Latest / The D.L. Hughley Show / DLHS Hour 2 | Teacher Fired for Reading N-Word from Assigned Text

Transcript

DLHS Hour 2 | Teacher Fired for Reading N-Word from Assigned Text · The D.L. Hughley Show

• 0:00
  Speaker 1: It is the deal. Let's go to the audio. So
• 0:03
  Speaker 1: this is an audio.
• 0:04
  Speaker 2: Be freaking kidding me. You use the N-word in class.
• 0:07
  Speaker 2: I want you to explain to the audience exactly what happened.
• 0:09
  Speaker 3: I was walking around my classroom, pacing the room, and
• 0:12
  Speaker 3: I overheard this conversation between these two girls. And they
• 0:15
  Speaker 3: were talking about the book To Kill a Mockingbird. And
• 0:18
  Speaker 3: they're currently assigned to read that in their English class.
• 0:20
  Speaker 3: And they were talking about how their teacher makes them
• 0:23
  Speaker 3: skip over a certain word.
• 0:25
  Speaker 4: We all know what the word is, right? It's the N-word.
• 0:26
  Speaker 4: I won't say it here, but it's the N-word.
• 0:28
  Speaker 3: Sure. And I just thought, that's silly. And so I
• 0:32
  Speaker 3: calmly just expressed my disagreement. And a girl asked me
• 0:35
  Speaker 3: point blank in front of the class, well, if you
• 0:38
  Speaker 3: were reading the book, would you say the word? And
• 0:41
  Speaker 3: I sort of laughed, but I said, of course. And
• 0:44
  Speaker 3: right then a boy whipped out the book. He had
• 0:46
  Speaker 3: it on the exact page. And he said, OK, then
• 0:49
  Speaker 3: do it. And so I took the book and I
• 0:52
  Speaker 3: wanted to display for my students that you can read
• 0:55
  Speaker 3: books honestly. You don't have to. You shouldn't have to
• 0:57
  Speaker 3: fear the consequences. And let's just undo this lie. You've
• 1:01
  Speaker 3: been told that if you're white or or whatever, that
• 1:05
  Speaker 3: you can't read a book. I believe as an educator,
• 1:08
  Speaker 3: it's my job to help facilitate critical thinking. And I
• 1:12
  Speaker 3: tried to make it a lesson about context versus intent.
• 1:15
  Speaker 5: Yeah.
• 1:15
  Speaker 4: You know, it's intent of our words.
• 1:17
  Speaker 3: That really makes something racist or not, not reading it
• 1:21
  Speaker 3: out of a book.
• 1:22
  Speaker 6: Do you think he should have been fired? Skip, do
• 1:23
  Speaker 6: you think he should have been? Not at all.
• 1:25
  Speaker 5: I mean, if you had a problem with him reading,
• 1:27
  Speaker 5: then why would you assign it in your English class
• 1:30
  Speaker 5: as far as the curriculum for the school? You should
• 1:33
  Speaker 5: not be assigned anything that you can't stand up in
• 1:35
  Speaker 5: front of the school and read.
• 1:36
  Speaker 6: I mean, so it is what it is.
• 1:38
  Speaker 4: It's American literature.
• 1:39
  Speaker 6: This is interesting.
• 1:40
  Speaker 1: The teacher was fired because he read out loud the
• 1:42
  Speaker 1: N-word into Kelly Mockenberg, which was a part of the
• 1:45
  Speaker 1: school curriculum.
• 1:46
  Speaker 6: Why do you laugh like witchy people?
• 1:48
  Speaker 4: I'm sorry.
• 1:49
  Speaker 7: I'm sorry.
• 1:49
  Speaker 6: What's wrong with you? What are you doing?
• 1:52
  Speaker 4: I apologize.
• 1:53
  Speaker 6: All right. So what's wrong with you? No, because it
• 1:57
  Speaker 6: looks like you have a pin in your pocket. And
• 1:59
  Speaker 6: you said it's not a pin. And you got really mad.
• 2:01
  Speaker 6: I didn't get mad at you. But it looks like
• 2:02
  Speaker 6: a pin. You said it's supposed to be. I'm like, okay,
• 2:05
  Speaker 6: so it's a pin in your pocket. It's very cute.
• 2:08
  Speaker 6: But you should have said it is a pin, but
• 2:10
  Speaker 6: it's not real. Stop looking at what I wear. Listen. Um,
• 2:16
  Speaker 6: you think you should be fired? Hell to the no.
• 2:18
  Speaker 6: I mean, it don't even make sense.
• 2:20
  Speaker 1: The only, only way he could have been fired is
• 2:22
  Speaker 1: if he required all the black students to stand up
• 2:24
  Speaker 1: every time he read the word or something. But other
• 2:26
  Speaker 1: than that, that's, that's interesting teaching. Yeah. I don't think
• 2:32
  Speaker 1: books should be banned on any, any level.
• 2:34
  Speaker 8: No.
• 2:35
  Speaker 6: On any level.
• 2:35
  Speaker 1: I don't think anything should be banned. If you ain't
• 2:38
  Speaker 1: banned in mind comp, why are you banning? Why you
• 2:40
  Speaker 1: want to ban anything at all?
• 2:41
  Speaker 6: Correct. Thank you. So I just, I don't, I don't
• 2:44
  Speaker 6: get the purpose for that.
• 2:46
  Speaker 9: You know what?
• 2:48
  Speaker 6: As bad as we read at the fifth grade level.
• 2:49
  Speaker 6: So there's no point in banning books. They can't read
• 2:51
  Speaker 6: them anyway.
• 2:51
  Speaker 8: Period.
• 2:54
  Speaker 1: You know, even in Louisiana and Texas, where they say
• 2:56
  Speaker 1: you can put the 10 commandments up, they can only
• 2:58
  Speaker 1: read four of them.
• 2:58
  Speaker 6: So what point is it? What's the point?
• 3:00
  Speaker 5: But I'm telling you, I go back to the people
• 3:01
  Speaker 5: who want these books banned are the very people who
• 3:04
  Speaker 5: use this word in their household, probably on a daily basis.
• 3:07
  Speaker 6: I know we do.
• 3:09
  Speaker 1: So a teacher is actually fired for reading To Kill
• 3:14
  Speaker 1: a Mockingbird, which was a great movie.
• 3:16
  Speaker 4: It was a great movie.
• 3:16
  Speaker 6: It was a great movie. Saw that one. Oh, you saw, okay,
• 3:18
  Speaker 6: you saw that one. Saw that one. Okay. This is
• 3:20
  Speaker 6: what he said.
• 3:21
  Speaker 2: Be freaking kidding me. You used the N-word in class.
• 3:24
  Speaker 2: I want you to explain to the audience exactly what happened.
• 3:26
  Speaker 3: I was walking around my classroom, pacing the room, and
• 3:29
  Speaker 3: I overheard this conversation between these two girls, and they
• 3:32
  Speaker 3: were talking about the book To Kill a Mockingbird. And
• 3:35
  Speaker 3: they're currently assigned to read that in their English class.
• 3:37
  Speaker 3: And they were talking about how their teacher makes them
• 3:40
  Speaker 3: skip over a certain word.
• 3:42
  Speaker 4: We all know what the word is, right? It's the N-word.
• 3:43
  Speaker 4: I won't say it here, but it's the N-word.
• 3:45
  Speaker 3: Sure. And I just thought that's silly. And so I
• 3:49
  Speaker 3: calmly just expressed my disagreement. And a girl asked me
• 3:52
  Speaker 3: point blank in front of the class. Well, if you
• 3:55
  Speaker 3: were reading the book, would you say the word? And
• 3:58
  Speaker 3: I sort of laughed, but I said, of course. And
• 4:00
  Speaker 3: right then a boy whipped out the book. He had
• 4:03
  Speaker 3: it on the exact page. And he said, okay, then
• 4:06
  Speaker 3: do it. And so I took the book and I
• 4:09
  Speaker 3: wanted to display for my students that you can read
• 4:12
  Speaker 3: books honestly.
• 4:13
  Speaker 4: You don't have to, you shouldn't have to fear the consequences.
• 4:16
  Speaker 3: And let's just undo this lie you've been told that
• 4:20
  Speaker 3: if you're white or whatever, that you can't read a book.
• 4:24
  Speaker 3: I believe as an educator, it's my job to help
• 4:26
  Speaker 3: facilitate critical thinking. And I tried to make it a
• 4:29
  Speaker 3: lesson about context versus intent. You know, it's intent of
• 4:33
  Speaker 3: our words, That really makes something racist or not.
• 4:37
  Speaker 4: Not reading it out of a book.
• 4:39
  Speaker 6: How do you think you should have been fired? We're
• 4:40
  Speaker 6: going right to the phones.
• 4:41
  Speaker 10: The teacher should have been fired because even though he
• 4:44
  Speaker 10: was trying to sell it as he was making a
• 4:46
  Speaker 10: point that you can bust this myth and, you know,
• 4:49
  Speaker 10: you're supposed to read literature and this, that, and the other,
• 4:52
  Speaker 10: the point that he wasn't preserving was the mutual respect thing. And,
• 4:57
  Speaker 10: you know, I understand when he explained it, it was
• 5:00
  Speaker 10: almost in the context that they dared him or he
• 5:03
  Speaker 10: was taking it as if he can read whatever however
• 5:06
  Speaker 10: he wants, which I That's irresponsible, especially if you're trying
• 5:10
  Speaker 10: to convey things to the whole child. You know, in
• 5:13
  Speaker 10: the military, if I did something, it would be conduct.
• 5:16
  Speaker 10: I'm becoming of an officer. They're not telling me how
• 5:19
  Speaker 10: to live my life, but they're telling me in the military,
• 5:21
  Speaker 10: in that job, I'm supposed to display a certain conduct.
• 5:24
  Speaker 10: So I think he should have been fired. The coach
• 5:27
  Speaker 10: who categorized the player and said she's a dangerous species,
• 5:32
  Speaker 10: Same thing, but the system that we live in is systemic.
• 5:36
  Speaker 10: They don't fire them. They just kind of plant their
• 5:38
  Speaker 10: hand and try. There's this supremacy mindset, and it's being
• 5:43
  Speaker 10: led by the president. And now that the floodgates are open,
• 5:47
  Speaker 10: people walk around here doing whatever and saying whatever they
• 5:49
  Speaker 10: want because they know there's no consequence. But, yes, I
• 5:52
  Speaker 10: think he should have been fired because even though he
• 5:54
  Speaker 10: was trying to make a point, there's a certain way
• 5:57
  Speaker 10: to make a point, and there's a place and a
• 5:58
  Speaker 10: time to make a point. I think it was his
• 6:00
  Speaker 10: fault that he lost his job.
• 6:02
  Speaker 11: I do not think that the teacher should have been fired, no,
• 6:06
  Speaker 11: because it was during the time that it was written,
• 6:09
  Speaker 11: and children need to know about the context, okay?
• 6:13
  Speaker 12: No, I don't think he should be fired. I mean,
• 6:15
  Speaker 12: that word has been around for a long, long time.
• 6:19
  Speaker 12: You know, some use it as endowment. The fact of
• 6:22
  Speaker 12: the matter is that it is written by the authors.
• 6:24
  Speaker 8: It is in the book. It is literature. It is facts.
• 6:27
  Speaker 13: So to fire.
• 6:28
  Speaker 12: Someone who is actually reading from the literature, I agree
• 6:31
  Speaker 12: with Jasmine, remove the book from the curriculum. But Francis
• 6:35
  Speaker 12: Scott Key, the star of Spaniard Banner, we had to
• 6:38
  Speaker 12: remove those words that he wrote about the slaves, about
• 6:43
  Speaker 12: slaves dying. They won't sing it, but they sure wanted
• 6:46
  Speaker 12: to stand up and put our hands across our heart
• 6:48
  Speaker 12: when he started playing the national anthem. But they won't
• 6:50
  Speaker 12: sing that third verse of Francis Scott Keith.
• 6:54
  Speaker 8: They won't sing that. Why?
• 6:55
  Speaker 12: Because it talks about slaves and talks about killing us.
• 6:59
  Speaker 8: History is history.
• 7:00
  Speaker 4: We can't rewrite it.
• 7:01
  Speaker 8: It is what it is.
• 7:02
  Speaker 12: So I think the gentleman should not be fired.
• 7:05
  Speaker 7: I agree with the teacher. I don't think he should
• 7:08
  Speaker 7: have been fired because he had a good point when
• 7:11
  Speaker 7: he said it depends on how you're using the word
• 7:14
  Speaker 7: in the context. And he was reading from the book,
• 7:17
  Speaker 7: and that's how it was written by the author. I
• 7:20
  Speaker 7: do realize that that word can trigger a lot in
• 7:23
  Speaker 7: regards to people of color and people of different ethnic backgrounds.
• 7:28
  Speaker 7: But we shouldn't always be so quick to judge. We
• 7:31
  Speaker 7: should think about how something's actually being said and the
• 7:34
  Speaker 7: nature of how it's being used.
• 7:37
  Speaker 9: No, I don't think the teacher should have got fired.
• 7:40
  Speaker 6: It's reading.
• 7:41
  Speaker 13: It's part of history. And unfortunately, there's some ugly things
• 7:43
  Speaker 13: in history that, you know, we.
• 7:45
  Speaker 6: Still need to know about.
• 7:46
  Speaker 2: And that's how they spoke back then, unfortunately.
• 7:48
  Speaker 1: So a teacher is actually fired for reading To Kill
• 7:53
  Speaker 1: a Mockingbird, which was a great movie.
• 7:55
  Speaker 6: This is what he said.
• 7:56
  Speaker 2: Be freaking kidding me. You use the N-word in class.
• 7:59
  Speaker 2: I want you to explain to the audience exactly what happened.
• 8:01
  Speaker 3: I was walking around my classroom, pacing the room, and
• 8:04
  Speaker 3: I overheard this conversation between these two girls. And they
• 8:07
  Speaker 3: were talking about the book To Kill a Mockingbird. And
• 8:09
  Speaker 3: they're currently assigned to read that in their English class.
• 8:12
  Speaker 3: And they were talking about how their teacher makes them
• 8:15
  Speaker 3: skip over a certain word.
• 8:17
  Speaker 4: We all know what the word is, right? It's the N-word.
• 8:18
  Speaker 4: I won't say it here, but it's the N-word.
• 8:20
  Speaker 3: Sure. And I just thought, that's silly. And so I
• 8:24
  Speaker 3: calmly just expressed my disagreement. And a girl asked me
• 8:27
  Speaker 3: point blank in front of the class, well, if you
• 8:30
  Speaker 3: were reading the book, would you say the word? And
• 8:33
  Speaker 3: I sort of laughed, but I said, of course. And
• 8:35
  Speaker 3: right then a boy whipped out the book. He had
• 8:37
  Speaker 3: it on the exact page. And he said, okay, then
• 8:41
  Speaker 3: do it. And so I took the book and I
• 8:44
  Speaker 3: wanted to display for my students that you can read
• 8:47
  Speaker 3: books honestly.
• 8:48
  Speaker 4: You shouldn't have to fear the consequences.
• 8:51
  Speaker 3: And let's just undo this lie you've been told that
• 8:54
  Speaker 3: if you're white or whatever, that you can't read a book.
• 8:59
  Speaker 3: I believe as an educator, it's my job to help
• 9:01
  Speaker 3: facilitate critical thinking. And I tried to make it a
• 9:04
  Speaker 3: lesson about context versus intent. You know, it's intent of
• 9:08
  Speaker 3: our words. That really makes something racist or not, not
• 9:12
  Speaker 3: reading it out of a book.
• 9:14
  Speaker 6: How do you think he should have been fired? We're
• 9:15
  Speaker 6: going right to the phones.
• 9:16
  Speaker 8: Well, I think that the teacher is 100% correct. You
• 9:20
  Speaker 8: shouldn't have to hide from reading the word that's in
• 9:23
  Speaker 8: the book. And if we don't want them in the book,
• 9:26
  Speaker 8: don't put them in the book. If we don't want
• 9:27
  Speaker 8: them in the songs, don't put them in the song.
• 9:29
  Speaker 8: So I think the teacher was right. He should have
• 9:31
  Speaker 8: been fired.
• 9:32
  Speaker 9: No, I don't think he should be fired because I
• 9:35
  Speaker 9: was a little on the fence at first. But when
• 9:37
  Speaker 9: he said he was going to tell about the context
• 9:39
  Speaker 9: of the words, then I jumped on board because that's
• 9:42
  Speaker 9: what's wrong with the word is People hear it in
• 9:44
  Speaker 9: a rap song, and it doesn't have the same value
• 9:46
  Speaker 9: as it was in a historic novel like that. So
• 9:49
  Speaker 9: if you teach the derogatory way, then I think that's
• 9:51
  Speaker 9: the right way to teach the word. It's not celebrated.
• 9:53
  Speaker 9: That's how it should be.
• 9:54
  Speaker 13: That's how the book was intended.
• 9:56
  Speaker 9: But if you do the book and you take the
• 9:58
  Speaker 9: word out, not only are you diluting the book, but
• 10:00
  Speaker 9: you're also diluting the message.
• 10:01
  Speaker 8: Behind how derogatory that word really is.
• 10:04
  Speaker 13: I absolutely do not think that gentleman should be fired.
• 10:07
  Speaker 13: I'm an African-American male. And from what I can pick
• 10:10
  Speaker 13: up from the conversation, it appears that that gentleman was
• 10:13
  Speaker 13: not African-American, or makes the point even more poignant. Not
• 10:17
  Speaker 13: only should he not be fired, I think he should
• 10:18
  Speaker 13: be used as the standard and example for others to follow.
• 10:21
  Speaker 13: He is correct. We should think about context over intent.
• 10:25
  Speaker 8: I agree.
• 10:26
  Speaker 13: He should not be fired.
• 10:27
  Speaker 6: All right, this is the D.O. Hughley Show.
• 10:29
  Speaker 1: Now it's time for the streaming movie review with Alibo,
• 10:31
  Speaker 1: the streaming hack warrior.
• 10:33
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• 10:37
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• 10:47
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• 10:51
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• 10:54
  Speaker 14: hearing the president is importing meat from other countries.
• 10:59
  Speaker 12: Yeah.
• 11:00
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• 11:34
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• 11:38
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• 11:40
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• 11:42
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• 11:45
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• 11:46
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• 11:48
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• 11:50
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• 11:55
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• 12:00
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• 12:05
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• 12:10
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• 12:13
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• 12:16
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• 12:17
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• 12:18
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• 12:19
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• 12:22
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• 12:28
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• 12:48
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