Taiyon J. Coleman recounts a traumatic experience as a graduate student, where her White female professor used a racial epithet in the classroom, claiming that "n***** is just a word." This incident occurred during a composition pedagogy class, where the professor attempted to rationalize the use of derogatory language in an academic setting. Despite Coleman’s shock and discomfort, her fellow students remained silent and the professor continued to defend her actions, creating a paradigm where identities and experiences were disregarded.
As a first-generation Black person raised in a segregated northern inner city, Coleman had faced adversity and discrimination throughout her life. Despite initially planning to attend law school, she ultimately pursued a career in writing and found herself in a composition class where her identity was invalidated by her professor’s insensitive use of language. Coleman reflects on the power dynamics present in academic spaces, where teachers often fail to acknowledge the diverse experiences and backgrounds of their students.
The incident in the classroom led Coleman to question the effectiveness of teaching writing as a safe space for individuals of color. The professor’s use of a racial slur underscored the lack of awareness and sensitivity in educational settings, where instructors may inadvertently perpetuate harm without acknowledging the impact of their words and actions. Coleman emphasizes the importance of humility and empathy in pedagogy, calling for a transformation in higher education that prioritizes social justice, diversity, equity, inclusion, and antiracism.
Through her personal narrative, Coleman aims to shed light on the trauma experienced by marginalized individuals in academic environments and calls for a reevaluation of pedagogical practices to better serve students and communities. By sharing her story, she seeks to initiate a dialogue on the responsibility of educators to create inclusive and supportive spaces for learning. Coleman’s reflections challenge conventional beliefs and highlight the need for a more compassionate and empathetic approach to teaching.
As a poet, writer, and educator, Coleman uses her platform to advocate for systemic change within the realm of education, urging practitioners and teachers to prioritize the well-being and empowerment of their students. By amplifying her voice and sharing her experiences, Coleman aims to inspire others to engage in critical conversations about race, identity, and power dynamics in academic settings. Her work reflects a commitment to challenging established norms and fostering a more inclusive and equitable educational environment for all.
