Why it's so hard to talk about the N-word | Elizabeth Stordeur Pryor

Summary

In this powerful narrative, a black US history professor recounts her experiences with the N-word in the classroom, emphasizing its historical weight and emotional impact. She describes her initial decision to avoid the word, the subsequent realization of its necessity in academic discourse, and the importance of contextualizing its use. The professor advocates for open, sensitive discussions about the N-word, highlighting the need to understand its roots and the harm it can cause, especially in educational settings where it can disrupt the learning environment and student-teacher trust.

Takeaways

• 👩‍🏫 The speaker, a black woman teaching histories of race and US slavery, shares her experience of having the N-word unexpectedly introduced in her classroom by a student quoting a movie.
• 🎓 Despite being well-prepared academically, the speaker was unprepared for handling the N-word situation, highlighting the gap in graduate school training for real-world classroom challenges.
• 🚫 The speaker chose to never say the N-word, even in quoting, and instead used the euphemistic phrase 'the N-word,' a decision that was both personal and professional.
• 🤔 The incident prompted the speaker to reflect on the word's history, the violence associated with it, and its impact on her and her students, which she terms as 'points of encounter.'
• 🗣️ The speaker discusses the societal debate on who can and cannot use the N-word, emphasizing that such debates often overshadow the deeper issues surrounding the word.
• 💡 The N-word is described as an idea disguised as a word, perpetuating the belief in black inferiority and justifying historical and ongoing injustices.
• 📚 In response to the incident, the speaker implemented a classroom policy to visually represent the word but never to vocalize it, aiming to create a safer learning environment.
• 🧠 The speaker's students shared personal stories of encountering the N-word, revealing the emotional and psychological impact it has on individuals across different racial backgrounds.
• 🏫 The script highlights the prevalence of the N-word in US literature and history, and the challenges educators face in addressing its use in the classroom without causing harm.
• 🔊 The speaker argues for a more open and honest conversation about the N-word, taking responsibility as an educator to lead these discussions with historical context and sensitivity.

Q & A

What was the speaker's initial reaction when a student used the N-word in her class?

The speaker was taken aback and felt the temperature in the classroom drop. She held up her hands and said 'Whoa, whoa' in response to the student's use of the word.

Why did the student use the N-word in the classroom?

The student used the N-word while quoting a line from a 1970s comedy movie, 'Blazing Saddles,' as part of a point she was making about the speaker's lecture.

What decision did the speaker make regarding the use of the N-word in her teaching?

After consulting with someone she trusted, the speaker decided to never say the N-word, even when quoting documents, and instead use the euphemistic phrase 'the N-word.'

What concerns did the speaker have about using the euphemistic phrase 'the N-word'?

The speaker worried that senior colleagues might view her as not being a serious scholar if she used the phrase 'the N-word' instead of the actual word.

What term does the speaker use to describe moments when individuals confront the N-word?

The speaker refers to these moments as 'points of encounter,' which are instances where one comes face-to-face with the N-word.

According to the speaker, what is the fundamental idea disguised by the N-word?

The N-word is an idea disguised as a word, suggesting that black people are intellectually, biologically, and immutably inferior to white people.

Why did the speaker implement a new policy in her classroom regarding the N-word?

The speaker implemented a policy to never say the word out loud in class after realizing the profound impact it had on the classroom environment and the emotional responses of her students.

What was the outcome of the speaker's policy of not saying the N-word in class?

While the word was not spoken again, the speaker felt that her students didn't learn much about its historical and cultural implications, as she hadn't explained the significance of the word's exclusion.

How did the speaker's approach to discussing the N-word evolve after hearing her students' personal stories?

The speaker began to facilitate open and honest conversations about the N-word in her classroom, without using the word itself, and took responsibility for teaching its historical context rather than placing that burden on her black students.

What is one of the most significant historical uses of the N-word mentioned by the speaker?

The speaker mentions that black people first incorporated the N-word into their vocabulary as a form of political protest as far back as the 1770s.

Why does the speaker believe it's important to discuss the N-word in the classroom?

The speaker believes it's crucial to discuss the N-word to understand its historical roots, the assault on black freedom and aspiration it represents, and to navigate its pervasive presence in American culture.

Outlines

00:00

📚 Classroom Encounter with the N-word

The speaker, a black female US history professor, recounts the chilling moment when a student casually used the N-word in her class, quoting a 1970s comedy film. Despite her careful preparation and anticipation of sensitive topics, this incident caught her off guard. The professor reflects on her decision to never use the word in her teaching, even as a quote, and instead use 'the N-word' as a euphemism. She discusses the personal and professional implications of this choice, including concerns about being perceived as less scholarly. The incident forced her to confront the word's history and her own experiences with it, leading to the concept of 'points of encounter,' which are moments when individuals are confronted with the N-word, evoking a range of responses from discomfort to humiliation.

05:00

🗣️ The N-word Beyond a Word

The speaker delves into the deeper implications of the N-word, arguing that it is more than just a racist term from the past—it embodies the idea of black inferiority to whites, both intellectually and biologically. This notion suggests that the injustices and inequalities faced by black people are their own fault. The speaker criticizes the common discussions about the word that focus solely on who can say it, missing the broader conversation about its meaning and impact. Through her experiences and observations, she emphasizes the need to address the word's true nature and its role in perpetuating racial stereotypes and injustices.

10:01

🏫 The Classroom as a Site of Conflict

The narrative shifts to the classroom as a primary site for encounters with the N-word, often through literature and history lessons. The speaker shares stories from her students about the emotional impact of hearing the word in an educational setting, which can lead to feelings of isolation and discomfort. She criticizes the practice of using the word for shock value without proper context or discussion, arguing that it perpetuates harmful ideas rather than fostering understanding. The speaker calls for a more thoughtful approach to teaching about the N-word, one that acknowledges its historical and cultural weight without causing further harm.

15:02

🔍 Unpacking the N-word's History and Impact

In the final paragraph, the speaker explores the history of the N-word, revealing its origins as a political protest by black people dating back to the 1770s. She discusses the word's transformation into a slur and its role as an attack on black freedom and aspiration. The speaker emphasizes the importance of understanding the word's history to navigate its presence in contemporary society, including its use in popular culture and personal experiences. She advocates for open and honest conversations about the N-word in the classroom, taking responsibility for educating students about its complex history and impact, and ensuring that black students are not burdened with teaching their peers about its racial implications.

Keywords

💡N-word

The term 'N-word' is a euphemistic placeholder for a racial slur directed at people of African descent. In the video, it represents a deeply ingrained symbol of historical oppression and racial violence. The speaker discusses the complexity and impact of using this word in an academic setting, emphasizing its power to evoke strong emotions and historical context, as seen when a student quotes a movie using the word, causing discomfort in the classroom.

💡Academic Setting

An academic setting refers to an environment where learning, teaching, and research are conducted, typically within a school or university. The video highlights the challenges of navigating sensitive topics like the use of racial slurs within this context. The speaker, a professor, grapples with how to address the N-word in her US history class, reflecting the broader debate on freedom of speech and the responsibility of educators to create inclusive learning spaces.

💡Racial Slur

A racial slur is a derogatory term used to demean individuals based on their race or ethnicity. In the video, the N-word is identified as a racial slur with a painful history and ongoing impact. The speaker's experience of hearing the N-word in her classroom underscores the deep-seated effects of racism and the difficulty of addressing such terms in an educational environment.

💡Freedom of Speech

Freedom of speech is the right to express one's opinions without censorship or restraint. The video discusses the debate surrounding who can use the N-word and the implications of doing so. The speaker's decision to avoid using the word in class, despite her concerns about appearing less scholarly, illustrates the tension between academic freedom and the responsibility to respect the experiences of marginalized groups.

💡Euphemism

An euphemism is a mild or indirect term used to replace one that may be considered harsh or offensive. In the video, the speaker chooses to use 'the N-word' as an euphemism to avoid using the racial slur directly. This decision reflects a strategy to navigate the sensitive nature of the word while still discussing its historical and social implications.

💡Inferior

To be considered 'inferior' means to be ranked or classified as lower in quality, value, or importance. The video explains that the N-word is more than a word; it is an idea that suggests black people are intellectually and biologically inferior to white people. This concept is central to understanding the speaker's perspective on the word's historical and ongoing role in perpetuating racial inequality.

💡Points of Encounter

In the video, 'points of encounter' are moments when individuals come face-to-face with the N-word, leading to a range of emotional responses. The speaker uses this term to describe personal experiences and stories shared by others, highlighting the profound impact these encounters have on individuals and the need for open conversations about the word's history and meaning.

💡Cultural Fabric

The term 'cultural fabric' refers to the underlying values, beliefs, and practices that make up a society's culture. The speaker argues that the N-word is deeply embedded in the cultural fabric of the United States, influencing perceptions and attitudes towards black people. This concept is crucial for understanding the pervasive influence of the word beyond its literal use.

💡Teaching Crisis

A 'teaching crisis' refers to a situation where educators face significant challenges in effectively teaching sensitive or controversial topics. The video describes the N-word as a central issue in such crises, with students and teachers alike struggling to navigate its use in the classroom. The speaker's experiences and observations underscore the need for thoughtful, informed approaches to teaching about racism and its linguistic manifestations.

💡Political Correctness

Political correctness is the avoidance of expressions or actions that can be perceived to marginalize or offend certain groups of people. In the video, the speaker discusses the criticism she received for using 'the N-word' instead of the actual racial slur, with critics accusing her of being overly principled or 'insufferably woke.' This highlights the tension between respecting the experiences of marginalized groups and the pushback against perceived over-sensitivity.

💡Historical Context

Historical context refers to the background information about the conditions, events, and cultural environment in which something occurs. The video emphasizes the importance of understanding the historical context of the N-word, from its origins as a term of oppression to its later subversive use by black people as a form of political protest. The speaker's research into this history informs her approach to teaching about the word and its impact.

Highlights

A black woman teaching histories of race and US slavery faces unique challenges due to her social identity being always on display.

The unexpected introduction of the N-word in a classroom setting can be a shocking and unprepared moment for educators.

The decision to not use the N-word in an academic setting is a personal and complex choice influenced by various factors.

The use of the euphemistic phrase 'the N-word' instead of the actual term is a strategy to navigate the controversy and historical weight of the word.

The fear of being perceived as not a serious scholar due to avoiding the N-word can impact tenure decisions.

The concept of 'points of encounter' describes the personal and impactful moments when one confronts the N-word.

The N-word is not merely a word but an idea deeply rooted in the belief of black inferiority.

The classroom is a common site for uncomfortable encounters with the N-word, affecting the educational environment.

Students' reactions to the N-word in class can range from feeling singled out to experiencing humiliation.

The historical use of the N-word by black people as a form of political protest dates back to the 1770s.

The N-word's history is tied to the assault on black freedom, mobility, and aspiration.

Students are not afraid of materials containing the N-word but seek understanding and context for its use.

Avoiding discussions about the N-word can lead to misinformed understanding and perpetuation of harmful stereotypes.

Creating open and honest classroom conversations about the N-word can help students better understand its historical and social implications.

Educators should take responsibility for teaching about the N-word, rather than placing the burden on black students.

The N-word's presence in various aspects of students' lives makes it an unavoidable part of their cultural and social experience.

Transcripts

Transcriber: Ivana Korom Reviewer: Krystian Aparta

The minute she said it,

the temperature in my classroom dropped.

My students are usually laser-focused on me,

but they shifted in their seats and looked away.

I'm a black woman

who teaches the histories of race and US slavery.

I'm aware that my social identity is always on display.

And my students are vulnerable too,

so I'm careful.

I try to anticipate what part of my lesson might go wrong.

But honestly,

I didn't even see this one coming.

None of my years of graduate school prepared me for what to do

when the N-word entered my classroom.

I was in my first year of teaching

when the student said the N-word in my class.

She was not calling anyone a name.

She was bright-eyed and bushy-tailed.

She came to class with her readings done,

she sat in the front row

and she was always on my team.

When she said it,

she was actually making a point about my lecture,

by quoting a line from a 1970s movie, a comedy,

that had two racist slurs.

One for people of Chinese descent

and the other the N-word.

As soon as she said it, I held up my hands, said, "Whoa, whoa."

But she assured me,

"It's a joke from 'Blazing Saddles,'"

and then she repeated it.

This all happened 10 years ago,

and how I handled it haunted me for a long time.

It wasn't the first time I thought about the word

in an academic setting.

I'm a professor of US history,

it's in a lot of the documents that I teach.

So I had to make a choice.

After consulting with someone I trusted,

I decided to never say it.

Not even to quote it.

But instead to use the euphemistic phrase, "the N-word."

Even this decision was complicated.

I didn't have tenure yet,

and I worried that senior colleagues

would think that by using the phrase I wasn't a serious scholar.

But saying the actual word still felt worse.

The incident in my classroom forced me to publicly reckon with the word.

The history, the violence,

but also --

The history, the violence, but also any time it was hurled at me,

spoken casually in front of me,

any time it rested on the tip of someone's tongue,

it all came flooding up in that moment,

right in front of my students.

And I had no idea what to do.

So I've come to call stories like mine points of encounter.

A point of encounter describes the moment you came face-to-face with the N-word.

If you've even been stumped or provoked by the word,

whether as the result of an awkward social situation,

an uncomfortable academic conversation,

something you heard in pop culture,

or if you've been called the slur,

or witnessed someone getting called the slur,

you have experienced a point of encounter.

And depending on who you are and how that moment goes down,

you might have a range of responses.

Could throw you off a little bit,

or it could be incredibly painful and humiliating.

I've had lots of these points of encounter in my life,

but one thing is true.

There's not a lot of space to talk about them.

That day in my classroom was pretty much like all of those times

I had an uninvited run-in with the N-word.

I froze.

Because the N-word is hard to talk about.

Part of the reason the N-word is so hard to talk about,

it's usually only discussed in one way,

as a figure of speech, we hear this all the time, right?

It's just a word.

The burning question that cycles through social media

is who can and cannot say it.

Black intellectual Ta-Nehisi Coates does a groundbreaking job

of defending the African American use of the word.

On the other hand, Wendy Kaminer,

a white freedom of speech advocate,

argues that if we don't all just come and say it,

we give the word power.

And a lot of people feel that way.

The Pew Center recently entered the debate.

In a survey called "Race in America 2019,"

researchers asked US adults if they thought is was OK

for a white person to say the N-word.

Seventy percent of all adults surveyed said "never."

And these debates are important.

But they really obscure something else.

They keep us from getting underneath to the real conversation.

Which is that the N-word is not just a word.

It's not neatly contained in a racist past,

a relic of slavery.

Fundamentally, the N-word is an idea disguised as a word:

that black people are intellectually,

biologically

and immutably inferior to white people.

And -- and I think this is the most important part --

that that inferiority means that the injustice we suffer

and inequality we endure

is essentially our own fault.

So, yes, it is ...

Speaking of the word only as racist spew

or as an obscenity in hip hop music

makes it sounds as if it's a disease

located in the American vocal cords

that can be snipped right out.

It's not, and it can't.

And I learned this from talking to my students.

So next time class met,

I apologized,

and I made an announcement.

I would have a new policy.

Students would see the word in my PowerPoints,

in film, in essays they read,

but we would never ever say the word out loud in class.

Nobody ever said it again.

But they didn't learn much either.

Afterwards, what bothered me most

was that I didn't even explain to students

why, of all the vile, problematic words in American English,

why this particular word had its own buffer,

the surrogate phrase "the N-word."

Most of my students,

many of them born in the late 1990s and afterwards,

didn't even know that the phrase "the N-word"

is a relatively new invention in American English.

When I was growing up, it didn't exist.

But in the late 1980s,

black college students, writers, intellectuals,

more and more started to talk about racist attacks against them.

But increasingly, when they told these stories,

they stopped using the word.

Instead, they reduced it to the initial N

and called it "the N-word."

They felt that every time the word was uttered

it opened up old wounds, so they refused to say it.

They knew their listeners would hear the actual word in their heads.

That wasn't the point.

The point was they didn't want to put the word in their own mouths

or into the air.

By doing this,

they made an entire nation start to second-guess themselves

about saying it.

This was such a radical move

that people are still mad about it.

Critics accuse those of us who use the phrase "the N-word,"

or people who become outraged,

you know, just because the word is said,

of being overprincipled,

politically correct

or, as I just read a couple of weeks ago in The New York Times,

"insufferably woke."

Right?

So I bought into this a little bit too,

which is why the next time I taught the course

I proposed a freedom of speech debate.

The N-word in academic spaces, for or against?

I was certain students would be eager

to debate who gets to say it and who doesn't.

But they weren't.

Instead ...

my students started confessing.

A white student from New Jersey talked about standing by

as a black kid at her school got bullied by this word.

She did nothing and years later still carried the guilt.

Another from Connecticut

talked about the pain of severing

a very close relationship with a family member,

because that family member refused to stop saying the word.

One of the most memorable stories came from a very quiet black student

from South Carolina.

She didn't understand all the fuss.

She said everyone at her school said the word.

She wasn't talking about kids calling each other names in the hall.

She explained that at her school

when teachers and administrators

became frustrated with an African American student,

they called that student the actual N-word.

She said it didn't bother her at all.

But then a couple of days later,

she came to visit me in my office hours and wept.

She thought she was immune.

She realized that she wasn't.

Over the last 10 years,

I have literally heard hundreds of these stories

from all kinds of people from all ages.

People in their 50s remembering stories from the second grade

and when they were six,

either calling people the word or being called the word,

but carrying that all these years around this word, you know.

And as I listened to people talk about their points of encounter,

the pattern that emerged for me as a teacher that I found most upsetting

is the single most fraught site

for these points of encounter

is the classroom.

Most US kids are going to meet the N-word in class.

One of the most assigned books in US high schools

is Mark Twain’s "The Adventures of Huckleberry Finn"

in which the word appears over 200 times.

And this isn't an indictment of "Huck Finn."

The word is in lots of US literature and history.

It's all over African American literature.

Yet I hear from students

that when the word is said during a lesson

without discussion and context,

it poisons the entire classroom environment.

The trust between student and teacher is broken.

Even so, many teachers,

often with the very best of intentions,

still say the N-word in class.

They want to show and emphasize the horrors of US racism,

so they rely on it for shock value.

Invoking it brings into stark relief

the ugliness of our nation's past.

But they forget

the ideas are alive and well in our cultural fabric.

The six-letter word is like a capsule of accumulated hurt.

Every time it is said, every time,

it releases into the atmosphere the hateful notion

that black people are less.

My black students tell me

that when the word is quoted or spoken in class,

they feel like a giant spotlight is shining on them.

One of my students told me

that his classmates were like bobbleheads,

turning to gauge his reaction.

A white student told me that in the eighth grade,

when they were learning "To Kill a Mockingbird"

and reading it out loud in class,

the student was stressed out

at the idea of having to read the word,

which the teacher insisted all students do,

that the student ended up spending most of the unit

hiding out in the bathroom.

This is serious.

Students across the country

talk about switching majors and dropping classes

because of poor teaching around the N-word.

The issue of faculty carelessly speaking the word

has reached such a fevered pitch,

it's led to protests at Princeton, Emory,

The New School,

Smith College, where I teach,

and Williams College,

where just recently students have boycotted the entire English Department

over it and other issues.

And these were just the cases that make the news.

This is a crisis.

And while student reaction

looks like an attack on freedom of speech,

I promise this is an issue of teaching.

My students are not afraid of materials that have the N-word in it.

They want to learn about James Baldwin

and William Faulkner

and about the civil rights movement.

In fact, their stories show

that this word is a central feature of their lives as young people

in the United States.

It's in the music they love.

And in the popular culture they emulate,

the comedy they watch,

it's in TV and movies

and memorialized in museums.

They hear it in locker rooms,

on Instagram,

in the hallways at school,

in the chat rooms of the video games they play.

It is all over the world they navigate.

But they don't know how to think about it

or even really what the word means.

I didn't even really understand what the word meant

until I did some research.

I was astonished to learn

that black people first incorporated the N-word into the vocabulary

as political protest,

not in the 1970s or 1980s

but as far back as the 1770s.

And I wish I had more time to talk

about the long, subversive history of the black use of the N-word.

But I will say this:

Many times, my students will come up to me and say,

"I understand the virulent roots of this word, it's slavery."

They are only partially right.

This word, which existed before it became a slur,

but it becomes a slur at a very distinct moment in US history,

and that's as large numbers of black people begin to become free,

starting in the North in the 1820s.

In other words,

this word is fundamentally an assault on black freedom,

black mobility,

and black aspiration.

Even now,

nothing so swiftly unleashes an N-word tirade

as a black person asserting their rights

or going where they please or prospering.

Think of the attacks on Colin Kaepernick when he kneeled.

Or Barack Obama when he became president.

My students want to know this history.

But when they ask questions, they're shushed and shamed.

By shying away from talking about the N-word,

we have turned this word into the ultimate taboo,

crafting it into something so tantalizing,

that for all US kids,

no matter their racial background,

part of their coming of age is figuring out

how to negotiate this word.

We treat conversations about it like sex before sex education.

We're squeamish, we silence them.

So they learn about it from misinformed friends and in whispers.

I wish I could go back to the classroom that day

and push through my fear

to talk about the fact that something actually happened.

Not just to me or to my black students.

But to all of us.

You know, I think

we're all connected by our inability to talk about this word.

But what if we explored our points of encounter

and did start to talk about it?

Today, I try to create the conditions in my classroom

to have open and honest conversations about it.

One of those conditions -- not saying the word.

We're able to talk about it

because it doesn't come into the classroom.

Another important condition

is I don't make my black students responsible

for teaching their classmates about this.

That is my job.

So I come prepared.

I hold the conversation with a tight rein,

and I'm armed with knowledge of the history.

I always ask students the same question:

Why is talking about the N-word hard?

Their answers are amazing.

They're amazing.

More than anything though,

I have become deeply acquainted with my own points of encounter,

my personal history around this word.

Because when the N-word comes to school,

or really anywhere,

it brings with it all of the complicated history of US racism.

The nation's history

and my own,

right here, right now.

There's no avoiding it.

(Applause)