Tag: anti-racism

Noted without comment

Historian David Hackett Fisher’s latest book is titled African Founders: How Enslaved People Expanded American Ideas (New York: Simon and Schuster, 2022) In his discussion of the eighteenth century in French Louisiana, Fisher says:

“The French know it well and say it best: plus la diversité, plus l’unité. In the age of the Enlightenment, David Hume and James Madison were were both quick to understand the uses of that idea. They helped to invent a new science of politics, and inspired the design of the early American republic, which was grounded in the uses of diversity as keys to liberty and freedom. In a later era, some of us have forgotten what they had learned.” [p.486]

Recent web browsing

Some links from my recent web browsing:

Are We Allies?

Foluke Ifejola Adebisi has an excellent blog post on “the concept of allyship against injustice.” In other words, what does it mean to be a “white ally,” or any other kind of ally? Adebisi makes an intersting disctintion between allyship as being, and allyship as doing:

“I think what is important is that we move away from thinking of allyship as something we are, but instead think of it as something we do, each time we do something. Each time we want to contribute to a particular struggle for justice, we must decide what must be done in the moment, irrespective of what we have done before or what type of person we think we are.”

I came away from this blog post thinking that if I hear someone saying they are an ally, this may not mean much. I’m going to watch what they do instead of listen to what they say they are.

Jew or Judean?

Marginalia hosts a scholarly debate on how to translate ioudaioi in texts from the last centuries BCE and the first few centuries CE. Does it mean Jew or Judean? While this may seem like a big argument over a trivial detail, the scholars involved claim the stakes are higher than you’d think.

For example, if you translate ioudaioi in the Gospel of John as “Jew,” then that could reinforce one of the foundations of Christian anti-Semitism. The ioudaioi, the Jews, killed Jesus. Whereas if you translate ioudaioi as “Judean,” someone from the land of Judea, maybe you can undermine that foundation of anti-Semitism.

But other scholars argue that in some texts, ioudaioi is better translated into modern English as “Jew,” sometimes as “Judean.” It all depends on the context. And we don’t want to inject anachronisms into translations.

Another point comes up: Is it anachronistic to talk about Judaism as a religion in this era? Was Judaism more of an ethnic identity than a religion? (In a related story, Haaretz reports on archaelogist Yonatan Adler’s new book that advances the claim that the archaelogical record does not show evidence for Jusdaism as a religion before the 2nd century BCE.)

Dare You Fight?

Editor Neal caren is creating an online collection of W. E. B. DuBois’s articles for The Crisis. These articles were written between 1914 and 1934, and many have not been collected previously.

DuBois’s essays are fascinating to read. His articles for The Crisis sounds radical even by today’s standards.

Invasion

Australian librarian Hugh Rundle writes about the exodus of people from Twitter to Mastodon. He titles his blog post “Home invasion: Mastodon’s Eternal September begins.” As a Mastodon user of fairly long standing, he describes how he has experienced the influx of Twitterers:

“It’s not entirely the Twitter people’s fault. They’ve been taught to behave in certain ways. To chase likes and retweets/boosts. To promote themselves. To perform. All of that sort of thing is anathema to most of the people who were on Mastodon a week ago…. To the Mastodon locals it feels like a busload of Kontiki tourists just arrived, blundering around yelling at each other and complaining that they don’t know how to order room service.”

Although I’m most emphatically not a Twitter user (I left Twitter in 2014, not in 2022), I am a new Mastodon user. I hope the Mastodon users don’t see me as behaving badly….

Cheddar Man

Humans moved into what is now the British Isles not long after the Ice Age glaciers retreated. And what did those early Britons look like? Recent DNA analysis of a 10,000 year human skeleton, found in 1915 in Cheddar Gorge, Somerset, reveal that early Britons had dark brown or black skin and blue eyes.

The BBC reports: “This combination [of black skin and blue eyes] might appear striking to us today, but it was a common appearance in western Europe during this period.”

So when did Europeans become white? Probably only about 6,000 years ago, when pale-skinned, brown-eyed humans began moving into Europe from the Middle East. “No-one’s entirely sure why pale skin evolved in these farmers,” says the BBC, “but their cereal-based diet was probably deficient in Vitamin D,” so they needed to manufacture more vitamin D in their skin.

This research poses some interesting challenges to racial assumptions here in the U.S., where English ancestry means you’re about as white as white can get. But what interests me is how recently white skin evolved in humans. It’s also interesting to think of blue-eyed, black-skinned humans, a direct challenge to U.S. notions of what constitutes blackness.

In a comment, Alyson writes: “I was wondering if you had any practical input on how to teach this subject without making the non-white children in the congregation feel uncomfortable or singled out in the process. Our RE class is actually fairly diverse, more so than the entirety of the congregation, and I do not know how to broach this topic with them.”

Alyson, I’m facing the same problem: how to teach a group of Unitarian Universalist children who are not all white about white supremacy. Here’s what I’ve been thinking so far….

For initial inspiration, I start with Dr. Marcia Chatelaine and her crowd-sourced #FergusonSyllabus. Although Chatelaine’s Ferguson syllabus was mostly aimed at public schools and post-secondary education, this is actually incredibly useful for those of us working in Sunday schools that are at least somewhat diverse — because Chatelaine’s syllabus has to deal with far greater diversity than exist in most Unitarian Universalist Sunday schools, it helped me see how to structure lessons that do not assume that everyone is white, that do not assume that everyone shares exactly the same opinions about race, etc. In other words, I feel that Chatelaine’s approach opens up a metaphorical space in which to explore the topic from diverse experiences and diverse points of views. This article by Chatelaine at The Atlantic has a good set of resources to explore, including links and children’s books; at least some of these resources could be useful in teaching a diverse Sunday school group about white supremacy.

As noted in an earlier post, Chatelaine recommends working in subject areas that you know something about. With that in mind, I’m working on some Unitarian Universalist-specific children’s stories from Unitarian Universalist history (based on serious historical research I did, including in primary sources). Two stories I’m working on right now are about nineteenth century African Americans, one a would-be Unitarian and one a short-term Universalist, that reveal how Unitarianism and Universalism were less-than welcoming places for non-white persons. One of these stories-to-be also touches on class bias in Unitarianism, so we can get into intersectionality at a kid-friendly level (one of the points Chatelaine made in a workshop that I attended is that intersectionality is a useful strategy in teaching this general topic). In the other story, the African American was a vital part of a local congregation, but only for a short time. Most importantly, the stories of these two people are complex, not simplistic, and inspirational: some white persons were moving away from white supremacist worldviews at the same time that some black persons were moving towards liberal religion, and all these persons had complex lives and motivations worth telling stories about.

If I manage to write these two stories, and I think they’re worth sharing, they’ll get posted here on my blog. But even if I don’t, maybe this can get you thinking about how you can take Chatelaine’s advice and use YOUR strengths as a Unitarian Universalist religious educator — what topic area do you know best, and how can you apply that to teaching about white supremacy? And then how can you use your expertise to open up a metaphorical space in which children with diverse experiences and diverse points of views can explore the topic?

I think it’s also important to acknowledge some of the resistance we will face when we try to create this open metaphorical space in which a diverse group of children can explore this topic. I think we religious educators will face strong and conflicting pressures: white parents who want to protect their children from this topic, non-white parents who don’t want their children to have to be in a white-dominated environment to learn about this topic, non-parent adults who want us to adhere to a strict party line, congregational leaders who want us to fit into what they’re doing (instead of asking us what we’re doing, and building something around the children) — and some of us may also have to deal with micro-managing parish ministers and clueless denominational leaders and busybody academics, all of whom think we religious educators are not competent to take on leadership in this area.

But acknowledging the potential sources of resistance helps me clarify three basic pedagogical challenges. First, we know there is always resistance to tackling tough moral and ethical issues; we have dealt with this before, in teaching comprehensive sexuality education, in teaching about death, in teaching children to think for themselves. Second, we know Unitarian Universalism is a non-creedal religion devoted to open inquiry; we constantly challenge children to think deeply and openly about everything from the Bible and God, to masturbation and consent, and we constantly have to work to hold open that metaphorical space where children can enter the zone of proximal development in a learning community. Third, we know that race and racism are topics that make adult Unitarian Universalists very uncomfortable, which means they will tend to judge us harshly no matter what we teach; but we’ve been through this before, when we religious educators quietly taught about sexism and heteronormativity in Sunday school classes, even though those topics made many adults uncomfortable.

I think the thing that makes me most nervous about this white supremacy teach-in is that so many people will be watching me, ready to judge my teaching inadequate. And I wonder if your question stems in part from that same feeling. As an educator, I know these one-shot teach-ins never accomplish much, so I know already that whatever I do in a one-hour teach-in will be inadequate. Teaching and learning are long, slow, mysterious processes; we will not achieve miracles in an hour; we need to be in this for the long haul. And that means that the most important thing I can do in this teach-in is to respect each individual who participates, listen with openness to what they have to say, create a supportive learning community — so that they will keep coming back. It’s just like teaching OWL for grades 7-9 — many of the teens don’t want to come to the first few sessions, so you have to build a supportive community where any question is taken seriously and everyone feels a part of the community. For this white supremacy teach-in, then, our most important goal will be to make people want more.

That’s all I’ve got for you right now. Not sure if I’ll post my lesson plans and supporting material here — Unitarian Universalists are far too prone to savage and destructive criticism when it comes to teaching about white supremacy, and I just don’t have the energy for that right now. But feel free to contact me through email.

“Being Different Together”

Yesterday evening, seven of us from the UU Church of Palo Alto attended “Being Different Together,” a community forum sponsored by the Palo Alto Human Relations Commission.

Rev. Kaloma Smith, pastor of the University AME Zion Church in Palo Alto, introduced the keynote speaker, Dr. Joseph Brown, a social psychologist who studies implicit bias, who currently works at Stanford University as the Graduate Diversity Recruitment Officer for the School of Humanities and Sciences and Associate Director for the Diversity & First-Gen Office. Dr. Brown’s doctoral research looked at how stereotypes and prejudice impacted minorities and women. Brown studied with Claude Steele, a social scientist who did research in stereotype threat, among other topics.

Brown said his goal was to find a way to talk about “getting into a more just community.” He said one way to do this is by using the concept of “microaggressions.” He acknowledged that the concept of “microaggression” as it has been popularized is controversial. But he approaches this from a social science perspective, where “microaggression” has been carefully defined and studied. Continue reading ““Being Different Together””