Saying Something Stupid…
You're a teacher in a mainstream school. You have a weekly Rap Club or maybe even a Punk rock group. The kids are passionate about the club. They feel free, that they can be their authentic selves. It is a positive space led by them.
And then they go and spoil it all by saying something stupid...
Even with the best of intentions and approaches, the clash between school culture and youth culture inevitably rears its head when it comes to lyrics. What is deemed appropriate vs inappropriate? What are the school promoting or encouraging by allowing foul wordplay? And how can we approach this without censoring kids’ creativity or making their safe authentic space now feel… “different”?
Our principle comes down to this…
BANNING SOMETHING FROM THE CLASSROOM
DOES NOT BAN IT
FROM THE LIVES OF OUR CHILDREN.
When a young person writes lyrics, these words, phrases, and perspectives are already part of their vocabulary (or at least part of the world around them). A teacher saying “You can’t use those words” or “You can’t say those things” will only highlight the division between the teacher, the student and the student’s world. The young person will simply hear that they can’t do those things HERE. These things they do or say - this part of who they are - is not welcome HERE. They will keep saying it with friends, family, and within their communities. It is just a reminder to them that School represents a space that limits their creativity and does not understand or fully accept them and their cultures.
A question teachers need to consider is - what is the end goal?
Is the plan to simply not allow these words in the presence of staff and students? If so, BAN AWAY! BUT a) what is the learning goal (we are teachers after all) and b) know that this is something we only have control of within the confines of the school site (and even then not in digital spaces). Crucially, be aware of the consequences for young people… Do they feel seen/accepted? What is the impact on their connection with the people leading those spaces. Consider whether banning is simply absolving us - the responsible adult/educator - of the responsibility to address taboo topics or behaviours because “THEY DO NOT EXIST HERE”. No matter what you do, they will exist somewhere!
Especially for the typical learners in our Rap Club projects, being told their words/actions make others feel uncomfortable is problematic when their own experience is that their presence (often simply in being enthusiastic young people) makes others feel uncomfortable. It risks perpetuating the perception that they - who they are, what they do, and what they say - makes others uncomfortable and does not belong.
BACK TO THE DRAWING BOARD…
Is the plan to change the perspectives and values of your young people (away from what we perceive to be negative)? This is something we can - within reason - get behind! But… BANNING DOES NOT DO THIS.
So what do we do?
STAGE ONE - Do Not Ban. This doesn’t mean you allow any and all lyrics at all times. Explain which spaces have more freedoms than others. Set clear boundaries and reasons why perhaps when it comes to public/school performances, the rules around their lyrical content may need to be different. For example, “due to the different cultures, sensibilities and ages present, the school has a responsibility to make sure everyone feels welcome and the lyrics you want to perform do not support that”. HOWEVER you MUST be prepared to engage in a discussion about WHY their lyrics may make others uncomfortable and give true responses, not quick shut downs (i.e. “because I say so!”). You may even find they have valid arguments for why it should be up to other people to accept them/their music rather than for them to change who they are so other people feel comfortable, so LISTEN. And consider whether this action actually prioritises the needs/comfort of one group (perhaps more vocal or in a position of power) over the needs, comfort, and feeling of acceptance of this vulnerable group.
STAGE TWO - Encourage Honesty. In rap culture it is generally considered poor practice to write or perform lyrics that do not reflect your reality, particularly if you are trying to come across as a “bad man” when in actuality you aren’t. Use this! Encourage young people to make lyrics that are honest to them and/or their aspirations - you can even make this a rule though of course make exceptions for creative lyrics exploring others’ views/experiences. HONESTY ensures that lyrics are reflective of them and can have a significant impact on removing “negative” content.
STAGE THREE - Radio Friendly. A career in the creative industries is much more accessible for young people today than it used to be, so relating to industry can be effective! Of course, there are a lot of “unsavoury” lyrics in the industry so telling a young person “you can’t do it if you want to be a professional” will immediately have no credibility. The argument that “nobody wants to see a kid swearing” is also simply untrue, BUT you should highlight that this is something that is typically laughed at rather than respected. The best industry-reflective argument is that for their music to be played on the radio (which also earns money) it cannot have swearing or certain other lyrics - this is a very strong argument. Also you can remind them that if they do not create “radio friendly” versions of their music, it may be limited in who can hear it at school as is reflected in industry. Now they have a choice (and a strong reason to choose to adapt)!
STAGE FOUR - Discuss the Content. When a young person writes lyrics you are not comfortable with, after questioning yourself and WHY you are uncomfortable (and ensuring you have a fair reason), approach them and discuss. Don’t BAN it. Don’t IGNORE it. SPEAK to them. You could even do this as a whole group discussion. This becomes a “Teachable Moment” and most importantly can lead to the young person CHOOSING not to say those things - surely the more ideal outcome as it affects their lyrics beyond the classroom too and evidences quality teaching! Or - if you approach with true openness - these discussions may even lead to you developing your own understanding and finding that the lyrics are indeed acceptable. But at all times you must be aware of your position in the conversation, the environment you have built and whether you are imposing your own perspectives.
MOST IMPORTANTLY…
Ask yourself… What is the issue with the lyrics? Is it based on my own perceptions rather than a real issue? Is it a culture clash (and if so, can I step away and look at the issue without bias)? Or is it a serious issue/concern that must be addressed?
And to be clear… verbal hate crime is a whole other issue and has legal consequences so… obviously you should BAN that! But even then… a ban without a conversation with the young person on what they have written/said (with the goal of building their understanding rather than just stopping it from happening again “HERE”) would be deemed unacceptable. REMEMBER…
BANNING SOMETHING FROM THE CLASSROOM
DOES NOT BAN IT
FROM THE LIVES OF OUR CHILDREN.
BUT EMBRACING IT
CAN CHANGE THEIR PERCEPTIONS
AND MAY EVEN CHANGE OUR OWN!