Bridget Arndt’s reflection is an example of culturally responsive practice. Although initially unaware of the negative connotation of her words, Arndt accepted responsibility when called on it. Rather than react on automatic pilot or become defensive, she listened to her student’s feedback and apologized for her ignorance. She also reflected on past interactions and considered other offensive phrases that she may have used. This experience made a lasting change in her professional practice and personal life.

However, Arndt’s reaction is not typical. When confronted about the offensive nature of certain expressions and words, educators often become defensive. They may feel threatened by students’ comments or perceive them as a lack of respect for authority. In turn, students may feel disrespected by the teacher’s apparent lack of concern about using offensive language. When neither teacher nor student backs down, a power struggle ensues, often resulting in negative consequences for the student, such as a discipline referral. Misunderstandings like this contribute to the disproportionate representation of certain groups, particularly African-American males, in discipline settings. This is why Arndt’s response to the student was so powerful. She accepted that her words could be perceived as racist even though that was not her intent. She did not waste time arguing about whether the phrase is or is not inherently racist. Taking responsibility for the effect of our words and actions even when no offense was intended is an important aspect of culturally responsive practice­­.

Because language is based in history and culture, there are many words and expressions that we use casually without realizing they have negative connotations for some people. Almost every educator will eventually utter an offensive word or phrase. Many will be called on it. The key is to accept that the word or phrase has a negative connotation and stop using it. Culturally responsive educators do not argue about whether the word should or should not be considered offensive or whether it is offensive only to a small group. Once they know it is offensive even to one, they simply stop using it.

Consider the Context 

When educators are mindful of the power of words, identifying other words and expressions that may be perceived as offensive becomes easier. One expression resurging in popular language is the use of  “off the reservation.” This expression is commonly used to suggest someone thinks differently from the norm or is out of control. A columnist on the Forbes magazine website used it to describe Joe Biden’s support of gay marriage (Ungar, 2012), a blogger used it to describe Colin Powell’s assessment of the situation in Iraq (“Is Colin Powell’s Endorsement Absurd?,” n.d.), and AOL news used it to describe Pat Buchanan’s actions (“Pat Buchanan Goes Off the Reservation,” 2011).

Although this expression may seem harmless, one must consider the context in which it was coined. Originating in the 1800s when American Indian tribes were relocated and confined to reservations, tribes resisting and leaving designated land were said to be “off the reservation” and viewed as hostile and subject to military assault. This resistance was seen as a problem that had to be controlled. Because of this association, regardless of the intent, some find this expression offensive. Given the few positive references made about American Indians in history and numerous negative symbols, pictures, and expressions such as “stop acting like a bunch of wild Indians,” most readers might assume a negative connotation.

Since a number of our words and popular expressions used today were originally coined to describe dominant relations over groups in history, many have negative connotations. While this dominance manifested in overt acts of racism has decreased over the last 60 years, the words and expressions coined to describe these attitudes and practices continue to be painful reminders of the past for many students and their parents. Acts of intolerance resulting in humiliation and fear for these students’ great-grandparents, grandparents, and even parents are part of their history and not easily forgotten.