Case Study Analysis: Race, Ethnicity, and Culture.

The case study I decided on, after reading through the cases studies in chapters 5 and 6, is case 6.4: Terms of Endearment. (Gorski & Pothini, pp.53-55) This case study revolved around three students and their teacher. A white and an African American. Both friends, but one seems comfortable with being called the n-word, while his white buddy didn’t see a reason not to use the word, since his friend was cool with it. The problem posed by this case is that danger of more students might start to think this word is acceptable and start using it for other African-American students, which might not go down well with other students. It could erode the chance of teaching the history of the word to the white students who do not know the origin of the word, and who thinks blacks who refuse to be addressed with this word are merely touchy and not open minded. This is what happened with Anthony, who called Reggie n-i-g-g-a, and not n-i-g-g-e-r. He maintained that calling his friend n-i-g-g-a is a form of endearment and his friend was obviously cool with it. The teachable moment here would have been to educate Anthony that although both words do not spell the same, they do sound the same. And it’s better to throw out the use of the word all together because it is racist.

It also could potentially cause tensions and result in volatile situations, and instigate other students who know the word as a racist slur into fights. This was what happened when Keisha, an African American student who was obviously pissed off at Anthony, called him an idiot, and then stated that he is lucky he is not getting a beat down for saying it.

If Ms. Lawson had not stepped in immediately and tried to diffuse the situation, I believe it would have escalated, with both sides feeling wronged. Keisha feeling betrayed by Reggie as an African American by ‘allowing and condoning’ being called the n-word by a white person. Reggie will be seen as a sell out who prefers friendship while overlooking the racist undertone of the word he now answers to as a word of endearment. Anthony will feel bad too, because he won’t be able to understand the rationale behind the fact that he is being castigated by using an endearing word with his friend who obviously was cool with it. Keisha also obviously feels that violence is okay. Like all racists deserves a beat down and are lucky if they don’t get one. This was one thing the teacher was scared about. The violence that can erupt in her classroom over the use of the word. As a teacher, I think she should not be scared of the word, or the use of it. It should be a teachable moment for the teacher and the students.

The various perspectives I noticed in this case studies are: 1. Anthony the white student, thinking that it is okay to use the n-word, so long as it is not spelt as n-i-g-g-e-r in his head. Well, other students and teachers don’t go around reading Anthony’s mind. He most definitely won’t be carrying a placard with his n-word spelled as n-i-g-g-a for everyone to see each time he uses the word to his friend. He thinks saying the n-word is okay as long as the recipient is cool with it. The challenge here is that Anthony might find it hard to accept that he is not supposed to, or he can’t call his friend the endearment word, even though his friend is cool with it.

Another perspective is that some students like Keisha thinks everyone knows the meaning of the word, and whoever uses it is racist, and needs a beat down. Keisha needs to be taught that there are different ways of communicating asides violence. The challenge here is the thinking that violence is the sure way to getting the desired result to combating racism. Violence does not produce solution to issue, and sincerely, not all white person knows the meaning of the nword, or the racist origin of the word, or the reasons why they must not use them.

Another perspective is that Reggie might genuinely not mind being called the n-word. But then, his personal opinion does not speak for others of his race. And the challenge here is that other white people who sees Anthony refer to Reggie, using the n-word might think it’s okay to start calling all black people around them same, thinking that every black or African American person is cool with being called the n-word. Also the fact that he was uncomfortable with the way the issue was handled made me think that Ms. Lawson should have tried to educate the students about the n-word generally, and not focus on Reggie in the presence of the whole class. She could have spoken to him later on the dangers of others thinking calling blacks the n-word is the cool thing to do

The main opportunity posed by this case study is that Ms. Lawson should have seen it as a way of educating the whole class about the n-word, what it means, the racist origin, why it should not be used in any form. It should have been an opportunity of letting all the students, especially Keisha know that there are ways of effective communication that does not involve cussing out and violence. I believe if the students, and teacher knows the meaning or the word, and origin of it, everyone can be relaxed with each other, and if the n-word does pop up later, the students will be able to educate others on it.

The ethical paradigms explained by Shapiro and Stefkovich are four paradigms. The ethics of Justice, Critique, Care and Profession. As described by James Dewy, ethics is the science that deals with conduct insofar as this is considered to be right or wrong, good or bad. Dewey, J (1902)

The ethical paradigm most evident in this case study as explained by Shapiro and Stefkovich (2011) is the ethic of Critique. The ethic of critique emphasizes ethical behaviours that addresses inequalities among individuals or group, in relation to social class or other factors that impacts people’s power of voice and the ensuing treatment. by Shapiro & Stefkovich (2011) The ethic of critique “asks educators to go beyond questioning and critical analysis to examine and grapple with those possibilities that could enable all children, whatever their social class, race, or gender, to have opportunities to grow, learn, and achieve. Such a process should lead to the development of options related to important concepts such as oppression, power, privilege, authority, voice, language, and empowerment,” Shapiro and Stefkovich (2005, p. 16). I believe that Ms. Lawson should have addressed the issue of the n-word usage generally, taking the opportunity to really educate the students about the origin of the word, and why it should not be used, even if it sounds cool. I believe it was an opportunity for the students to learn the concept of oppression and privilege in relation to race.

The equitable outcome imagined is that the whole class is taught the origin and history of the n-word and the effects it elicits from different races. If I was the teacher, I would institute project based history lesson, where students would conduct researches about the black race, racism (blatant or the microaggressions), the emergence of the n-word, and the effect of racism in the community, putting themselves in the position of an African American. Students can do independent researches, and then come together to discuss their findings in class. I believe this will have a positive social effect on the students. The white students will be able to understand the struggles and empathize with what other black students go through by putting themselves in their positions, and the black/African Americans can talk about their experiences and the emotions hearing this word brings out of them.

References.

Gorski, P & Pothini, S (2018). Case Studies on Diversity and Social Justice Education. [MBS

Direct]. Retrieved from https://mbsdirect.vitalsource.com/#/books/9781351142502/cfi/6/40!/4/10/2@0:3.67

Shapiro, J. P., & Stefkovich, J. A. (2011). Ethical leadership and decision making in education: Applying theoretical perspectives to complex dilemmas (3rd ed.). New York, NY: Routledge. Chapter 1, “Multiple Ethical Paradigms & the Preparation of Educational Leaders in a Diverse & Complex Era” (pp. 3–9) Retrieved from

https://class.content.laureate.net/6e4a3afd24210c3b336abd13d67e1e69.pdf

Shapiro, J. P., & Stefkovich, J. A. (2011). Ethical leadership and decision making in education: Applying theoretical perspectives to complex dilemmas (3rd ed.). New York, NY: Routledge. Chapter 2, “Viewing Ethical Dilemmas Through Multiple Paradigms” (pp. 10–28)

Retrieved from https://class.content.laureate.net/284863b8ab91b310c0bc746e18b1c791.pdf

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