by James Ross | June 2023
As we struggle today with a multiplicity of critical racial justice issues, we cannot afford to engage in whataboutism. Of course, we should be concerned about children’s access to education elsewhere. Yet, that is separate from the urgent reality that state legislatures throughout the United States are working to restrict what teachers can say and the educational outcomes they can seek – and even how students should “feel” – in courses in which race is an essential component of the discussion, such as history, civics, and literature. If we seek justice, we must focus.
TAGS: [Individual Change] [2020’s] [Teachers] [Tips-Dos/Don’ts] [Social Justice] [History] [Whataboutism]
Resource Links Tagged with "Teachers"
The Reasons Teachers Are Punished for Saying Black Lives Matter; Multiple Teachers in the United States Have Been Punished for Acknowledging the Existence of Systemic Racism in Their Classrooms.
by Emma Ockerman | June 2021
Over the past year, a number of teachers in the United States have been punished for daring to acknowledge the existence of systemic racism in a country with a legacy of enslaving, segregating, and disproportionately jailing Black people. From Florida to Massachusetts to Texas, educators have reportedly faced retaliation such as reassignment, backlash from parents, and even administrative leave over actions like refusing to take down a Black Lives Matter flag and telling students that “many cops are racist.”
TAGS: [Collective Action] [2020’s] [Systemic Racism] [Policing] [Black Lives Matter] [CRT] [Teachers] [Politics] [Denial] [Silencing POC]
California High School Under Fire After Students Post Instagram Video of Themselves Stomping on Black Doll Named ‘Shaniqua’; Parents Say This isn’t the First Time Something Like This Has Happened at Salinas High School.
by Terrell Jermaine Starr | August 2021
A California high school is facing an investigation after white students were captured on a video that went viral over the weekend abusing a Black doll named “Shaniqua,” stomping it, positioning it in sexually suggestive positions and posing with it during a football game Friday. The Instagram account that featured the video has been deactivated, but a Twitter user took screenshots of the old account and downloaded some of the videos, which KION News Channel featured in its reporting of the incident. …One of those parents, Mercedes, told the television station that the social media posts don’t surprise her. “These kids feel comfortable enough to do this on campus at a football game where there’s parents, where there’s staff members and other children,” she said. “And, you’re going to tell me all of the staff being around and even parents, nobody saw this go on, nobody saw that there was something wrong with this.”
TAGS: [Collective Action] [2020’s] [Systemic Racism] [White Supremacy] [White Culture] [White Privilege] [Accountability] [Social Justice] [Teachers]
Anti-Racism is about Social Responsibility, Not Racial Guilt; Allyship is a Journey, and Shame Has Never Been the Destination
by Tim Wise | November 2021
Worried that racial justice activism might embolden progressives pushing for meaningful equity initiatives in policing, the workplace, and elsewhere, conservatives latched on to this strategy — attacking classroom discussions of racism as “indoctrination” — so as to limit awareness of racial injustice among youth, energized by last summer’s events. The right claims anti-racist curriculum is about guilt-tripping white students. One of the primary weapons in the rhetorical arsenal of this advancing army has been the claim that anti-racist curriculum seeks to make white children feel guilt and shame because of their skin color.
TAGS: [Individual Change] [2020’s] [Anti-Racism] [White Supremacy] [White Culture] [White Privilege] [Social Justice] [Policing] [Employment] [White Fragility/Tears] [History] [Teachers] [Systemic Racism] [Slavery] [Black Lives Matter] [Indigenous] [Advocacy][CRT]
Frequently Asked Questions About Critical Race Theory
by James Mulholland | November 2021
After their successes in the recent elections in Virginia and New Jersey, it is obvious the Republican Party intends use inflammatory and false depictions of Critical Race Theory as a strategy to frighten white suburban parents and play on latent racial prejudices. We can expect Critical Race Theory to be the boogeyman of the next election cycle. …The basic tenets of Critical Race Theory can and should be introduced to children in simple terms. For example, elementary children SHOULD be taught that the color of your skin does not make you better or worse than anyone else. High school students SHOULD be taught the history of legal and systemic racial discrimination in America. In addition, Critical Race Theory is vitally important for educators to understand. Teachers SHOULD be taught Critical Race Theory and it should inform their teaching philosophy and classroom content. Understanding Critical Race Theory will make our schools – which are institutions prone to systemic racism – less racist. Ironically, the problem in the United States is not that Critical Race Theory has infiltrated our public-school systems. The issue is that it has not.
TAGS: [Collective Action] [2020’s] [Definitions] [Anti-Racism] [History] [Assumptions] [Individual Change] [Systemic Racism] [Tips-Dos/Don’ts] [Teachers]
Five Ideas to Change Teaching about Thanksgiving, in Classrooms and at Home
by Renée Gokey | November 2021
Between Thanksgiving and Native American Heritage and Month, November is go-time for teaching and learning about Native America. Here, parent and museum educator Renée Gokey shares simple ways to make the responsibility less daunting. In addition to briefly describing strategies for learners K–12, Renée links to teaching resources from the museum and other organizations. And she notes that students can use Thanksgiving and their new tools for thinking about culture to learn and share more about their own family’s history and traditions. This article has many great tips and teaching links.
TAGS: [Individual Change] [2020’s] [Teachers] [Tips-Dos/Don’ts] [Indigenous] [History] [Social Justice]
Penobscot Nation Members Do Not Want Ancestors’ Scalping Whitewashed; A new educational film produced by the tribe explains how settlers were encouraged to scalp natives for cash bounties.
by David Sharp | December 2021
Most Americans know about atrocities endured by Native Americans after the arrival of European settlers: wars, disease, stolen land. But they aren’t always taught the extent of the indiscriminate killings. Members of the Penobscot Nation in Maine have produced an educational film addressing how European settlers scalped — killed — Indigenous people during the British colonial era, spurred for decades by cash bounties and with the government’s blessing. “It was genocide,” said Dawn Neptune Adams, one of the three Penobscot Nation members featured in the film, called “Bounty.” She said the point of the effort isn’t to make any Americans feel defensive or blamed. The filmmakers say they simply want to ensure this history isn’t whitewashed by promoting a fuller understanding of the nation’s past. At the heart of the project is a chilling declaration by Spencer Phips, lieutenant governor of the Province of Massachusetts Bay.
TAGS: [Racial Terrorism] [2020’s] [Indigenous] [Systemic Racism] [History] [Social Justice] [White Supremacy] [White Privilege] [White Culture] [Politics] [Economics] [Teachers] [White Blindness]
What Is Critical Race Theory, and Why Is It Under Attack?
by Steven Sawchuk | May 2021
Is “critical race theory” a way of understanding how American racism has shaped public policy, or a divisive discourse that pits people of color against white people? Liberals and conservatives are in sharp disagreement. The topic has exploded in the public arena this spring—especially in K-12, where numerous state legislatures are debating bills seeking to ban its use in the classroom. …Critical race theory is an academic concept that is more than 40 years old. The core idea is that racism is a social construct, and that it is not merely the product of individual bias or prejudice, but also something embedded in legal systems and policies. The basic tenets of critical race theory, or CRT, emerged out of a framework for legal analysis in the late 1970s and early 1980s created by legal scholars Derrick Bell, Kimberlé Crenshaw, and Richard Delgado, among others.
A good example is when, in the 1930s, government officials literally drew lines around areas deemed poor financial risks, often explicitly due to the racial composition of inhabitants. Banks subsequently refused to offer mortgages to Black people in those areas.
TAGS: [Strategies] [2020’s] [Housing] [Systemic Racism] [Politics] [Social Justice] [White Privilege] [White Supremacy] [White Culture] [White Defensiveness] [Slavery] [Definitions] [Racial Covenants] [Black Lives Matter] [Latino/a] [Teachers] [History]
What it Means to be Black in the American Educational System
by The Conversation | October 2016
Sadly, racism and discrimination are facts of life for many black Americans. As an African-American scholar who studies the experiences of black college students, I am especially interested in this issue. My research has found that black college students report higher levels of stress related to racial discrimination than other racial or ethnic groups. The unfortunate reality is that black Americans experience subtle and overt discrimination from preschool all the way to college.
…The results of a recent survey by the Pew Research Center underscore this point. The survey found that black Americans with some college experience are more likely to say that they have experienced discrimination compared to blacks who did not report having any college experience.
TAGS: [Strategies] [2010’s] [White Privilege] [Systemic Racism] [Microaggressions] [Police Shootings] [Policing] [History] [Black Lives Matter] [-ing While Black] [Teachers]
What White Colleagues Need to Understand; White Supremacy Doesn’t Stop at the Teachers’ Lounge Door
by Clarice Brazas, Charlie McGeehan | Spring 2020
As educators doing antiracism work, we often focus extensively on the impact that white supremacy has on students. But even though we recognize that white supremacy shapes all of our lives and work, we spend little time talking about its impact on educators. …
We know we all live in the same society of racism and white supremacy. We know white educators have the privilege to ignore these conditions and often do. And we know our collaboration is the exception, not the rule. For this article, we interviewed eight educators of color across the country to hear about their work with white colleagues. We found disheartening trends. Educators of color report that they’re expected to take on a disproportionate share of work supporting students and teaching about race and racism. This work, they say, is often made more difficult by the indifference—and sometimes resistance—of white colleagues.
TAGS: [Collective Action] [2020’s] [White Supremacy] [Systemic Racism] [White Privilege] [Teachers] [Tips-Dos/Don’ts] [Anti-Racism] [White Fragility/Tears] [Latino/a]
158 Resources to Understand Racism in America
by Meilan Solly | June 2020
Amid escalating clashes between protesters and police, discussing race—from the inequity embedded in American institutions to the United States’ long, painful history of anti-black violence—is an essential step in sparking meaningful societal change. To support those struggling to begin these difficult conversations, the Smithsonian’s National Museum of African American History and Culture recently launched a “Talking About Race” portal featuring “tools and guidance” for educators, parents, caregivers and other people committed to equity. “Talking About Race” joins a vast trove of resources from the Smithsonian Institution dedicated to understanding what Bunch describes as America’s “tortured racial past.” From Smithsonian magazine articles on slavery’s Trail of Tears and the disturbing resilience of scientific racism to the National Museum of American History’s collection of Black History Month resources for educators and a Sidedoor podcast on the Tulsa Race Massacre, these 158 resources are designed to foster an equal society, encourage commitment to unbiased choices and promote antiracism in all aspects of life. Listings are bolded and organized by category.
TAGS: [Collective Action] [2020’s] [Systemic Racism] [Anti-Racism] [Policing] [Teachers] [History] [Intersectionality] [Slavery] [Racial Terrorism] [Black Lives Matter] [Civil War] [Politics] [Social Justice] [Racial Covenants] [Housing] [Employment] [Economics] [Silencing POC] [Health Disparities] [Prison System] [Implicit Bias] [Indigenous] [Police Shootings] [Latino/a] [White Supremacy] [White Culture]
Black boy, 11, Forced to Kneel and Apologize by White Headmaster Who Called it the ‘African Way’
by Michael Elsen-Rooney | March 2021
A white Long Island Catholic school headmaster forced a Black 11-year-old student to kneel down and apologize to a teacher — calling it the “African way” to say sorry, the Daily News has learned. Hempstead mom Trisha Paul says it was disturbing enough to learn about the punishment of her sixth-grade son at the hands of St. Martin de Porres Marianist school headmaster John Holian. But she was even more shocked when Holian, who is white, told Paul, who is Haitian-American, he’d learned the approach from a Nigerian father who said it was an “African way” of apologizing.
TAGS: [Assumptions] [2020’s] [Systemic Racism] [Black Lives Matter] [Teachers] [White Supremacy] [White Privilege] [White Culture] [White Blindness] [White Defensiveness] [Accountability]
Texas Student Says Teacher Gave White Students the Go-Ahead to Use the N-Word
by Zack Linly | March 2021
I’ve said it before, and I’ll say it again: A lot of white teachers have no business whatsoever teaching Black students. A Black mother in San Marcos, Texas, has filed a complaint with the San Marcos Consolidated Independent School District over an incident involving her daughter and a teacher who allegedly told her white students that it’s OK for them to say the n-word as long as Black people continue to say it.
TAGS: [Collective Action] [2020’s] [Systemic Racism] [Black Lives Matter] [Teachers] [Tips-Dos/Don’ts] [White Supremacy] [White Blindness] [History] [Cognitive Dissonance] [Accountability]
Carlisle Residents Urge Council ‘to Talk about the Scars’ before Solving Racial Equity
by Sue Gleiter | January 2021
Among the issues touched upon during the more than 2 1/2-hour meeting were affordable housing, the criminal justice system and schools, as well as the possibility of creating a Truth and Reconciliation Commission. “This is a first step. This is just opening the door to the conversation and it needs to be more than conversation and we need to actually do something,” said Deb Fulham-Winston, council member. “We need to understand it and we need to give people the time and the space to be able to bring their concerns to light,” she said.
TAGS: [Collective Action] [2020’s] [Social Justice] [Housing] [Justice System] [Teachers] [Anti-Racism] [Economics] [Advocacy] [Implicit Racism] [Policing]
The Weaponization of Whiteness in Schools; It’s Time to Recognize and Stop the Pattern
by Coshandra Dillard | Fall 2020
Typically, the weaponization of whiteness happens this way: There is a demonstrated sense of entitlement, anger and a need for retaliation, feigned fear and, finally, white fragility. It’s easy to recognize this pattern when it’s caught on video. We can observe for ourselves racial slurs, exaggerated fear and the privilege of whiteness forcefully taking up space. But when we publicly shame white people caught on video or demand severe penalties for their transgressions, we are individualizing racism rather than seeing how it can easily manifest in any white person because of how whiteness works in our society.
TAGS: [Collective Action] [2020’s] [White Supremacy] [White Privilege] [White Culture] [White Fragility/Tears] [Systemic Racism] [Teachers] [Tips-Dos/Don’ts] [Black Lives Matter] [-ing While Black] [White Defensiveness] [Calling Police] [Economics] [Assumptions] [Individual Change] [Latino/a] [Accountability] [Policing]
A Forgotten Black Founding Father; Why I’ve Made it My Mission to Teach Others about Prince Hall
by Danielle Allen | March 2021
Many of us who live in Massachusetts know the basic outlines of this story and the early role the state played in standing against enslavement. But told in this traditional way, the story leaves out another transformative figure: Prince Hall, a free African American and a contemporary of John Adams. From his formal acquisition of freedom, in 1770, until his death, in 1807, Hall helped forge an activist Black community in Boston while elevating the cause of abolition to new prominence. Hall was the first American to publicly use the language of the Declaration of Independence for a political purpose other than justifying war against Britain. In January 1777, just six months after the promulgation of the Declaration and nearly three years before Adams drafted the state constitution, Hall submitted a petition to the Massachusetts legislature (or General Court, as it is styled) requesting emancipation, invoking the resonant phrases and founding truths of the Declaration itself.
TAGS: [Assumptions] [2020’s] [History] [Role Model] [Black Lives Matter] [Slavery] [Teachers] [Silencing POC] [-ing While Black] [Advocacy] [Systemic Racism] [Social Justice] [Civil War]
The Violent History of White Supremacy Is Rarely Taught in Schools. It Should Be.
by Corey Mitchell | January 2021
Searing images from this month’s mostly white insurrection in Washington, D.C.—including a hangman’s noose on the Capitol grounds and the Confederate flag carried inside the U.S. Capitol—harken back to another era when both were tools and symbols of white supremacy across the country. But relatively few students have learned about previous sordid moments that foreshadowed this year’s efforts to instill terror and violently overturn an election such as the Wilmington Insurrection of 1898, widely thought to be the only successful coup in U.S. history, and the Tulsa Race Massacre.
TAGS: [Racial Terrorism] [2020’s] [History] [Social Justice] [Systemic Racism] [White Culture] [Slavery] [Politics] [Denial] [Silencing POC] [Teachers] [White Supremacy] [White Privilege] [White Blindness] [White Defensiveness] [Black Lives Matter]
Racism and ‘Years of Bullying’
by Jeffrey R. Young | February 2021
Dena Simmons, a prominent researcher of social-emotional learning, resigned from Yale University’s Center for Emotional Intelligence last month due to what she calls a pattern of behavior by some colleagues that left her feeling “tokenized, undermined and bullied.” The final straw for Simmons happened in June, during an antiracism town hall sponsored by Yale’s Child Study Center. Several people Zoombombed the event, yelling and typing racial slurs into the chat directed at Simmons. She quickly logged out of the forum, but colleagues encouraged her to return, and after she did, more unidentified participants attacked her with further racist comments.
TAGS: [Collective Action] [2020’s] [Silencing POC] [Systemic Racism] [-ing While Black] [Black Lives Matter] [White Supremacy] [White Culture] [White Privilege] [Social Justice] [Advocacy] [Teachers] [Tips-Dos/Don’ts] [Indigenous]
Big Racial Gap in Suspensions Revealed in Falmouth Public Schools
by Jennette Barnes | February 2021
Students of color in the Falmouth Public Schools received 45 percent of the suspensions in the last school year, even though they make up only 21 percent of the student population. The Falmouth School Committee examined the data Tuesday, following recent complaints about racial disparities in school discipline. School Committee…
TAGS: [Collective Action] [2020’s] [Systemic Racism] [Teachers] [Indigenous] [Accountability] [White Supremacy] [White Privilege] [White Culture] [Black Lives Matter]
How Public Schools Fail to Recognize Black Prodigies
by Donna Ford | February 2021
The No. 1 reason for the underrepresentation of Black students in gifted education is the lack of teacher referrals, even when Black students are highly gifted. I definitely think stereotypes and biases hinder educators from seeing Black students’ gifts and talents. In most schools in the U.S., if you are not referred by an educator, you will not move through the identification pipeline for gifted education programs and services, as well as Advanced Placement. It starts and it stops with teachers. This is why Black families have reached out to me. They’re saying, “This predominantly white-female discipline” – meaning teachers – “is doing my child an injustice.” They’re saying, “I’m frustrated, I don’t know what to do other than pull my child out and home-school.” You don’t see a lot of Black home-schooling. If the parents are able to do it, they have the means.
TAGS: [Collective Action] [2020’s] [Teachers] [Tips-Dos/Don’ts] [Systemic Racism] [Implicit Racism] [Advocacy] [Environment] [History] [Black Lives Matter] [White Privilege]
Mississippi School Asks Students to ‘Pretend’ to Be Slaves and Write Letters About Their ‘Journey’ to ‘Family Back in Africa’
by Zack Linly | March 2021
I don’t understand these “educators” who insist on taking slavery—the most brutal, cruel, and inhumane thing America has ever done to an entire race of people whose freedom, heritage, families and humanity were stripped from them—and turning it into some Sesame Street-ass game or activity that trivializes the centuries-long practice. Just last week, I reported on a school in Delaware in which kindergartners were being taught yoga positions that mimicked the way enslaved people were positioned on slave ships.
TAGS: [Collective Action] [2020’s] [Slavery] [Teachers] [Black Lives Matter] [Systemic Racism] [White Blindness] [White Culture] [White Privilege] [White Supremacy] [History] [Microaggressions] [Tips-Dos/Don’ts] [Accountability]
Cornel West: The Whiteness of Harvard and Wall Street Is “Jim Crow, New Style”
by George Yancy | March 2021
Cornel West is a preeminent public intellectual, a brilliant philosopher-gadfly and a towering thinker whose critically engaging voice and fearless speech have proven indispensable for calling out injustice wherever it exists. He is a force grounded within a prophetic tradition that refuses idols, even if that idol is democracy itself. He is a bluesman who grapples with the funk of life through a cruciform of love within a crucible of catastrophe, where despair never has the last word. West isn’t a typical professional philosopher. As a professor at Yale in the mid-1980s, he was arrested for attempting, through protest, to get the university to withdraw its investments from all companies that were doing business in Apartheid South Africa. And he relentlessly exposes the limits of disciplinary smugness and the hypocrisy of epistemological “purity.”
TAGS: [Strategies] [2020’s] [Role Model] [Systemic Racism] [White Culture] [Denial] [History] [Definitions] [Anti-Racism] [Social Justice] [Teachers]
Slavery Yoga Was Taught to Kindergarteners in Delaware for Black History Month. No, Seriously.
by Zack Linly | March 2021
Just Saturday, I wrote in a report that “It’s about time we have a serious conversation about how a lot of white teachers have no business whatsoever teaching Black students.” I based this statement on three separate stories—all of which occurred during this Black History Month—involving white teachers being racist while downplaying and/or distorting narratives around American racism during lectures to their students. Well, now there’s a fourth story—one that doesn’t necessarily feature educators denying the cruelty of slavery; they just made a fun game out of it which parents are rightfully calling “culturally insensitive, offensive” and “disturbing,”
TAGS: [Collective Action] [2020’s] [Teachers] [Slavery] [Black Lives Matter] [Systemic Racism] [White Blindness] [White Culture] [White Privilege] [White Supremacy] [History] [Microaggressions] [Tips-Dos/Don’ts] [Implicit Bias]
Educators Who Consider Themselves ‘White Allies’ Are Dangerous When It Comes To Developing Anti-Racist Classrooms
by Dr. Sana Shaikh| | February 2021
She knew the importance of using “She/her/hers” adjectives at the beginning of each virtual work session. She joined the book club where Dr. Kendi’s work was being discussed. By every metric, large or small, she showed that she was, inevitably and truly, an ally. But therein, laid the problem. She had characterized herself as an anti-racist ally. Black and brown educators and children around her would not label her in the same way. In the background, students of color—largely Black and Latinx—would complain to other teachers of color that their voices were not being heard. They would pushback against the teacher-centric approach in the classroom and the unilateral way that power and privilege played out in the school. When those suggestions and feedback were brought up to the white leaders, there was pushback: This teacher did not intend to have a harmful impact. She was leading with good intentions. She simply forgot to implement the feedback. All and all, this teacher was protected by the systems of white supremacy and power. Instead of her being held accountable, the messenger was classified as simply being uninformed. The messenger had a Ph.D. in culturally responsive pedagogy.
TAGS: [Individual Change] [2020’s] [Tips-Dos/Don’ts] [Anti-Racism] [Teachers] [Black Lives Matter] [Latino/a] [White Privilege] [White Supremacy] [White Culture] [Accountability] [Social Justice] [Assumptions] [White Blindness]
Why Talk about Whiteness? We can’t Talk about Racism without it.
by Emily Chiariello | Summer Issue 2016
This fundamental disconnect between the racial self-perceptions of many white people and the realities of racism was part of what motivated documentary filmmaker, director and producer Whitney Dow to create The Whiteness Project. “Until you can recognize that you are living a racialized life and you’re having racialized experiences every moment of every day, you can’t actually engage people of other races around the idea of justice,” Dow explains. “Until you get to the thing that’s primary, you can’t really attack racism.” Dow’s work, among other activism and scholarship focused on whiteness, has the potential to stimulate meaningful conversations about whiteness and move white folks past emotions like defensiveness, denial, guilt and shame (emotions that do nothing to improve conditions for people of color) and toward a place of self-empowerment and social responsibility.
TAGS: [Collective Action] [2010’s] [Teachers] [Systemic Racism] [White Privilege] [White Supremacy] [White Culture] [White Fragility/Tears] [Anti-Racism] [Social Justice] [Advocacy] [Tips-Dos/Don’ts] [Assumptions]
Uncle Tom Was a Man Who Refused to Beat Black Woman….
by gamma | January 2020
Most Black folks have heard or used the term Uncle tom when we refer to a sell-out, or someone we feel is tap dancing for the attention and acceptance of other races. It has always been used in a derogatory manner to infer that this was the type of person who cozied up to his slave master, but did you know that the inference and analogy is totally wrong? … His name? Josiah Henson! Josiah Henson was an author, abolitionist, and minister. Born into slavery, in Port Tobacco, Charles County, Maryland, he escaped to Upper Canada in 1830, and founded a settlement and laborer’s school for other fugitive slaves at Dawn, near Dresden, in Kent County, Upper Canada, of British Canada.
TAGS: [Assumptions] [2020’s] [Myths] [Slavery] [History] [Denial] [Teachers]
Black Professor at Loyola University Maryland Creates a Place for Positive Conversations about Race
by John-John Williams IV | December 2020
A series of deadly events culminated with Karsonya “Kaye” Wise Whitehead helping create a place at Loyola University Maryland where she wants positive conversations about race to exist and flourish. … Whitehead wants to bring students, teachers, community members and academics into the institute to train, discuss and devise solutions to combat racism. That means offering a curriculum and diversity equity and inclusion training for K-12 teachers through the institute’s Center for Teaching and Learning, which will be offered starting summer 2022. Junior fellowships will be offered to college students around the country so they can participate in discussions and research focused on race through the institute’s Center for Research and Culture as soon as this spring.
TAGS: [Strategies] [2020’s] [Advocacy] [Systemic Racism] [Teachers] [Policing] [Police Shootings] [Role Model] [Black Lives Matter] [-ing While Black] [Anti-Racism] [History] [Individual Change] [Tips-Dos/Don’ts]
Recovering Racist Tell Why, It Is So Hard to Remove Racism from Our Souls
by Jonathan Odell | July 2015
I m a recovering racist: I was somehow taught hate as a gift of love …
But the hardest thing to admit was that my racism and its inherent privileges were gifted to me by devoted parents, dedicated teachers, righteous preachers—an entire Caucasian community conspired to make me feel special. These were good people. How could I turn on them? What a conundrum! That would make racism a gift of love! As toxic as those gifts were, they were presented to me out of love, by someone I loved. These were good people. How could I turn on them? What adult, much less child, doesn’t want to feel special? What child is going to say, “No, I don’t want your gift because it takes away from others!” We hunger for the experience of feeling special and are grateful to those who see that specialness within us. No wonder it’s so hard to uproot racism from our souls. If we had acquired our racism from folks we detested, the monsters of the world, the lynchers and the church-bombers, the murderous, tobacco-spitting sheriff or the buffoonish sheet-shrouded Klan member, or our race-baiting governor standing in the schoolhouse door, how easy it would be to denounce our racism and to leave that kind of destructive thinking behind.
TAGS: [Individual Change] [2010’s] [White Privilege] [White Supremacy] [White Culture] [White Defensiveness] [History] [Collective Action] [Teachers] [Social Justice] [Systemic Racism] [Accountability] [White Blindness] [Denial]
How the failure of multiculturalism led to the rise of Black Lives Matter
by Colins Imoh | September 2020
Since the killing of George Floyd, an African American man, during an arrest in May, 69% of people in the US report having discussed racial issues with others. Meanwhile, as the Pew research suggests, 82% say they will work with black people in their communities to resolve issues and 67% say they are supportive of the Black Lives Matter movement. This is to be welcomed, because people’s inability to discuss race issues in a civil manner has further contributed to minority inequality and conflict. Indeed, this failure to have forthright discussions about race has led to people of different ethnic groups living parallel lives in the same cities. This, along with the decreased life chances for non-white people in many western countries, is what the Black Lives Matter movement aims to eradicate. But it’s also important to recognise that one of the reasons Black Lives Matter came about in the first place is because the concept of multiculturalism has failed black people. …It’s crucial to appreciate that racism is so systemic that without people drawing attention to the deep-rooted and often invisible nature of the issue, it would be easy for many people to ignore. This is why the Black Lives Matter movement wants to confront and shake up the system and bring the plight of black people to the global consciousness.
TAGS: [Collective Action] [2020’s] [Black Lives Matter] [Policing] [Definitions] [Systemic Racism] [History] [Employment] [White Supremacy] [White Culture] [White Blindness] [Teachers] [Assumptions]
Democrats Introduce Bill Addressing Cultural Genocide Against Native Americans
by Jordan Davidson | October 2020
Two lawmakers introduced a bill Tuesday addressing previous actions the U.S. government inflicted upon Native Americans. The bill, authored by Rep. Deb Haaland from New Mexico and Sen. Elizabeth Warren from Massachusetts, specifically addresses the “intergenerational trauma” caused by policies that tore Native American children away from their families and sent them to boarding schools to be educated in white culture, HuffPostreported. The bill, called The Truth and Healing Commission on Indian Boarding School Policy in the United States Act, would create a formal inquiry to document how the government’s Indian boarding school policy amounted to cultural genocide as children were prevented from learning Indigenous traditions. Instead, the government forced them to assimilate into mainstream American culture.
TAGS: [Racial Terrorism] [2020’s] [Indigenous] [Systemic Racism] [White Culture] [White Supremacy] [History] [Politics] [Teachers] [Accountability]
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Dear White People
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Dear White People
Being Allies
Reparations
Spiritual Foundations
Public Displays
Performance Art
Workshops
Activist Resources
Assessment Tools
History
Appropriation / Aggression
White Privilege / Supremacy
Introduction
Definitions
Facts
Maps
Dear White People
Being Allies
Reparations
Spiritual Foundations
Public Displays
Performance Art
Workshops
Activist Resources
Assessment Tools
History
Appropriation / Aggression
White Privilege / Supremacy
Introduction
Definitions
Facts