights the potential conflicts between Cancel Culture and academic
freedom. Cancel Culture often involves the swift condemnation and ostracization of
individuals based on disagreement with their views or actions, without providing
opportunities for dialogue, argumentation, and consensus-building.
From the perspective of Deliberative-Democratic Education Philosophy, Cancel Culture

undermines academic freedom by stifling open dialogue, discouraging dissenting
opinions, and promoting a culture of conformity. It limits the exploration of diverse
perspectives and hinders the free exchange of ideas within educational institutions.
The impact of Cancel Culture on academic freedom can be critically examined by

researchers using the Deliberative-Democratic Education Philosophy framework. This
framework encourages the examination of the principles of open dialogue, rational
argumentation, and inclusive decision-making in educational settings, and how Cancel
Culture aligns or deviates from these principles.
Social Identity Theory and Group Polarization by Henri Tajfel and John Turner
The theoretical framework used in this study is based on Social Identity Theory and Group
Polarization. Social Identity Theory, proposed by Henri Tajfel and John Turner, posits that
individuals derive a sense of self and belonging from their membership in social groups.
According to this theory, people tend to categorize themselves and others into in-groups
(groups they identify with) and out-groups (groups they perceive as different or inferior).
This categorization leads to the formation of social identities and influences individuals'
attitudes, behaviors, and interactions with others.
Group Polarization, on the other hand, refers to the phenomenon where group discussions
and interactions lead to the strengthening of initial attitudes and beliefs within the group
(Tajfel & Turner, 2016). When like-minded individuals come together, their shared beliefs
and opinions become more extreme and polarized. This polarization occurs due to a
combination of informational influence (learning from others' perspectives) and normative
influence (conforming to group norms and expectations).
In the context of Cancel Culture, Social Identity Theory helps us understand how
individuals form collective identities and engage in the practice of canceling others. People
who participate in Cancel Culture often identify with a particular social group or ideology
and view their actions as a way to protect and promote the values and norms of their
group. This identification with a group provides individuals with a sense of belonging and
purpose, reinforcing their commitment to canceling those who violate their group's
standards.
Group Polarization further explains how Cancel Culture can become more extreme and
pervasive over time. When individuals who share similar beliefs and values come together
on social media platforms or in online communities, their interactions can reinforce and
amplify their existing views. Through discussions, sharing of experiences, and validation
from others, their attitudes and opinions become more radicalized, leading to a stronger
commitment to canceling individuals who deviate from their group's norms.
By applying the theoretical framework of Social Identity Theory and Group Polarization,
this study aims to explore how Cancel Culture operates within online communities, how
social identities are formed and reinforced, and how group dynamics contribute to the
intensification of canceling behaviors. It also seeks to examine the potential consequences
of Cancel Culture on freedom of speech, intellectual diversity, and the open exchange of
ideas within academic settings.
CHAPTER 3
METHODOLOGY
This chapter will make use of an ethnographic qualitative research design to examine the
issue of cancel culture in senior high school classrooms and its impact on mental health,
freedom of speech, expressing one’s self and the academic environment. The study aims
to explore the educator’s and student’s experiences and perceptions on cancel culture.
1.1 Research Design
When designing a qualitative research study focused on ethnographic approach, it is

important to carefully consider various factors such as the study’s purpose, selection of
participants, data collection methods, data analysis strategies, and dissemination of
results.
This ethnographic research design details an in-depth exploration of cancel culture in the
context of senior high school education. Cancel culture, characterized by the public
condemnation or exclusion of individuals or ideas considered offensive, has become
increasingly prevalent in educational settings. This study utilizes ethnographic research
methods to provide a holistic understanding of how educators and students experience,
adapt to, and navigate cancel culture in their school environment. The research aims to
unveil the cultural and social dynamics at play, offering insights for developing strategies
that foster open dialogue, critical thinking, and tolerance in the classroom.
In this qualitative research study exploring the dynamics of Cancel Culture within senior
high school, the data collection method of in-depth interviews is a pivotal element of the
research design. In-depth interviews allow us to delve deeply into the personal
experiences, thoughts, and perspectives of educators and students regarding cancel
culture, providing a nuanced understanding of this complex phenomenon within the
educational context. In-depth interviews are a qualitative data collection method that
focuses on open-ended questions and encourages participants to express themselves

freely and authentically. Given the sensitive nature of cancel culture and the need to
capture personal experiences and insights, this method is particularly well-suited for our
research. It allows us to gather rich, context-specific information about the ways in which
educators and students navigate cancel culture in their high school classrooms.
Data analysis is a critical phase of qualitative research, particularly when investigating

sensitive and complex phenomena like cancel culture in high school classrooms. To make
sense of the rich and diverse data gathered through in-depth interviews, it is essential to
employ robust data analysis strategies.
1.2 Locale of the study
The upcoming research study will be performed at St. Patrick School of Quezon City, which
has been specifically selected due to its remarkable accessibility, convenience, and
proficiency for data collection purposes. This practical location permitted to us thoroughly
engage with students and teachers and gather productive information, insights, and
valuable feedback.
This research study aims to delve deeper into the area of cancel culture and its impact on
the academic environment, which is ethical in today’s evolving learning environment. In
this regard, the school represents a remarkable model of excellence for progressive
learning and freedom of speech.
Thus, we are confident that the choice of St. Patrick School as the primary location for our
study, with its excellent academic standards, dedicated educators, and enthusiastic
students, will provide us valuable insights, key knowledge, and a broad range of
perspectives that will contribute to the increased analysis and understanding of this cancel
culture.
1.3 Participants
This study will involve 6 participants who are educators and students that have different
perceptions regarding cancel culture at St. Patrick school of Quezon City. The purposive
sampling method was used to identify and select the participants, making it an example of
a non-probability sampling. Educators and students are at the heart of the educational
ecosystem, making them primary stakeholders in understanding the impact and dynamics
of cancel culture within high school classrooms. Their perspectives and experiences are
invaluable for shedding light on this complex and sensitive phenomenon.
This method was chosen because it allowed for the selection of participants with specific
characteristics that were relevant to the research objectives. By focusing on participants
who may have a broader understanding about cancel culture, the study will be able to
gather rich and diverse information about this approach and its impact.
The selection of St. Patrick School of Quezon City as the study site was also based on its
reputation for excellence and its alignment with the research focus. Therefore, the choice
of participants and location will provide valuable insights and perspectives that will
significantly contribute to the study.
1.4 Data Collection Method
Research Questions Data Collection Method

Question 1:
As an educator/student, how would you Open-ended Questionnaire

define cancel culture, what are the
challenges faced by this issue?
Question 2:
What strategies or coping mechanisms

do educators/students employ to
Open-ended Questionnaire
navigate cancel culture in the
educational setting, how would you
handle the negative impacts/effects of
this issue?
Question 3:
What recommendations can be made to

promote a more inclusive and open- Open-ended Questionnaire
minded classroom environment while
addressing the challenges posed by
cancel culture?
Table 1: Data Collection of the Study
Open-ended questionnaires are a type of data collection method that is frequently used in
qualitative research and explanatory investigations. Unlike closed-ended questions, which
limit respondents to a predetermined set of answer options, open-ended questions allow
participants to respond in their own words, providing more diverse and nuanced data
(Albudaiwi, 2017).
When designing an open-ended questionnaire, it is crucial to create clear, relevant, and

unbiased questions that are directly related to the research problem to improve the quality
and validity of the data collected. In addition, researchers must consider strategies for
ensuring that the responses are representative of the target population, such as random
or stratified sampling.
1.5 Data Gathering Procedures
The data collection technique to be used for this research study involves the use of open-
ended questionnaire papers and face-to-face interview. The researcher will first seek
clearance and validation for the open-ended questions from their research adviser. Once
questionnaire is approved, papers will be personally delivered to participants at school
during break time hours and interviews will be personally done by the researcher, after
informing the participants about the research, its objectives, and results.
Participants will be asked for their permission to confirm their willingness to participate in
the study to ensure that they are aware of the research’s nature. To collect necessary data,
the researcher will consult and engage with the participants, ensuring that the questions
are clearly formulated, relevant, and unbiased.
1.6 Data Analysis Approach
According to (Yin, 2014), several factors are crucial for the success of a research study
including readability, credibility, and confirmability. The first chapter of a research study
plays a vital role in establishing the foundation for the research approach and setting clear
expectations for the scope and characteristics of the study. In the case of ethnographic
research, it is defined as "a type of qualitative research that gathers observations,
interviews, and documentary data to produce detailed and comprehensive accounts of
different social phenomena". This definition sets ethnographic research apart from other
research approaches and emphasizes the importance of examining the phenomenon in
its natural setting.
Although data analysis is a crucial stage in qualitative research, the literature frequently
pays the least attention to it (Thorne, 2000). It is crucial to employ an organized
methodology to guarantee that data analysis is transparent and methodical. According to
(Braun & Clarke 2016), thematic analysis is a popular qualitative analysis method that
teaches basic skills for many other kinds of qualitative analysis.
The process of using the thematic analysis approach is broken down into six steps: (1)
becoming familiar with the data; (2) creating codes; (3) creating themes; (4) assessing
themes; (5) defining and identifying themes; and (6) exemplar identification. Thematic
analysis, although relatively simple, can be a very powerful analytical tool when employed
properly (Crosley & Rautenbach, 2021).
Thematic analysis is one of the most often selected qualitative analysis methods by
students at Grad Coach. To guarantee that the data gathered is of the highest quality and
the conclusions are reliable and understandable, it is crucial to apply theme analysis
properly and carefully.
1.7 Ethical Standards
Ethical standards play a crucial role in ensuring that research is conducted with integrity,
honesty, and transparency. In the context of the qualitative study "Navigating Cancel
Culture in the Classroom: Perspective of Educators and Students in Senior High School,"
ethical considerations were paramount.
Obtaining informed consent from participants was a primary ethical consideration in the
study. The researcher ensured that all participants understood the purpose and potential
benefits of the study, as well as their rights regarding participation. Participants were also
informed about the confidentiality and anonymity of the data collected. To maintain
participant trust and protect their privacy, the researcher ensured that all data collected
was kept confidential and anonymous. Only the researcher and selected supervisors had
access to the raw data, and all quotes used in the analysis were de-identified.
In conducting the study, the researcher adhered to the principles of transparency and
honesty. All data collection methods were clearly described, and participants were
provided with detailed information about the purpose and potential outcomes of the study.
The researcher also maintained open communication channels with participants
throughout the fieldwork period. The researcher also ensured that data was analyzed and
interpreted responsibly, avoiding any potential misrepresentation or manipulation of
results.
CHAPTER 4
RESULTS AND DISCUSSION
In this chapter, the results and findings from the obtained data that revolve around the
perspectives, challenges, strategies that cancel culture tackles in the academic
environment towards an open-minded classroom is discussed. The research participants
were requested to answer a questionnaire and interview made by the researcher to gather
the information needed to answer the research questions for this research study.
The questionnaire and interview consist of questions about the perception of St. Patrick
School educators and students about cancel culture and the challenges and possible
solutions for a more open-minded and inclusive learning environment. Furthermore, in this
chapter, the participants' viewpoints are categorized and different themes composed of
codes that are provided by the respondents to answer the three research questions
regarding the research topic, Cancel Culture in the Classroom: Perspective of Educators
and Students in Senior High School.
Research Question #1:
As an educator/student, how would you define cancel culture, what are the challenges
The Foster of Understanding and Unveiling the Challenges
Cancel culture is a complex issue that requires nuanced understanding and by recognizing
the challenges associated with it, we can foster a more open-minded and inclusive
learning environment where diverse perspectives can thrive. According to P2, “Cancel
Culture pertains to the contrasting belief from a certain group or peer so it could severely
effect the treatment & perception toward a person/group”. Moreover, P1, P3 to P6 all
similarly stated that cancel culture is a behavior that invalidates, a toxic mentality, an
extensive criticism, a public ostracization and a showing of no support to an individual or
group.
Furthermore, P4 explains that “the risks of cancel culture include a sense of entitlement,
the restriction of free expression, and a lack of complexity in addressing complex issues.”
In addition, P3 stated, “This culture shuts people down, leaving no space for growth, and
a suffocating space to live in.” Ultimately, P1 shared that “This phenomenon can affect
one’s mental health which can be resulted to depression and anxiety that can take
someone’s life.”
What strategies or coping mechanisms do educators/students employ to navigate cancel

culture in the educational setting, how would you handle the negative impacts/effects of
this issue?
Cultivating Resilience and Inclusivity in Education
In the dynamic landscape of modern education, the emergence of cancel culture has
introduced a complex set of challenges that educators and students must navigate. As
teenagers want to explore themselves and learn new things, cancel culture gets in their
way, as P3 mentions she is a student and a teenager who is still learning, trying to
experience new things, explore, and build connections. But sadly, the impact of cancel
culture inside classrooms are not properly addressed in schools today. According to P4,
“Navigating cancel culture in the educational setting as a student entail remaining aware,
being open to diverse thoughts, and encouraging respectful discourse.” In addition, P5
and P6 similarly stated that they navigate cancel culture by encouraging respectful open
dialogue, empathy, and fostering an environment that values diverse perspectives.
However, P1 expressed, “Cancel culture should be avoided not only in the classroom but
also, in the workplace. Moreover, each educator must start to be aware and create
proactive actions to minish or lessen this kind of situations.” Cancel culture does not solely
originate with students in a classroom but also begins with educators themselves too.
(Appleman, 2022).
Moreover, James (2021) discussed how we can avoid and prevent cancel culture in
several ways such as accepting, keeping an open mind, not tolerating bullying, and as P4
stated, “to prevent the adverse impacts of cancel culture, I stress on critical thinking,
empathy, and understanding carrying points of view.” Likewise, P2 stated that by getting
the attention of the people involves we can tell them to respect individuality and
differences. However, P3 believes, “In order to attain peace within this judging world is to
know your own intentions, and the contentment that you find in the simplest forms in life.”
What recommendations can be made to promote a more inclusive and open-minded

classroom environment while addressing the challenges posed by cancel culture?
Advancing Inclusivity and Open-Mindedness
Building an inclusive and open-minded classroom environment involves challenges before

being able to express one’s self. These challenges can hinder freedom of speech, open
dialogue, and mental health. According to P3, you can help promote a more inclusive and
open-minded classroom environment in simple ways, “just simply being aware and seeing
the negative impacts of this issue, you become more empathetic of the person that you
become.” Moreover, findings showed that most participants root for encouraging inclusivity
and practicing good communication skills. P1 stated, “An open talk can cure all the hate.
A good communication can build a forever lasting memory.” P2 recommended to always
fact check all the information before jumping to conclusions.
In addition, P4 stated, “Ensure all students’ contributions are recognized and valued in
classroom activities and conversations. Take a proactive approach to resolving
microaggressions and offer a safe space for students to communicate their concerns
about any discomfort that they may be experiencing.” P5 and P6 similarly shared that
encouraging open dialogue, educate on critical thinking, empathy and constructive
feedback can lead to personal growth and avoid the issues of cancel culture.
Discussion
The research participants provided valuable insights into the definition of cancel culture
and its implications in academia. According to Smith et al. (2021), cancel culture is
perceived as a phenomenon where individuals or groups are ostracized or boycotted due
to their beliefs, actions, or affiliations. In the academic setting, this can manifest as the
silencing of certain viewpoints or the exclusion of individuals based on their perspectives.
The participants emphasized the need for empathy and open dialogue to counteract the
negative impacts of cancel culture, highlighting the importance of recognizing and valuing
diverse perspectives in the educational setting (Smith et al., 2021).
The challenges posed by cancel culture in academia are multifaceted, ranging from the
stifling of academic freedom to the creation of an environment of fear and self-censorship.
Participants highlighted the need for proactive actions to address these challenges,
emphasizing the importance of critical thinking as a coping mechanism. According to
Jones (2020), critical thinking allows individuals to evaluate and analyze information from
diverse perspectives, enabling them to navigate cancel culture by engaging in thoughtful
discourse and challenging prevailing norms. In response to the negative impacts of cancel
culture, the participants put forth recommendations to promote a more inclusive and open-
minded classroom environment. These recommendations included fostering empathy,
encouraging open dialogue, and valuing diverse perspectives. Additionally, proactive
actions such as creating platforms for constructive discussions and promoting a culture of
respect for differing viewpoints were highlighted as essential strategies to counteract the
divisive nature of cancel culture in academia (Smith et al., 2021).
The discussion on the perspectives, challenges, and strategies related to cancel culture
in the academic environment provide valuable insights into the complexities of navigating
this phenomenon. By recognizing the need for empathy, open dialogue, critical thinking,
and proactive actions, academia can work towards creating a more inclusive and open-
minded environment that values diverse perspectives and fosters constructive discourse.
CHAPTER 5
CONCLUSION AND RECOMMENDATIONS
Conclusion
The impact of cancel culture on the classroom environment, particularly in senior high
schools, is a complex and multifaceted issue. This research study has shed light on the
challenges and consequences of cancel culture, emphasizing its implications for mental
health, freedom of speech, and academic freedom. The findings underscore the
importance of promoting empathy, open dialogue, and critical thinking as strategies for
navigating cancel culture in educational settings. The study has also highlighted the need
for proactive actions to create a more inclusive and open-minded classroom environment.
The concept of cancel culture has been shown to have both positive and negative
implications. While it can promote social accountability, it also has the potential to suppress
free speech. The study emphasizes the importance of promoting empathy, accountability,
education, and open dialogue as essential strategies for navigating cancel culture. It is
crucial to recognize that cancel culture can have a significant impact on mental health,
freedom of speech, and the academic environment. Coping mechanisms, such as seeking
support, practicing self-care, and educating oneself about cancel culture, are essential for
individuals to navigate its challenges effectively.
It is recommended that both educators and students should take the initiative to educate
themselves about cancel culture. Understanding its positive and negative implications, as
well as coping mechanisms, can help individuals navigate its challenges effectively.
Moving forward, it is imperative for educators, students, and schools to consider the
recommendations put forth in this study to promote a more inclusive and open learning
environment while facing the challenges of cancel culture.
Recommendations
Educators
Educators are recommended to encourage open dialogue, support mental health,
encourage critical thinking, and create an inclusive environment. They should encourage
open discussions about cancel culture, educate students about its positive and negative
impacts, and provide support for self-care. They should implement policies that promote
inclusivity and respect for diverse perspectives to create a supportive and inclusive
classroom environment.
Students
It is recommended to encourage students to understand and empathize with diverse
perspectives, even those they may disagree with; they should accept cultural and societal
differences with respect and dignity. Students should promote empathy, practice self-care,
educate themselves about cancel culture's implications, foster open dialogue, and practice
good communication.
Schools
Schools should foster inclusive education, encourage open dialogue, provide support
systems, educate on cancel culture, and emphasize empathy and accountability. These
recommendations aim to create a learning environment where diverse perspectives are
respected and valued, addressing the challenges of cancel culture and promoting
understanding and social responsibility among students and educators.
Future Researchers
Future research should expand the scope of studies to include middle school and college
levels, examine the long-term effects of cancel culture on students and educators, and
examine policy implications to propose strategies for addressing its challenges in
educational settings.
APPENDIX A
QUESTIONNAIRE
Research Question #1
1. As an educator how would you define cancel culture, what do you think are the
2. As a student how would you define cancel culture, what do you think are the
this issue?
1. What strategies or coping mechanisms do you as an educator employ to navigate
cancel culture in the educational setting, how do you handle the negative
2. What strategies or coping mechanisms do you as a student employ to navigate
cancel culture in the educational setting, how do you handle the negative
APPENDIX B
RESPONDENTS (2 EDUCATORS AND 4 STUDENTS)
Categories Theme
Definition of Cancel Culture
Challenges Faced
The Foster of Understanding and Unveiling
the Challenges
Risks and Negative Impacts
Effects on Mental Health
1. As an educator how would you define cancel culture, what do you think are the
Cancel culture pertains to a certain
behavior of a group of people or person
that invalidating the ways of
improvement of the victim or subject of
an issue – being impartial of verifying
facts which can lead unharmonious
P1 rapport affecting person’s capability to
change his/her wrong doings. This kind
of act is prevalent in the rising era or
social media – which both sides of the
story can be flipped. This phenomenon
can affect one’s mental health which
can be resulted to depression and
anxiety that can take someone’s life.
2. As a student how would you define cancel culture, what do you think are the
As a global trend, cancel culture has
become a toxic mentality that has
become a trend. Once people have
decided what you will stand on, your
P3 status in the society, and the mistakes
that they define you as, this is where
cancel culture takes place. This culture
shuts people down, leaving no space for
growth, and a suffocating space to live in.
as if you do not exist.
Cancel culture is a social event in which
individuals or groups suffer extensive
criticism, protects, or humiliation,
frequently on social media platforms, for
P4 perceived inappropriate actions or words.
The risk of cancel culture include a sense
of entitlement, the restriction of free
expression, and a lack of complexity in
addressing complex issues.
Cancel culture involves public
condemnation and ostracization due to
perceived offenses, posing challenges
P5
like overreactions, lack due process, and
limiting free expression. Balancing
accountability with the opportunity for
personal growth is a key challenge.
Cancel culture is not supporting or

cancelling individuals because they did
P6
something offensive. Not giving a chance
for the person to change his/her actions.
this issue?
Categories Theme
Strategy
Cultivating Resilience and Inclusivity
Coping Mechanism
in Education
Prevention
1. What strategies or coping mechanisms do you as an educator employ to navigate

cancel culture in the educational setting, how do you handle the negative impacts/effects
of this issue?
Cancel culture should be avoided not

only in the classroom but also, in
workplace. Moreover, each educator
P1 must start to be aware and create
proactive actions to diminish or lessen
this kind of situation. In my previous
experiences, cancel culture starts with
unsolicited wrath and hatred that comes

from insecurities and jealousy – which
other people are zealous with you or
having unsettled issues with you.
Hence, having a good communication
they tried to retract and painted you as
a bad guy from the situation which can
affect person’s dignity and reputation.
Getting the attentions of people involved
and intervention by means of telling
them to respect individuality and respect
P2 differences.
3. What strategies or coping mechanisms do you as a student employ to navigate cancel

culture in the educational setting, how do you handle the negative impacts/effects of
this issue?
As a student and a teenager who is still

learning, trying to experience new things,
exploring, building connections, I tend to
not care of what people really think of me,
I believe that in order to attain peace
within this judging world is to know your
P3 own intentions, and the contentment that
you find in the most simplest forms in life.
As long as you know you’ve been kind
and humane, you can never feel guilty
with doing the things you most love
despite the heat of the eyes that navigates
you.
Navigating cancel culture in the

educational context as a student entails
remaining aware, being open to diverse
thoughts, and encouraging respectful
discourse. To prevent the adverse
P4 impacts of cancel culture, I stress on
critical thinking, empathy, and
understanding varying points of view.
Engaging in meaningful interactions
and promoting a culture of learning
rather than punitive judgement are
crucial.
As a student, I navigate negative cancel
culture in the educational setting by
open dialogue, encouraging empathy,
and fostering an environment that
P5 values diverse perspectives. I handle
the impacts by focusing on constructive
conversation, seeking understanding,
and advocating for a balanced
approach to accountability that allows
room for personal growth.
P6 By encouraging respectful dialogue,

empathy, and addressing concerns.
Categories Theme
Good Communication
Advancing Inclusivity and Open-
Inclusivity
Mindedness
Open dialogue
1. What recommendations can be made to promote a more inclusive and open-minded

An open talk can cure all of the hate. A

good communication can build a forever
lasting memories while,
P1 miscommunication can burn bridges that
can tore people’s connection. Same to the
cancel culture – that can divide the certain
situation in bringing stress, anxiety and
unnecessary adverse effects.
I recommend to always fact-check all the
P2 information before jumping to conclusions
and think of respectful words that will
present specific ideas.
Just being simply aware and seeing the
negative impacts of this issue, you
become more empathetic of the person
that you become. I think that in the most
P3 effective way possible, managing and
constructing constructive criticisms are
ways in promoting a more inclusive, more
diverse sides of every individual.
Consider encouraging inclusivity and

address microaggressions to establish
a more inclusive and open-minded
educational environment while tackling
issues posted by cancel culture. Ensure
that all students’ contributions are
recognized and valved in classroom
activities and conversations. Take a
proactive approach to resolving
P4 microaggressions and offer a safe
space for students to communicate
their concerns about any discomfort
they may be experiencing. Remember
that developing an inclusive
environment is a continual effort that
necessitates constant reflection and
adaptation to suit the changing
demands of students and society.
Encourage dialogue, educate on critical
P5 thinking, cultivate empathy, teach
constructive feedback, highlight
personal growth.
Promote open dialogue, teach critical
P6 thinking, educate about cancel culture,
and encourage empathy.
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Senior High School Department

“Navigating Cancel Culture in the Classroom: Perspective of

A research presented to Dr. Dary E. Dacanay

St. Patrick School of Quezon City

In Partial Fulfillment for the subject Practical Research 1

under the Senior High School Department

Samaniego, Cecile Rose T.

PROBLEM AND ITS BACKGROUND

potential consequences of cancel culture on academic freedom, intellectual diversity, and

1.2 Background of the Study

education is not limited to academic knowledge alone. It also encompasses developing

1.3 Statement of the Problem

2) Development of solutions to lessen the negative impacts of cancel culture in

2. What strategies or coping mechanisms do educators and students employ to

3. What recommendations can be made to promote a more inclusive and open-

1.4 Significance of the Study

1.5 Scope and Delimitation

Classroom Environment: The study investigates how teachers create an inclusive

1.6 Definition of terms

Cancel Culture refers to the practice of publicly denouncing, boycotting, or ostracizing

Generalizability refers to the extent to which research findings can be applied or

Retribution refers to the act of seeking revenge or punishment for a perceived

Manifestation refers to the act or process of becoming visible, evident, or apparent. It is

Scourge refers to a cause of widespread suffering, destruction, or harm. It can refer to a

Coping mechanisms are strategies or behaviors that individuals use to manage or

The necessity of open communication and freedom of expression is a fundamental

Impact of Cancel Culture on Mental Health

Impact of Cancel Culture on Education

The impact of Cancel Culture on education is a topic of increasing concern in today's

To address the impact of Cancel Culture on education, it is crucial to promote open

Cancel Culture has a significant impact on education, including the suppression of

Freedom of Speech and Academic Freedom

Strategies for Navigating Cancel Culture

In navigating Cancel Culture, it is important to strike a balance between accountability and

Furthermore, education plays a crucial role in navigating Cancel Culture. By promoting

1.2 Conceptual Framework

Figure 1. Cancel Culture Conceptual Framework

exploration of diverse perspectives, and protecting academic freedom are essential to

consequences on one's own mental well-being, as it may involve perpetuating a culture of

3. Freedom of Speech: Cancel Culture can have a significant impact on freedom of

Cancel Culture can undermine academic freedom, which is a cornerstone of freedom of

To protect freedom of speech in the classroom, it is crucial to foster an environment that

To mitigate the impact of Cancel Culture on open dialogue, it is crucial to promote an

1.3 Theoretical Framework

avigating d Culture in Culture in

Deliberative-Democratic Education Philosophy by Jürgen Habermas

Deliberative-Democratic Education Philosophy is a theoretical framework that can be used

In a deliberative-democratic society, individuals engage in reasoned discourse and

When applied to Cancel Culture, the Deliberative-Democratic Education Philosophy

From the perspective of Deliberative-Democratic Education Philosophy, Cancel Culture

The impact of Cancel Culture on academic freedom can be critically examined by

1.1 Research Design

When designing a qualitative research study focused on ethnographic approach, it is

focuses on open-ended questions and encourages participants to express themselves

Data analysis is a critical phase of qualitative research, particularly when investigating

1.2 Locale of the study

1.4 Data Collection Method

Research Questions Data Collection Method

As an educator/student, how would you Open-ended Questionnaire

What strategies or coping mechanisms

What recommendations can be made to

Table 1: Data Collection of the Study