Historical and Contemporary Usages of the "N" Word: Deconstructing the Content and Context in a Multiracial, Middle School Language Arts Class

The controversial and complicated nature of the "N" word is examined in a multicultural classroom project. Utilizing both old and new literature, pop culture, historical lenses, and contemporary interpretations, the word proves extremely relevant in today's language arts classroom. By...

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Bibliographic Details
Published in:	Language arts Vol. 87; no. 2; pp. 99 - 107
Main Author:	Watson, Dwight C.
Format:	Journal Article
Language:	English
Published:	Urbana National Council of Teachers of English 01-11-2009
Subjects:	African American culture African American Students African Americans Beliefs Black people Class Activities Cultural differences Cultural identity Cultural Pluralism Hmong People Ideology Interpersonal Communication Language Arts Learner Engagement Lesson Plans Literacy Middle school students Middle Schools Multiracial Persons Popular Culture Popular songs Race Racial Factors Self Actualization Student Attitudes Student Experience Teacher Attitudes Teachers Teaching Methods Terms of endearment Urban Schools White people White Students New York United States > US
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Summary:	The controversial and complicated nature of the "N" word is examined in a multicultural classroom project. Utilizing both old and new literature, pop culture, historical lenses, and contemporary interpretations, the word proves extremely relevant in today's language arts classroom. By examining students' perceptions and experiences as well as the author's own historical and personal insights, this article focuses on an implemented lesson plan at an urban middle school. The article frames the "N" word and the dialogue using the philosophical concept of presentism and the pedagogical idea of dysconsciousness.
ISSN:	0360-9170 1943-2402