In the weeks around this national holiday, most educators and some schools make an effort to discuss the legacy of Martin Luther King Jr. Many educators just back from winter break and suddenly crushed by the standards waiting to be covered before testing begins struggle or don't prioritize a significant activity, but try to do something nonetheless.
While not the subject of this post, if this is the only time the civil right struggle of the past and present is being discussed in your classroom, think about why that is. If you are afraid to talk about racism in your class on this occassion and all others, I would remind you that it is not talking about race that leaves our students to make up their beliefs and opinions based on what media does and does not tell them. Feel empowered to disrupt that cycle.
The legacy of Dr. King is an opening to talk about allies for justice, about "getting out of your lane" to help others, and about standing up for something you believe in. There is a wide body of Dr. King's writing to talk about, and books for every age level about his life and legacy. But many educators will turn to the "I Have a Dream" speech.
This speech brings up great opportunities to talk about current racial issues, to have critical conversations with students about what the MLK Jr. of that day may think of race relations in America today, and to reflect on the power of public demonstration. The latter is an excellent bridge to the women's marches. The speech is also an entry point into talking about racial language.
But What About Language
Dr. King references the Negro community five times in his famous address. It was the language of the day. To not have a conversation about how language used for oppressed communities has shifted in this moment is a missed opportunity. It is important that students understand that words which were acceptable in the past should not be used today. This is an opportunity to speak with our youngest learners about name calling, and to discuss with 3-8 other words that used to be acceptable that aren't any more. Having this conversation allows teachers to introduce to students the idea that just because words are used in other contexts doesn't make them ok, and gives the opportunity for students to understand why some words are problematic.
Helping students understand how words can hurt is an important part of creating a brave space in your classroom. Students can discuss the importance of owning the impact their words have on others, regardless of intent. An appropriate extension for littles would be to have students share stories of name calling, while older students may need to discuss how they can discourage peers from using hurtful names. At the high school level, the arrival in conversation of the "other N-word" is inevitable, and it may serve ELA and History teachers to lean into it with an appropriate lesson plan.
In this moment, tell students "this is a word that was historically used to marginalize the Black community. It isn't appropriate to use anymore."
What is most important is that educators take the time to DISCUSS that while this word is being read in class, it is no longer an acceptable word. Just telling students "we don't use that word anymore" doesn't give them the academic tools to understand why, and continues a naive habit in our classrooms of assuming that if we don't talk about race, it will not matter. Time and again we've seen that is just not the case.
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