1 00:00:04,425 --> 00:00:06,050 MICHEL DEGRAFF: From the very beginning 2 00:00:06,050 --> 00:00:09,440 of this course is designed for this semester, 3 00:00:09,440 --> 00:00:14,300 we wanted to connect the humanities, the classroom, 4 00:00:14,300 --> 00:00:16,309 with social justice. 5 00:00:16,309 --> 00:00:18,620 And luckily, we had guest speakers 6 00:00:18,620 --> 00:00:22,560 who themselves have been engaged in social change. 7 00:00:22,560 --> 00:00:25,179 So for example, I mentioned before John Turman. 8 00:00:25,179 --> 00:00:26,720 There was also Professor Fox Harrell. 9 00:00:26,720 --> 00:00:28,780 In fact, most of our guest speakers 10 00:00:28,780 --> 00:00:32,270 have been engaged in real life trying to make change 11 00:00:32,270 --> 00:00:33,770 for social justice. 12 00:00:33,770 --> 00:00:36,660 And because some of our students were themselves 13 00:00:36,660 --> 00:00:38,180 children of immigrants, many of them 14 00:00:38,180 --> 00:00:39,554 got very interested, for example, 15 00:00:39,554 --> 00:00:41,420 in the issue of migration. 16 00:00:41,420 --> 00:00:44,360 Or to protect the rights of migrants 17 00:00:44,360 --> 00:00:48,690 who had been under attack in the recent couple of years. 18 00:00:48,690 --> 00:00:51,290 Thanks to John Turman, some of the students 19 00:00:51,290 --> 00:00:53,630 connected to the MIRA group, which 20 00:00:53,630 --> 00:00:58,320 is the Massachusetts Immigrant and Refugee Advocacy coalition. 21 00:00:58,320 --> 00:01:00,500 And they were actually very happy to do so, 22 00:01:00,500 --> 00:01:03,500 to be able to connect not only the personal biographies, 23 00:01:03,500 --> 00:01:08,150 but also the classroom work with actual action 24 00:01:08,150 --> 00:01:09,990 for social change. 25 00:01:09,990 --> 00:01:12,470 And we also got to understand the ways in which 26 00:01:12,470 --> 00:01:14,580 what we are studying in this course-- 27 00:01:14,580 --> 00:01:17,350 for example, the issue of language and assimilation-- 28 00:01:17,350 --> 00:01:20,000 have impacts, say, in the courtroom. 29 00:01:20,000 --> 00:01:22,700 So the issue of language and assimilation 30 00:01:22,700 --> 00:01:26,330 was particularly evident in the court case of George Zimmerman. 31 00:01:26,330 --> 00:01:27,800 The trial of-- 32 00:01:27,800 --> 00:01:31,070 Zimmerman was accused of killing Trayvon Martin. 33 00:01:31,070 --> 00:01:35,330 This young black boy who was seen in his neighborhood 34 00:01:35,330 --> 00:01:37,190 after seeing his dad and he was-- 35 00:01:37,190 --> 00:01:39,170 after he bought some Skittles and some drinks 36 00:01:39,170 --> 00:01:42,610 and he was killed by this vigilante. 37 00:01:42,610 --> 00:01:45,680 And the reason why he was acquitted 38 00:01:45,680 --> 00:01:49,520 is because the star witness for the prosecution, Rachel 39 00:01:49,520 --> 00:01:54,890 Jeantel, who happened to be this young woman of Haitian 40 00:01:54,890 --> 00:01:58,220 and Dominican decent, and because of the way she spoke, 41 00:01:58,220 --> 00:02:01,400 she spoke with a black accent. 42 00:02:01,400 --> 00:02:03,800 And that accent, undermined her credibility. 43 00:02:03,800 --> 00:02:05,880 In fact, some of the jurors were clear 44 00:02:05,880 --> 00:02:08,960 that they would not believe her because she sounded-- 45 00:02:08,960 --> 00:02:10,460 because of the way she spoke. 46 00:02:10,460 --> 00:02:14,390 And there's a beautiful analysis of this episode-- 47 00:02:14,390 --> 00:02:16,910 a very sad episode-- by John Rickford 48 00:02:16,910 --> 00:02:19,880 and Sharese King in the journal, the journal Language, 49 00:02:19,880 --> 00:02:22,250 where they showed very clearly that that 50 00:02:22,250 --> 00:02:25,610 was the main factor for Rachel Jeantel 51 00:02:25,610 --> 00:02:28,460 to not be believed by the jury. 52 00:02:28,460 --> 00:02:30,630 So here this is a clear case where 53 00:02:30,630 --> 00:02:36,460 attitudes towards language have an impact on social justice.