Discussing the N-word in a Critical Teacher Inquiry Group

• In Event: Exploring Discourse Analysis as a Critical Methodological Tool

Abstract

I present in-depth discursive analysis of two critical incidents that occurred during teacher inquiry group discussions about the n-word in schools. The first incident illustrates how children’s literature provided a way into a difficult conversation about this racial slur, while the second shows how much more difficult that became when a Black participant described having the n-word directed at her by a student. My analysis informs the field about how critical book studies can open spaces for educators to talk honestly about race and racism in their schools, as well as the challenges of doing so. It also illustrates the value of closely analyzing language to better understand how teachers collectively make meaning and support one another’s racial literacy development.

Author

• Audrey Lucero, University of Oregon