Addressing Racist and Dehumanising Language [Autosaved].pptx

Addressing racist and dehumanising language

1. Addressing Discriminatory and Dehumanizing Language

2. Dehumanizing: If you  say  that something  dehumanizes  people, you  mean  it takes  away  from them good human qualities such as  kindness ,  generosity , and  independence

3. Guiding Questions What impact does racist and dehumanising language have on those who are targeted by it? How have some people who belong to groups targeted by racist and dehumanising terms sought to reclaim those words and rob them of their derisive power? How will we be addressing racist and dehumanising language in this classroom?

4. In your journal, respond to the following prompts: A famous children’s nursery rhyme states ‘Sticks and stones may break my bones, but words will never hurt me’. What do you think this means? How do you agree with its message? Is there any evidence in society that words can hurt? Have you ever been hurt by words? Reflect on the Power of Words

5. In your journal, respond to the following questions: What types of places do people encounter racist terms? “But I didn’t mean it in a bad way”, “I heard it in a song so I ’,m just repeating the lyrics”. Do either of these 2 scenarios make it ok to use a term that someone could consider to be racist? Reflect on Situations and Contexts

6. Explore the Impact of Racist and Dehumanising Language Excerpt from journalist and filmmaker Sarfraz Manzoor’s memoir ‘Greetings from Bury Park’

7. What acts of racism that Sarfraz Manzoor and Rupinder had to deal with? How might this have impacted the way they felt about their environment? Manzoor describes a racist incident in which a teacher, discussing how words can be abbreviated, uses the P-word against him in class. How might it have felt to be singled out by the teacher and subjected to a racist slur? Why is it significant that this occurred within school? After describing the two painful memories from his school days, Manzoor writes: ‘It is not easy to convey the impact of such incidents.’ What does he mean? What are the different ways such experiences might shape the way people think about themselves, others, and the choices they make? Reflect on ‘Greetings from Bury Park’

8. Listen to Salena Godden’s Poem ‘The N-Word’ Listen to Salena Godden’s Poem ‘The N-Word ’ 26.47 and 28.19

9. What did the poet do that stood out to you? How did it make you feel? What does the poem suggest about the impact of racist language on those who are targeted by it? Why do you think Salena Godden wrote the poem? What message did she want to send? What lessons can we learn from it? How, if at all, has the poem impacted your views on racist and language?

10. I came in thinking/feeling … I am leaving thinking/feeling ... Reflect on the Lesson

11. PART 2

12. Should racist terms be completely banned? Explain your view. Should Racist and Dehumanising Terms be Completely Banned?

13. Explore Different Perspectives Concerning Racist and Dehumanising Language

14. Schoolgirl (on the N-word): ‘You can be told not to say a word because it’s offensive, but to tread so lightly around it and ... to completely avoid the word and to feel awkward around it that would be more offensive than to openly discuss it.’ ¹ ¹A schoolgirl interviewed by Dame Ellah Wakatama Allfrey, A History of the N-word , BBC Sounds, 30:28.

15. DJ Semtex (on the N-word): ‘I think it should be embraced, the fact that you have got so many generations of kids – they understand it as a term of endearment, it is a part of popular culture, there are tracks that are built on the use of the word and it’s not meant in a negative way at all.’ ¹ ¹DJ Semtex interviewed by Dame Ellah Wakatama Allfrey, A History of the N-word , BBC Sounds, 37:34.

16. Author Bernadine Everisto (on the N-word): ‘You could say that what these hip-hop artists and so on are doing is reclaiming the word and neutralising its toxicity, if you like, but I don’t think we’re there yet … I wonder if it’s because the history of the word [the N-word] is so deep that we just can not get rid of all its implications.’ ¹ ¹Bernadine Everisto interviewed by Dame Ellah Wakatama Allfrey, A History of the N-word , BBC Sounds, 42:11.

17. Rapper Ashley Walters (on the N-word): ‘It was a rebellion thing, it was a way that you could rebel against the government, against society ... and take out your anger, and what will make people look at you or be more shocked than using a word that is so negative or derogatory in a good way, you know?’ ¹ ¹Ashley Walters interviewed by Dame Ellah Wakatama Allfrey, A History of the N-word , BBC Sounds, 37:19.

18. Professor David Pilgrim: ‘I‘m sure there are people who have tried in African American community to defang it, I don’t think they are successful, I don’t think changing the spelling of the word or the pronunciation of the word, that word has a long and brutal history and I tell my students, if you are looking for a term of endearment, try brother.’¹ ¹Professor David Pilgrim interviewed by Dame Ella Wakatama Allfrey, A History of the N-word , BBC Sounds, 43:43.

19. Why and how have some groups sought to reclaim racist and dehumanising terms? Do you think racist and/or dehumanising words can be reclaimed by those who they are targeted against? Explain your response. Why might it be acceptable in some situations for those belonging to a targeted group to use a term, but unacceptable for those who do not belong to that group to use it? Can you think of other situations where it is acceptable for some people to refer to others using particular names or terms, but not other people? You might wish to consider nicknames, how names are used in environments such as schools or hospitals, or names you have for members of your family. Discuss Different Perspectives Concerning Racist and Dehumanising Language

20. Take notes on these questions whilst watching Stordeur Pryor’s talk: How do students feel when the N-word is spoken without adequate preparation in the classroom? What are the painful histories concerning the N-word and its use, both recent and distant? What approach does Stordeur Pryor feel needs to be taken when discussing the N-word in class? What reflections do you have on Stordeur Pryor’s talk? What ideas stood out? What questions does it raise for you? Dr Elizabeth Stordeur Pryor: Why It’s So Hard to Talk About the ‘N’ Word

21. Dr Elizabeth Stordeur Pryor: Why It’s So Hard to Talk About the ‘N’ Word Video

22. How might students of color feel when racist language is used in the classroom? What are the painful histories concerning the N-word and its use, both recent and distant? What reflections do you have on Stordeur Pryor’s talk? What ideas stood out? What questions does it raise for you? Discuss Dr Elizabeth Stordeur Pryor’s Talk ‘Why It’s So Hard to Talk About the ‘N’ Word’

23. If words like the N-word are encountered in a text, they will not be spoken out loud. Instead, substitutions for such terms, such as ‘the N-word’ will be used. This is to ensure that everyone feels safe in the classroom environment and no one is triggered by a racist and dehumanising term. Our Class Approach to Racist and Dehumanising Terms

24. How will we be addressing racist and dehumanising language in this classroom? What procedures, in addition to word substitutions, would you like to have in place? What, if anything, do you feel needs to be considered? Discuss Our Class Approach to Racist and Dehumanising Terms

25. I came in thinking/feeling … I am leaving thinking/feeling ... Reflect on the Lesson