What I’m Doing Differently in the Classroom, Part I

“Language We Use” Series

Language does not just describe reality. Language creates the reality it describes.

- Archbishop Desmond Tutu

There are so many ways I grew and changed during the three years I spent as an Equity Specialist. While I miss doing the work full-time more than I can express, I do feel satisfaction in being able to directly use certain things I learned with students, both in building classroom community and providing instruction. 

In my middle school history classes, I’ve been proactive and intentional about prefacing certain topics with a slide I’ve been calling “Language We Use.” I’ve shared the following:

General principle: Use the term(s) the person/group uses for themselves in a positive, uplifting way (honor the dignity of the person/group). 

In teaching this, I remind students that it is possible to  use the terms that a group uses for themselves, but to use it in derogatory ways. This often includes adding derogatory adjectives and/or a negative tone. Also, I explicitly teach about dignity regularly. We talk (almost daily) about how dignity can be  violated and honored. One of the ways to honor someone’s dignity is to use the same terms that they use for themselves. 

Also on the slide, I have different colors of bullet points to represent: 

• Green = go ahead

• Yellow = proceed with caution

• Red = do not use (We actually haven’t gotten to a “red light” term yet, but we will. Primary sources contain a number of slurs and other derogatory terms for groups of people.)

  

  Photo by Volodymyr Hryshchenko on Unsplash

So far, we’ve talked about two overarching groups: terms for Indigenous people and language when talking about slavery.

First, when learning about Indigenous people, our “green lights” include: 

• To the greatest extent possible use the name of the tribe, for example Suquamish Tribe or Suquamish Tribal Member. 

• When talking about multiple tribes, people more generally, or if tribal membership is unknown, use “Indigenous people” or “Native people.” 

“Yellow lights” are: 

• “American Indian” and “Indian” were not terms they originally used for themselves. They’re terms that originated from European explorers (specifically, originating from or honoring Italian explorers sailing for Spain). Some tribes have, over several hundred years, embraced the terms and now use them to describe themselves, even using them in their official tribal names (ex. Puyallup Tribe of Indians). We also talk about how these terms have and can be used in a derogatory way. Therefore, proceed with caution.¹

Next, we’ve talked initially about the language of slavery - the treatment of people as property. I also taught the definition of dehumanization - treating people like objects or animals, and how slavery is by definition dehumanizing. Then, we discuss specific terms to use: 

• Enslaved person (slave) → acknowledges that people were forcefully held in a state of slavery and acknowledges their humanity (by saying person)

• Enslaver (master or owner) - emphasizes their choice and participation in oppressing other humans. 

Underlying all of this is the principle of acknowledging the fullness of people’s humanity, including honoring people’s dignity and acknowledging harmful impacts. As Elena Aguilar writes, “Words convey worlds of meaning. It’s our responsibility when we use words to use them with wise intention.”²

So far, my students have done a great job in considering the language we’re using and speaking in uplifting and honoring ways. I’ve been asked many times so far how to spell “Indigenous.” 🙂

In what ways do you consider the language you use? 

I’m excited for us to be able to learn from each other as I share what I’ve learned. It’s important that sharing and learning be welcoming and inclusive. 

Expectations for comments:

1. Be curious

2. Be kind

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In case you missed it - recent essays from Cultivating Justice:

Celebrating Disability History & Awareness Month

Cultural Appreciation v. Cultural Appropriation

Considering cultural appropriation is especially timely as Halloween approaches.

1. There are, of course, more terms than just these to refer to Indigenous people. I’m focusing primarily on what students will encounter in their instructional materials (textbook, videos, etc) and, to the greatest extent possible, talking about the terms preemptively before students see/hear them. The textbooks use “American Indians” most often. We’ll keep circling back as different terms are used throughout the year.

2. Aguilar, E. (2020). How to Understand Race, Racism, and White Supremacy. Coaching for Equity: Conversations that Change Practice (pp. 94). Jossey-Bass.