A Few Words In Defense of the N-Word, in the Novels of Mark Twain

                                                                                                   by Mikhail Lyubansky


Well, here's a piece I never imagined myself writing: A defense of a white man's use of the N-word.


I want to start with a little back-story: I don't use the N-word. Not ever. But I used to, not so long ago. I used it in the context of talking about racism in my psychology of race and ethnicity course and only when quoting the written words of scholars and prominent historical figures. I stopped (about 5 years ago) after several students told me that hearing the word, even in this context, was painful for them. I stopped because it was clear to me that the students were sincere and because I thought I could teach the content just as well by saying "N-word".


I haven't questioned this choice since then, but ever since the Huck Finn story broke, I've been doing just that. See, all of the students who complained that hearing "nigger" in class was painful were white and so it seems is the vast proportion of people who a) kept Huckleberry Finn off the school curriculum and b) like the idea of a "cleaner" version of Mark Twain's novel.


Now I don't want to over-stress this point. The feelings and needs of white people matter too. It's why I switched to using "N-word" in my class. But the source of the discomfort is not irrelevant either. For one, it suggests whose needs are being considered and served by the given act. As far as I can tell, the new (edited) edition of Huck Finn is primarily designed to serve the needs of white conservatives. This too is okay, as long as we acknowledge that this is what's happening and not pretend that this is some kind of racially progressive act that will improve the lives of people of color.

It's more complicated than that, of course. In a recent opinion piece in the New York Times, law professor Paul Butler (who is Black) wrote

"I suffered through Huckleberry Finn in high school, with the white kids going out of their way to say "Nigger Jim" and the teacher's tortured explanation that Twain's "nigger" didn't really mean n-word, or meant it ironically, or historically, or symbolically. Whatever."

No doubt Butler's experiences were not unusual for either his time or today, and I wouldn't wish them on anyone. Student racial insensitivity and teacher discomfort with both our country's racist past and contemporary racial inequity are serious problems requiring thoughtful strategies. I just happen to think that the strategy of removing racially objectionable content cannot possibly be effective in anything other than eliminating discomfort, and I am becoming increasingly convinced that, from an educational standpoint, the elimination of discomfort is counterproductive.

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