This paper uses the terminology of whiteness, settler colonialism, culturally responsive pedagogy, and restorative education to interrogate the usage of spoken word in schools. I argue that spoken word can function as a form of resistance to white colonialist practices and as an advocate of emotional learning and critical education. This paper focuses on representation, student empowerment, and identity exploration in the context of education institutions. It crosses borders between education and authenticity, between classrooms and real life, and between teachers and students. I aim to ground this essay in the American Studies discipline as it discusses systems of power in the United States and seeks to disrupt dominant narratives through spoken word as an alternative education strategy for dismantling white supremacy and validating marginalized identities. This work is only a small part of the larger conversation on restorative justice in education
