ERIC Number: EJ791385
Record Type: Journal
Publication Date: 2007
Reference Count: 0
More than Words: What Can Stop the Language that Hurts?
About Campus, v11 n6 p19-21 Jan-Feb 2007
While many people may not realize that the words they speak may offend, carelessly used words can indeed lead to hurt, discrimination, and, on occasion, violence. Hate crimes occur all too frequently, even on college campuses--places which should be designed to be open and accepting. The role of educators and student leaders is to raise consciousness, encourage students to make a difference in their communities, and set an example through their policies and behaviors. At Texas Christian University in Fort Worth, Texas, educators use a program, called More Than Words, in the first few weeks of their students' college career to heighten awareness and stave off the damage of words that hurt. More Than Words, which is also presented at high schools and middle schools and as part of diversity training seminars, comprises a video presentation, a reader's theater, and group reflection. Its central message of awareness, tolerance, and inclusiveness is not intended to alter students' core beliefs or convictions or to insist that they think or feel a certain way. It is meant to raise awareness of the hundreds of hate crimes, injustices, and words of exclusion that exist in daily life. Most important, it describes the impact that a single person can have through their language choices and actions.
Descriptors: Campuses, College Freshmen, Teacher Role, Consciousness Raising, Attitude Change, Student Leadership, Role, Verbal Communication, Antisocial Behavior, Program Effectiveness, Cultural Pluralism, Change Agents, Change Strategies, Organizational Objectives, Inclusive Schools
Jossey Bass. Available from John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: firstname.lastname@example.org; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Authoring Institution: N/A