Authenticity, Decorum, and the Politics of Language

To articulate—or not to articulate? That is the question. That question ran through my mind as I started this piece, leading me to a deeper one: whose language really matters?

As I began writing, I caught myself asking, “What is a more elevated way to describe the word ‘curse’?” In that moment, I realized I was shaped by an elitist system deeply ingrained in American culture, unconsciously guiding how I sought to model my own articulation.

But where does this idea of articulation come from? Is it truly my own? I don’t think so. It arises from the social and academic conditioning of linguistic hierarchy. Why would the word curse not be enough, when it perfectly conveys its meaning? Questioning it revealed the subtle forces shaping my thinking and the ways I internalize social expectations about language.

Cursing, often labeled as foul or vulgar language, is frequently interpreted as a marker of limited education, diminished articulation, or lower social standing. These assumptions reveal less about linguistic ability and more about the social hierarchies embedded in our judgments about language. These labels are not neutral; they function as tools that privilege the language of those already in positions of power. Those with societal power dictate how we speak, and in doing so, influence how we express emotion. In this way, we are taught to believe that our natural ways of speaking are wrong, and we internalize the need to correct them. In response, we censor ourselves to meet the expectations of the powerful, seeking approval, opportunities, and social acceptance. In doing so, we distance ourselves not only from our own voice, but from the cultural and emotional truths embedded in the way we speak.

This tension has direct relevance to teacher education. Aspiring educators are influenced to “speak correctly” or model standard English. Yet these lessons rarely question whose language is considered correct, or how privileging certain speech patterns reinforces social hierarchies. Teacher candidates are trained to monitor their voices, but not to interrogate the broader cultural and emotional significance of language—both their own and their students’.

These expectations implicitly suggest that teachers must regulate their natural forms of expression in order to appear professional. Authenticity in teaching is not optional; it is essential. When teachers suppress their natural modes of expression, they signal to students that some ways of speaking are less valid or less valuable. Conversely, when educators embrace their authentic linguistic identities—including colloquial speech and cultural inflections—they model a form of authenticity that validates diverse student voices.

Teacher education should explicitly train teachers to navigate linguistic hierarchies, rather than merely mimic them. This includes exploring sociolinguistics and power dynamics in language, reflecting on personal language biases, and learning to create classroom environments where all students’ speech is honored. Authentic teaching depends on teachers who feel able to speak and express themselves without unnecessary linguistic constraint.

Teacher candidates may feel compelled to censor themselves to conform to professional norms, yet reflecting critically on why certain words are deemed inappropriate can illuminate the social hierarchies embedded in language. In doing so, teachers can guide students to navigate language critically while maintaining their own authenticity.

In the classroom, educators are role models. By embracing their authentic forms of self-expression, they demonstrate what true authenticity and freedom of expression look like. In turn, they give students permission to honor and express their own voices fully. Teacher education that recognizes and values this principle does more than produce competent communicators—it cultivates empowered, reflective, and authentic individuals capable of transforming both the classroom and society.

MDE

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