Conversations: Societal Detriment of Colorblindness and the Need to be Color Brave

I have the distinct memory of reading about color blindness in college and while I don’t remember much, I have the memory that it was a positive thing that was needed.! That was about 20 years ago! 

I think the description of white privilege was written so clearly here: “a knapsack of benefits of which the holder could remain oblivious. Yet the processor of the knapsack of privilege could depend on the advantages they provide, even though she or he remains unaware of them” and “ whites can claim they do not discriminate because they often do not think in racial terms” (64) but that is because there is no need since we float through life, in some senses, due to privilege. 

For example, White entitlement is strong here in the States. These are things I never noticed or considered before moving overseas. We tend to not respect those of other cultures and hold ourselves with an heir that exudes “you dare question me?”  or “you better respect me.” It’s not okay!  I thought this when reading the paragraph about those in service positions like when we get a mani or pedi. We might not speak their language, but an acknowledging smile or a hello goes a long way.

Until we acknowledge and interact with how the chips are stacked and that there is inequality in education (and other areas) for people of color, things will remain the way they are. This is something I want to examine more so that I can address it within myself and my community the best I can: “As long as educators…and students fail to question the dynamics of whiteness and privilege in anti discrimination law, the legal system will reinscribe that privilege and perpetuate discrimination” (65).  These are the questions for which I want the answers. 

It is understandable that white people ‘fear creating the impression that why are ‘insensitive or prejudice’ (I ALWAYS FEEL THAT WAY BEFORE OPENING MY MOUTH!)  but when we remain in that state of mind, it could paralyze us from learning. This posture is self-fish and crippling to society because if we don’t push through our possibly  trivial (in comparison to some other stories/experiences)  discomfort to understand others doesn’t seem like much. A willingness to listen, even if we don’t agree with everything states,  will help us grow and help change.

We always teach kids to be empathetic or think about:  “Would you like it if X did Y to you?” Or even if  B does C, it doesn’t make it right, it’s not an excuse. You should do what is right and act out of integrity.” If we teach and even  require that of children, should we not do the same?.  “Ignoring race may cause unintended harm as the dynamics of racial hierarchy continue in people of color’s daily live”s (67).  Let’s not be scared to venture outside of our story and instead look through another  lens than we are used to.

Assuming that race or diversity talks are difficult for most  everyone, I think that there is a time and place for scaffolding conversations. For example, I think there is a time that groups should be separated by likeness so they can speak freely and ask questions. “Fear leads to a tendency to avoid discussion of race altogether” so  when we set up an atmosphere that makes people feel safe, more learning through authentic conversation will take place (69).  I also think there is a time and place to have mixed groups of stories to learn from each other because if we only surround ourselves with like groups, we won’t learn from others’ experiences. 

I appreciated reading the section on observations.  Since having more experience participating in diversity talks, I am more aware of my surroundings and how I am treated and it has created a pause to analyze my motives on certain actions or thoughts. 

For example, when living in the Dominican Republic, I had a man skip the Dominican man and Haitian man who were in front of me to help me. I told him to take the Haitian man was  first but he took the Dominican man since he knew I wasn’t going to allow myself to be first.  It is my understanding through speaking with my Dominican husband and others from there that In the DR, there is a strong sense of the power of shades due to the history between the two countries.

As far as stateside, another awareness I have is that my receipts are usually checked when leaving Walmart.  

If we only knew the story of those in front of us….. I have so many parents (of my students) who are lawyers and doctors and so forth in their heart countries, but here they cannot carry that out (due to, in my opinion, institutionalism), so they are looked down on.  My husband sat in an English class at a local library and he said it was infuriating.”Does she know who she is talking to? We are not babies learning to move our lips. We are educated. We are learning a second language.” He was put off by the condescending tone. 

We need to get to  know the people around us.  To ignore their race is to ignore their story and is to ignore them as a human. As stated by Mellody Hobson, president and co-CEO of Ariel Investments, We need to be purposeful and intentional in getting to know people. We need to get comfortable with being uncomfortable.

“We advocate for the application of color insight rather than color blindness as an approach to thinking about race. Color insight does not provide a magic wand that dispenses with racism, but it does offer a vocabulary and some significant points of entry for deeper conversation” (76). Let’s not be afraid to connect through vulnerable conversations.

Conversations: the 4 "I's" of Oppression

 

Ideology

Gender Roles. 

If a child displays characteristics that cross the lines of what we have known previously to be stereotypical gender roles, what does that mean today? Does it have to mean they are questioning their gender or can it just mean they have different aspects of their personality that happen to be something we have put into an ideological box? I present this question because I have noticed a shift in how we approach children and I wonder the thoughts of others on it. I have a friend who identifies as a heterosexual girl and she always used to wear “boys” clothes, play basketball, hung out with the boys, and lost her MIND if anyone tried to put mascara on her or got close to her with dresses. If she were in our classrooms today, would we not question/wonder  if she were questioning her gender? How are we approaching students now that is different from how we approached them previously? What are the repercussions and benefits of that?  

Microaggressions

When it comes to microaggressions, I 100% agree they exist. I just don’t 100% agree on all of the examples. In the video she said “you sound so articulate.” I would not think that to be a microaggression in and of itself and because that’s an example, it makes me cautious to give a compliment because I don’t want to offend or come off a certain way. Now, I can NOT speak to if that comment FEELS like a microaggression to an individual because I have not walked in their shoes. It is just more clear to me to be considered a microaggression if stated like this:  “you sound so articulate for a (insert culture/race and so forth).”  On the other hand, I know that touching a person’s hair is inappropriate no matter how innocent it is meant to be, it shouldn’t be done. Discussions like this help me to consider aspects of my behavior that I wouldn’t have thought anything about before. It helps me to consider others before “plowing” ahead with my words and actions. And I say plowing because even if something is meant innocently or well meaning, I imagine it to feel to the person on the other end like a blunt force action. 

Institutional Oppression

Overwhelms my soul because I feel like I have no control over it. With the first two topics I have a sense of “I can do something about this by how I behave and respond” and so forth, but with institutional Oppression, I can feel and think all I want, but I don’t see how I can help. I know that I can in ways but it seems more “out of my hands” or “out of reach” in a sense. I have a lot of HOW? WHY? WHAT MORE can be done? WHO do I talk to? WHERE do I go?.....

Internalized

I’ve always been interested in going beyond learning about WHAT these things are and HOW I approach them or make a difference. I hope to discover that in this class.  To make a drastic comparison, sitting in diversity talks always feels to me like going to the doctor and hearing “You have cancer. The end. You can go now.” I’m literally left sitting on the the table with TONS of questions including if I should get a second opinion based on the “doctor’s bedside manner”. Don’t me hanging! What am I to do next?

Conversations: Privelege, Power & Difference

The author of this text notes that his writing is a framework made up of both "Conceptual and Theoretical  and an everyday experience. Thus it allows us to see not only where the trouble comes from, but how we as individuals are connected to it, which is the only thing that gives us the potential to make a difference" (vii).

Introducing the Conceptual and Theoretical: When it comes to social justice topics, it's important to "change the way we think so that we can change the way we act (viii). The defensive posture we hold keeps individuals stuck in their ways and mindsets in ALL areas of life. If we take a step back and consider what is being said in general instead of taking it as a personal attack on who we are, we would be in a posture mentally and emotionally to receive and consider what is being said.  As a white female, I believe part of the reason for feeling uncomfortable or defensive during these "hot topics" is how it's being presented. If the posture or tone of the person giving the talk is accusatory instead of a spirit of teaching, naturally people will take a defensive posture when listening. However, it is our responsibility as an adult to choose to look beyond the possible tone and hear the message. 

"Can't we all just get along?" ~ Rodney King

Yeah! Why can't we? 

"Whether it's a matter of can't or won't, the truth is that we simply don't get along." As I read that, I thought about how I don't believe that to be true....at first......children get along very well across all systems and cultures. It is not until adults speak their perspective based on what's been handed down or experienced personally that children join the systems of thought.  I was happy to see that the author of this texted acknowledged that fact: "How we think about such things isn't something that we are born with We learn to do it like we learn to tie our shoes, talk and just about everything else" (pg 17).  Adults have to examine their posture about a topic before passing it down recklessly to those that are the most impressionable. Children may not be able to look beyond an accusatory tone based on their age, therefore it's extremely important that those placed in front of children to teach are properly equipped.  I have seen how introducing certain aspects of race too soon or in a flippant way negatively changed the atmosphere in a classroom because of how it was done.....friendships changed.  I liken it to the paragraph on page 8 of our reading when it says: 

I recommend Trevor Noah: Where was I on Netflix. I have captured some blurbs below. 

I loved that! They don't make the kids feel guilty, but they DO make them feel responsible for where they are going! 

Everyday Experience

Social Construction

"No one is white before he/she came to America......a "black woman" in Africa therefore, who has not experienced white racism, does not think of herself as black or experience herself as black, not do the people around her.....when she comes to the United States, however, where privilege is organized according to race, suddenly she becomes black because people assign her to a social category that bears that name, and treat her differently as a result" (pg 21). 

I remember when I realized I was white. I was hanging out with some Puerto Rican friends and we walked into a breakfast place in Philly. I felt the room shift from buzzing to silent as I sensed all eyes on me. I looked around and asked my friends what I was missing. They looked at me, "look around, meg." I did and didn't know what they were talking about.....after a few seconds, it hit me. I was the ONLY white person in the building. Other than a moment of discomfort from being stared at, the moment snapped back to people chatting as they ate. 

My Dominican husband recounts the moment he knew he wasn't white, after moving here from the Dominican Republic. We were in a breakfast place and he was the only person of color in the building. He said he was starred at the ENTIRE time as if he didn't belong and he was made to feel uncomfortable the entire time. 

"To be white in America mean not having to think about it" (pg 25).

I realized my privilege of being white on two different occasions (I notice it more now that I am aware of the topic so these are just the firsts). 

My husband and I just moved back to the States and I was walking way in front of him. I heard a woman tell her son to walk faster and sensed it was because of my husband but shook it off. My husband got in the car and confirmed my gut reaction. "Did you hear her tell her song to walk faster because I was coming? I even saw her hold tighter to her bags and cross the street. I'm not sure if she said/did this because he was a man or because of his culture (he also looks middle eastern) or both, but either way, he experienced something negative due to who he was. 

Additionally, I never considered what my cousin experiences based on where he is in the country. He is a black gay man and depending on what city or state he is in, he fears for his life based on who he is. 

Through NON-DEFENSIVELY listening to the stories of others, I have become aware of "the luxury of obliviousness" that my white privilege grants me (pg 24). 

On page 22, the author mentioned the example of the Irish were 'long considered by the dominate white Anglo-Saxon Protestants of England the the U.S to be members of a nonwhite "race", as were Italians, Jews, and people from a number of Eastern European countries.  So my question is WHEN and HOW did that shift and can that happen again now?

Another question I have about how privileges shifts, this time in the area of class, is if we continue to offer scholarships for certain race groups and not others, will that help certain groups to come up in power at a certain point? Will this help to shift power? 

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While I understand what is being said here on page 34, I wonder if that is really the intention NOW. It seems we use these descriptors in some cases to benefit from them. For example, if we see that a business is "Black Owned" or "Lain Owned" or "Woman Owned" we tend to want to shop there to support.  Being a business owner, I know that being Latin and Woman owned is a benefit for us, not a deficit. 

Can the Social arrangements discussed on page 36 be rearranged through labeling and scholarships? What more needs to be done to create a shift? Labels and scholarships feel insignificant when we consider the weight and depth of the systems in place.