Thoughts on Lower Race Training

This term, the English Department is piloting a new curriculum for lowers. In a joint effort with the Office of Multicultural Affairs, teachers will direct conversations to focus on themes of race in readings, ultimately using literature as a platform to explore race. I was very excited for English this term and eagerly anticipated deep, thoughtful and most importantly honest conflicts. Surely, everyone would learn. 

And yet, when I went to my first class this term, I was handed a glossary of terms we would need to use in conversations. Assimilation, Black Lives Matter, color blindness, systemic racism… The glossary was followed by a shortlist of outdated terms. “N-word. Colored. Minority.” A brief debate bubbled up at the table about whether the third term should be considered problematic. Once my teacher (who is white) offered an explanation, we switched topics, though it was clear not everyone agreed with what had been said.

At least in pockets of society that are superficially “woke,” our campus being one of them, I don’t think there is a greater fear than that of being called a racist. The stigma around the n-word appears to be so strong that people are more afraid of being called racist than being racist. 

As a result, a phenomenon I’ve noticed is that students, often white, hold back in discourse when they realize their current viewpoint doesn’t fit the narrow confines of what is considered “woke.” Examples include last year’s Academy Life Day, the Day of Dialogue, MLK Day and evidently,  English class discussions.

The real conversations actually happen later: on the paths, in the dining hall, in the dorm. As soon as my peers stepped outside of the classroom, they began shouting sharp, accusatory questions to their friends, who they knew would agree with them. “How is ‘minority’ an offensive word? Minorities are advantaged in areas like affirmative action! Anyone who benefits from racism is racist? That’s a ridiculous definition. I’m not racist.”  

I genuinely appreciate the fact that the English Department and the Office of Multicultural Affairs worked together to develop this curriculum. And at first glance, all of it makes sense. Ostensibly, the easiest way to promote diversity and inclusion on such a large campus is to have organized, mandatory discussions. And if we’re going to have mandatory conversations about race, lower winter English class seems like the appropriate timing and place. However, in execution, discussions could go awry, leading to students disengaging with the topic. 

I have other criticisms about the program, including the fact that only one of the many English instructors teaching this course is a person of color. However, a glaring problem stems from the nature of some of our readings as well as the unwillingness of students to be honest. 

Exeter English and its reliance on the Harkness method revolves around learning to critically analyze fascinating, dense texts. So why are we relying on instructions, definitions, and glossaries when it comes to one of the most nuanced subjects possible? 

The student body is at vastly different levels of interest and understanding in racial matters. I understand the necessity of establishing consensus prior to beginning deeper conversations. But from what I’ve seen, our first classes have been too focused on defining subtle phrases or ideas as right or wrong. Even though I agree with everything that’s being taught, I know it’s only turning many of my classmates even farther away from uncomfortable discussions on race. 

At the root of this problem is how much influence each teacher wields over the material being discussed. Some classes are reading books by authors of color or analyzing outdated depictions of certain races, which is the intention of the program. And yet, if other classes aren’t using the same texts, this new program is not going to work out. 

This is not about blaming individual teachers for their curriculum. But if the English Department intends to implement this curriculum for the long term, every teacher needs to be better trained and held to the same standards. 

Prior to this pilot, I heard too many stories of students of color feeling attacked or excluded in English class discussions. A course dedicated entirely to conversations on race has the potential to be educational for everyone, but if not executed carefully, every class could become a landmine where students of color have to explain and defend their identities before peers and adults.

I’m usually for teachers having a decent amount of freedom over the literature they teach in the classroom. However, conversations on race are too sensitive, too personal for lax regulations. The English classes this term should be an honest and educational experience, but students should feel safe and comfortable in the space. The stakes are too high for individual teachers, some of whom I suspect to be culturally incompetent, to hold the reins.

Happy New Year!