Teaching the N- Word
BNH-21F
Prompt A
Essay 4
Teaching the N-Word
For centuries, racism has been defined by the face of man and the skin color that coats it. Derogatory terms, such as the N-word, dehumanize minority races, maintaining a mental acceptance and continuing segregation throughout society. As most can concur, the N-word holds a unique title within the English vocabulary. In such order, it is extremely taboo to the extent where it is not even whispered in a conservative atmosphere. On the other hand, younger generations exploit the N-word so frequently in various expressions that it has taken on a new life beyond its origins of insult. Nonetheless, Dr. Emily Bernard, a black American professor, wanted to leave a lasting impression on her students as she expressed in her article “Teaching the N-Word.” Was teaching the N-word to her all-white lectures viewed as admirable or arrogant in regard to her initial purpose? In fact, her intentions of “teaching and transforming” her students were extremely admirable in this case because she allowed her students to learn and relate beyond the use of the N-word through receptivity, defense, and advocacy tactics throughout the semester.
An open mind is powerful; it provides an individual to receive knowledge. Dr. Bernard asserts:
Conversely, this material is not the exclusive property of students of color. This is literature. While these books will speak to us emotionally accordingly to our different experiences, none of us is especially equipped to appreciate the intellectual and aesthetic complexities that characterize African-American literature. This is American literature, American experience, after all (Bernard, 2005, p. 48). Dr. Bernard works toward allocating an “open mind” ambiance for her students as they expressed their most honest opinions freely in regards to the N-word. This setting allowed students to gain diverse prospectives. In return, the majority of her students remained thoughtful to her
Prompt A
Essay 4
Teaching the N-Word
For centuries, racism has been defined by the face of man and the skin color that coats it. Derogatory terms, such as the N-word, dehumanize minority races, maintaining a mental acceptance and continuing segregation throughout society. As most can concur, the N-word holds a unique title within the English vocabulary. In such order, it is extremely taboo to the extent where it is not even whispered in a conservative atmosphere. On the other hand, younger generations exploit the N-word so frequently in various expressions that it has taken on a new life beyond its origins of insult. Nonetheless, Dr. Emily Bernard, a black American professor, wanted to leave a lasting impression on her students as she expressed in her article “Teaching the N-Word.” Was teaching the N-word to her all-white lectures viewed as admirable or arrogant in regard to her initial purpose? In fact, her intentions of “teaching and transforming” her students were extremely admirable in this case because she allowed her students to learn and relate beyond the use of the N-word through receptivity, defense, and advocacy tactics throughout the semester.
An open mind is powerful; it provides an individual to receive knowledge. Dr. Bernard asserts:
Conversely, this material is not the exclusive property of students of color. This is literature. While these books will speak to us emotionally accordingly to our different experiences, none of us is especially equipped to appreciate the intellectual and aesthetic complexities that characterize African-American literature. This is American literature, American experience, after all (Bernard, 2005, p. 48). Dr. Bernard works toward allocating an “open mind” ambiance for her students as they expressed their most honest opinions freely in regards to the N-word. This setting allowed students to gain diverse prospectives. In return, the majority of her students remained thoughtful to her