IMHO there is nothing wrong with the N word used in an history lesson.
Have you spoken to any [other] people that have been subjected to anti-black bigotry directly about how its inclusion would affect them in a lesson?
I am a white man that had a similar view to you. About 10 years ago I had a conversation with a black classmate about appropriate use of that word. It was my position that it’s too bad we continually empower the word by avoiding it even in dry intellectual contexts and we shouldn’t censor it when reading quotations.
She said:
I know you’re not being racist but it still makes me super uncomfortable to hear you say it.
I made the decision not to say it ever again. Obviously my classmate can’t speak for all black people, every person has different experiences, and reactions will be along a continuum. There might be situations where the educational value of using that word explicitly, outweighs the discomfort it causes. But I think it’s pretty inappropriate for me to ‘whitesplain’ prejudice (and the language of prejudice, and the power… of the language of prejudice)
Teachers have to ask themselves: How much will its explicit use enhance the lesson? How many students are we willing to risk alienating? How much time would we like to spend defending our decision to use the word explicitly? How much of that will be class time?
Even with a lengthy preamble setting the perfect context to use it explicitly with minimal potential for alienating students there’s a significant chance we’ll fuck it up and spend the rest of the class reteaching the class why we think they are wrong to be offended.
Some of them will be disingenuous, some of them will be sincerely offended white soyboys not too dissimilar to me, some of them will be legitimately alienated racialized minorities.
We’d also be implicitly asking the non offended racialized minorities to stick up for us. Their well meaning friends will ask them to weigh in on the subject (and speak for all blacks). It’s not fair to them.
In a context where class time is limited, I have to think that students are best served with more lesson time and less meta-discussion. So I don’t think it’s a good idea to use the word explicitly in educational contexts, unless maybe there’s some sort of vetting of students for the course.
I don’t think I’m in the wrong comment chain, and I think I commented before you clarified re climate change.
Also I’ve edited one of my comments explaining a really weird auto correct replacement i didn’t catch, which may explain why you feel I’m accusing you of things.
You said tire pollution is potentially worse for the environment than tailpipe emissions. That is a wildly irresponsible thing to say. That’s what I was objecting to.
There absolutely are people arguing that ICs are better for the environment, as if climate change doesn’t affect the environment.
If you’re going to buy a new car, don’t, but if you’re going to buy one anyway, prioritize reducing of ghg emissions.
Edited: changed “euphemistically” to reducing, my fault for not proofreading my auto correct (I use swore typing on my phone so sometimes things go really sideways)
Oh yes, I forgot about how brake dust is burning towns to the ground because of extreme weather and inundating low lying regions with rising sea levels.
Games need a ‘this is the last match for me’ switch. The number of times I’ve reflexively requeued (or been auto requeued) when I meant to do something else is a large number.
Did nobody in this comment section read the video at all?
The only case mentioned by this video is a case where highschool students distributed (counterfeit) sexually explicit images of their classmates which had been generated by an AI model.
I don’t know if it meets the definition of CSAM because the events depicted in the images are fictional, but the subjects are real.
These children do exist, some have doubtlessly been traumatized by this. This crime has victims.