Language

Using the correct language 

All the workshops in this resource use terminology from the Anti racist Educator Collective Glossary and guidance from Titilayo Farukuoye (Writer, Organiser and Anti-Racist Educator) and Melina Valdelievre (Senior Education Officer (Equalities), Education Scotland) .   

It is important to remember that some language can be acceptable to some but not everyone. Terminology changes frequently, and it's important to ask learners themselves what feels acceptable. We need to acknowledge that for some, certain language may be triggering even though it might feel acceptable to others. We also need to acknowledge that we may unintentionally get language wrong, and that it is important that we apologise and move on with a commitment to use the preferred language we have now learned from others. 

Language continues to evolve. For example, African American authors like James Baldwin used the word "negro" in their anti-racist texts (and it would be a shame to discourage learners from reading them!).  The word has different connotations in different languages (e.g. in Spanish and Portuguese where Black Lives Matter becomes "Vivas Negras Importam"). Another example of language evolving is the word ‘coloured’ which was used by anti-racist activists of colour in the past, but is no longer considered appropriate today, hence the move to "People of Colour." 

No one term will necessarily suit everyone and flexibility/personalising should be considered. For these resources, we have chosen to use the language most accessible for young learners: Black and Brown people, children, young people or learners. The voiceover for the accompanying animations uses this, as well as ‘People of Colour’, ‘Communities of Colour’, and ‘Indigenous People of Colour’ to demonstrate the variety of terminology. 

Racial slurs 

When you report the use of a racial slur do not repeat it back or verbalise it to a person, a colleague and or parent/carer – N*, P*, C* words etc is enough.  

Proceed with caution when using texts with racial slurs.  There is some powerful literature, including effective anti-racist texts, by writers of colour that use racial slurs more sensitively and authentically than white authors and that would arguably be more acceptable to study in classes. In those cases it may be appropriate to use that literature, however, never verbalise the slurs.  

In music (in particular rap and related forms) and other cultural contexts, people choose to use slurs to reclaim them and take the power away from those who have been causing harm.  This may lead to other children and young people using slurs and thereby harming others. Explain the degrading history of such words, the origin and that they were invented to dehumanise and legitimise the inhumane treatment of people of African heritage.  

If a learner uses a racial slur to reclaim the term, don’t penalise them, support them and give them extra attention; show them compassion; ensure that white learners and learners of different racial and ethnic background don’t use the slur; explain that you want the environment to be a safe and enjoyable place for Black and Brown learners, and that it is important to keep violent language outside of it. 

It’s important to strongly emphasise why this racist and dehumanising language is unacceptable. You can explore this using the Facing History and Ourselves activities here, including learning more about the history of these racial slurs. Further guidance can also be found on this glow blog from Education Scotland.

Commit to Self-Care 

Anti Racism Education can be triggering and challenging for all educators, no matter your racial identity. Self-care is an important part of supporting yourself to do this work. You will be best placed to know what is needed. However, if at any point you feel external support would be helpful, please get in touch with your local development education centre (WOSDEC, SCOTDEC or Highland One World).