How (not) to handle racist slurs in texts that you’re teaching

When I read this post, one of many right now documenting students’ experiences of racism in their schools, I felt sick and angry. Yes, because of what happened in this class, this time. Also, because it’s common.

Let’s just agree not to put more students in these positions. And I mean the students whose humanity slurs attack, as well as the students who are living with the collateral damage when socially acceptable racism is enacted.

Let’s talk about what to do when you’re teaching a text that includes identity slurs.

First, why are you teaching the text? Is it vital? Because you always have to make content choices, and if you’re teaching a text that isn’t critical that has the potential or likelihood to perpetuate racism, then you need to stop and reconsider.

So let’s assume you really believe in this text. Whether it’s Fences, To Kill a Mockingbird, Of Mice and Men or [insert text you’re teaching]:

[Quick note: some of these slides are from workshops specifically about the n-word, and others are from workshops about racial slurs and/or identity slurs more broadly – hence the varying focus across these slides.]

Take stock of your perspective. Then get curious:

And here I need to address one of the defenses of repeating identity slurs as they’re written: textual integrity. Yes…

Now add up all of the possibilities you imagined. All together, what do they amount to?

Because repeating the n-word and other slurs in your discussion of a text is not a multiple choice outcome, but all of the above, it is not safe, equitable or inclusive to let students decide for themselves what to do.

Everyone getting to decide empowers the “discourse of uninformed certainty” (deCastell). Speaking of which, making this call about whether or not to repeat derogatory language by yourself is, in itself, a perpetuation of white supremacy culture (Okun) and a missed opportunity for students to learn how to discern action, yes, for themselves, and also as a community.

Regarding students reflecting on what they think, feel and believe, I have to say that when I originally read the post at the top, and even now, I have no idea what that teacher’s purpose was in asking the students to “write down their feeling about the n-word.” The outcome seems to have been to give each student the opportunity to “hear themselves” (presumably as correct in their individual, siloed stance) and reinforce mistaken notions about freedom of speech: that everyone gets to say whatever they want, that speech is equal (and treats people equally) in the first place, that there is no consequence to what we say (and force others to hear).

The purpose of talking about what it means in totality to repeat the slurs in a text as significant and critical to literary study as Fences is not just about reading Fences. It’s about lifelong discernment, often in “back stage” (Goffman) spaces of our lives.

Finally, this isn’t just an individual or English-class-this-semester issue. This is an institutional question. What are your community’s expectations about speech that is or can be hate speech?

And whatever the consequences, how does repair happen? How is your community committed to relationships? Because that’s what I’m reading in all the Instagram posts: relationships with other students, with educators, with schools that were never restored after they were broken. Relationships that still matter.