Brown Eyes Blue Eyes

Here is a great summary of Jane Elliot's work over four decades, from her 4th grade classroom, to Oprah, to England.  All in one place with accompanying videos.

http://www.elephantjournal.com/2016/01/if-you-know-you-arent-racist-watch-this-blue-eyed-brown-eyed-test/

Definition Cycle to Show Relationships Between Prejudice, Stereotypes, and Discrimination

1. Have kids go around to chart paper and write the assumptions they know (or have heard) about for different groups.
2. Write the word “stereotype” on the board to the right/East. You are going to move in a clockwise direction like moving around on the points of a compass/digital clock. 
3. Ask students what they think “stereotype” means (remind them that they just wrote out assumptions on the chart paper - so what is a "stereotype").  Write down a few reasonable responses (single story, overgeneralizations based on misinformation) that you know do not fall into one of the other categories (prejudice, discrimination, -ism) and make sure you emphasize that “stereotypes” are “assumptions” about individuals and/or groups of people and “in your head,” but then people act upon them which puts them into another category that we are going to talk about. 
4. Write the word “prejudice” on the board in the South, connecting to previous word with an arrow. 
5. Ask students what they think “prejudice” means. Write down a few reasonable responses (making decisions before you know all the facts, jumping to conclusion) that you know do not fall into one of the other categories (stereotype, discrimination, -ism) and make sure you emphasize that a “prejudice” has “judgment” added to an assumption/stereotype. The judgment can be “good” or “bad” but is usually “bad” because it puts down a group, ranks them lower/less than, etc. Again, these are “in your head,” but then people act upon them, which puts them into another category that we are going to talk about. 
6. Write the word “discrimination” on the board in the West, connecting to previous word with an arrow. 
7. Ask students what they think “discrimination” means. Write down a few reasonable responses (being mean, making decisions to include/exclude, even “bullying” could fit here) that you know do not fall into one of the other categories (stereotype, prejudice, -ism) and make sure you emphasize that a “discrimination” has an action attached to it. We can now see the behaviors/actions that someone has based on the stereotypes and prejudices they have in their mind. Up to this point, any/every individual can be part of this cycle that we are creating - stereotyping, acting in a prejudicial way, and discriminating against someone. How can this be? 
8. Write “-ism” on the board in the North, connecting to previous word with an arrow. 
9. Tell students that -ism (like racism, sexism, ageism, heterosexism, etc.) keep the cycle going and that makes them bigger than an individual person’s idea only in their own head - Where do -isms come from? Who has the power to pass on a stereotypes and prejudices? What INSTITUTIONS would that be? Try to get the students to come up with institutional/systemic places (like places of worship, schools, novels, magazines, news, television, media, textbooks, etc.). 
10. Then draw a bulls-eye with “PERSONAL” in the middle, “SOCIETAL” in the next circle around that, and “INSTITUTIONAL” in the outer most circle. “Personal” is those individual acts of meanness we are all capable of. “Societal” means the social norms and cultural practices of the society around you. “Institutional” is the institutions that have the power to perpetuate the stereotypes, which lead to prejudice, and discrimination by individuals. It’s the “smog” around us. We can’t help but “breathe” it in because there are so many places we see it. In order to reach the -ism category all three of the things in this bulls-eye are working as a “system” to perpetuate misinformation and the cycle. 
11. This circle (stereotype to prejudice, to discrimination to -ism) is also known of the “Cycle of Oppression” because it can keeps stereotypes going. 
12. What do you think it is called when you get “off” the “Cycle”? Draw out answers like active bystander, ally, activist, and change agent. 
13. How would you get off the “Cycle”? Draw out answers like standing up for others, educating others, educating yourself, paying attention to when other people say it’s a stereotype/problem, etc.

This is what it looks like when I create it on a chart as I talk it through.

This is it cleaned up.

Here is the first part, (#1) "getting out" stereotypes/assumptions kids have about others.

Thanksgiving - Go ahead, talk religion and politics at the table by Robert Jensen

http://www.statesman.com/news/news/opinion/jensen-go-ahead-talk-religion-and-politics-at-the-/nS9zg/
Austin American-Statesman
Wednesday, Nov. 21, 2012

Here’s a peculiarly American paradox: We are the most affluent country in the history of the world, with an elaborate education system and expansive legal guarantees for free expression.

Yet many citizens are afraid of talking. Outside of the political/media circus in which people disagree theatrically, many people — right, left, and center — avoid thoughtful conversation with those who might disagree.

So, for anyone heading to a Thanksgiving gathering where there will be a variety of people, including some you know you disagree with, a bit of advice: Make sure you talk about religion and politics.

This goes against the conventional wisdom, but there are two good reasons, one selfish and the other moral.

The selfish reason: If we don’t talk about religion or politics, what else is there of interest to discuss? Let’s define “religion” broadly, as wrestling with ultimate questions of existence that are wrapped up in the query, “What does it mean to be a human being?” Let’s understand “politics” broadly, to mean the way we answer, “How should power and resources be distributed?” Those questions make life interesting.

Pushed down the wrong path, these conversations can make some people surly, but they can just as easily open up stimulating, honest exchanges. Here are two suggestions for fostering that engagement.

On religion: People will ask, “Do you believe in God?” Instead of taking that as an invitation to a verbal brawl, I respond, “What do you mean by God?” That invites a thoughtful exchange by asking others to expand on what they believe.

On politics: It’s difficult not to take disagreements about sexual behavior personally, but we can cultivate the ability to consider not just our own choices but the social consequences. For example, on the contentious subject of pornography, instead of immediately defending or condemning the use of sexual material, we can ask: “What stories about sex and intimacy does pornography tell, and what is the effect of those stories?” That opens up the conversation.

Onto the moral reason: The conventional wisdom about avoiding religion and politics has not helped us avoid the mess we are in economically and ecologically, politically and socially. The conventional wisdom on most everything hasn’t been particularly wise lately. Rather than opting out of conversations, we have a moral obligation to engage these topics.

So, along with all the food we’ll be putting on the table this Thanksgiving, let’s put religion and politics on the conversational menu. Let’s ask questions about whether our political, economic, and social systems square with our mostly deeply held moral/theological beliefs about dignity, equality, and justice.

If that doesn’t sound like the recipe for a successful holiday meal, remember this: Our affluent society produces an excess of everything except what we most desperately crave: meaning. Not meaning manufactured and sold to us, but meaning we create authentically, through dealing honestly with reality.

Such meaning comes when in our everyday lives we talk with people — those we know and strangers on the bus — about the most basic questions that have unsettled humans forever: What does it mean to be a decent human being? How do we deal with the problem of power? Those are the questions that never get answered definitively but which we answer contingently through constant conversation.

We all know that over-eating at Thanksgiving dinner can be hazardous for individual physical fitness. We know the solution, no matter how much we avoid it: Smaller portions and more nutritious food.

Under-talking is just as dangerous for collective intellectual fitness. The solution is equally obvious: Larger portions of more robust discussion, debate, and deliberation.

------------------------------

Robert Jensen is a professor in the School of Journalism at the University of Texas at Austin and board member of the Third Coast Activist Resource Center in Austin. He is the author of Arguing for Our Lives: Critical Thinking in Crisis Times (City Lights, coming in 2013); All My Bones Shake: Seeking a Progressive Path to the Prophetic Voice, (Soft Skull Press, 2009); Getting Off: Pornography and the End of Masculinity (South End Press, 2007); The Heart of Whiteness: Confronting Race, Racism and White Privilege (City Lights, 2005); Citizens of the Empire: The Struggle to Claim Our Humanity (City Lights, 2004); and Writing Dissent: Taking Radical Ideas from the Margins to the Mainstream (Peter Lang, 2002). Jensen is also co-producer of the documentary film “Abe Osheroff: One Foot in the Grave, the Other Still Dancing” (Media Education Foundation, 2009), which chronicles the life and philosophy of the longtime radical activist.  An extended interview Jensen conducted with Osheroff
is online at http://uts.cc.utexas.edu/~rjensen/freelance/abeosheroffinterview.htm.
Jensen can be reached at rjensen@austin.utexas.edu and his articles can be found online at http://uts.cc.utexas.edu/~rjensen/index.html. To join an email list to receive articles by Jensen, go to http://www.thirdcoastactivist.org/jensenupdates-info.html. Twitter: @jensenrobertw.

Motherhood vs. Otherhood

https://www.youtube.com/watch?v=2JtNjP-aZuE#t=43

What is Anti-Semitism?

http://www.thebedfordcitizen.org/2014/04/05/reflections-on-anti-semitism-ask-a-high-school-student/

What is a Jew? I don’t suppose I can eat that either…
A Jew is a member of a group that traces their ancestry back to Biblical Abraham, Isaac, and Jacob in the book of Genesis. It is both an ethnic group and a religious group. It is possible to be Jewish and not be religious, and it is possible to be religiously Jewish and not ethnically Jewish. There are 13.4 million Jews alive today. The Jewish ethnicity has been traced genetically to those people living in Canaan (modern-day Israel) 5,000 years ago.

Jews do not speak Jewish. The religious language of the Jews is Hebrew (a Semitic language), which became extinct but was revived by the Zionists in the 20^th century as Modern Hebrew. Ancient Jews also spoke Aramaic (a Semitic language). Yiddish is a dialectical language formed similarly to Creole spoken by Jews who migrated to Central Europe. Ladino is another dialectical language spoken by Jews who migrated to Spain. These are the most common Jews dialects. There are many more.

The point being that Jews are a varied people and that this concept of monolithic anti-Semitism is fallacious. It is just as subtle and varied. Hatred is a slippery thing.

Why is anti-Semitism receiving all of this attention now?
There have been countless unreported incidents of anti-Semitism towards Jewish students at Bedford Public Schools for years; however recently there have been many reported incidents in rapid succession at more than one school, including swastikas drawn on the walls of the high school, a group of students texting swastikas to each other, and a game “Jail the Jews” proposed by two students at the elementary school level during a creativity exercise. Concerned parents are concerned; and they should be.

The Millennial Rebuttal Published on Nov 17, 2014

 

They say we don’t care, but our actions say otherwise. Maybe they just aren’t looking in the right places, like our social media, crowdfunding sites, and good deeds online. Millennials mobilize for change in new, high-tech ways, and data continually show that we prefer social good over personal profit.

I Am A Statistic

https://www.youtube.com/watch?v=HgVNsCLd8iY 

Additional statistics: Boston Globe 2/22/15 
9 out of 10 black people 12 or older currently don’t use illicit drugs 
93% don’t suffer from substance abuse 

7 out of 10 black fathers ages 15 to 44 who live with their children bathe, dress, diaper, or help their child use the toilet daily – the highest ration by race 

9 out of 10 young black ages 25 to 29 have completed high school or its equivalent – the same ratio as the national average

Among Boston area universities and colleges, Tufts, Harvard, MIT, Boston College, Boston University, Bentley, Babson and Emerson graduate at least 8 out of 10 black men enrolled

There are 59% more black men in postsecondary education than jail

Black high school graduates are 3X more likely to be in college or employed than unemployed

Black fathers ages 15 – 44 had the highest rates of helping children with homework and taking them to and from activities of any race

6 out of 10 black young adults 25 to 29 (compared to 18$ in 1971) have at least some college – the same rate as the national average 

4 out of 5 black fathers living with their children read to them

Urban public institutions which serve populations from tougher circumstances are know for lower graduation rates but UMass Boston has gone from 2 out of 10 black men graduating in 2004 to 4 out of 10 in 2010, one of the fasted rises in the nation.

Indigenous Australians

Jewish And Arab People Are Posing Together In Inspiring Photos

Saying "We Refuse To Be Enemies"
http://www.buzzfeed.com/rossalynwarren/jewish-and-arab-people-are-posing-together-in-inspiring-phot?utm_content=buffer0312b&utm_medium=social&utm_source=facebook.com&utm_campaign=buffer

Earlier this month, the Israeli news site Ynet reported that over 300 people protested the rocket attacks on Gaza by their government, saying that people were chanting one simple message: “Jews and Arabs refuse to be enemies.”

Boys Will Be Boys

Gender Role Stereotypes

History of Racism

In 30 Photographs
http://deadstate.org/here-is-a-brief-history-of-racism-in-30-powerful-photos/

Labels Against Women

Zwarte Piet: A Tradition of Blackface in The Netherlands.

Let's hear it for the legislature!
http://dynamicafrica.tumblr.com/post/90894666918/zwarte-piet-a-tradition-of-blackface-in-the

In 2011, legislators in the former Dutch colony of Suriname stated that government-sanctioned celebrations involving Zwarte Piet were considered an insult to the “black part of Suriname’s community.” Demonstrators in Amsterdam held an anti-Zwarte Piet protest in 2013 on the weekend of the city’s Sinterklaas celebration in November. And now, in 2014, something that’s been a long time coming has finally happened. An Amsterdam court has ruled that the traditional Dutch figure Black Pete is offensive due to its role in continuing stereotypes of black people.

Some clips from article showing history of this stereotypical event:

In a book published in 1850 and written by Jan Schenkman, Sint Nikolaas en zijn Knecht (“Saint Nicholas and his Servant”), the foundation of a Christmas tradition where the Dutch paint their faces black, emphasize their often non-existent lips with red lipstick, wear kinky-textured wigs and Renaissance period attire, was birthed through a character known as ‘Zwarte Piet’. Although not named in Schenkman’s book, the name ‘Pieter’ would not appear in print until the publication of the 1891 book Het Feest van Sinterklaas, the Amsterdam-based primary school teacher depicted Saint Nicholas’ ‘servant’ as a young page with dark skin and wearing clothes typically associated with Moors at the time. The book stayed in print for a hundred years, until 1950.

This Dutch folklore character was portrayed as a ‘helper’ of Sinterklaas (Santa Claus), also known as Saint Nicholas. According to some depictions in medieval European folklore, Saint Nicholas “is sometimes presented as taming a chained devil, who may or may not be black”, and who some allude to being changed to represent a Moor, essentially Zwarte Piet, in post 19th century Germanic European folk literature.  Part of this change came about as both teachers and clergymen became concerned with the way Sinterklaas, who was essentially a saint, was being portrayed. Folklore often depicted Saint Nicholas as some sort of a boogeyman who scolded bad children and made them fearful of him. Sinterklaas had more terrifying qualities than good ones, most of which were later transferred to Zwarte Piet.

Thus, what some say began as a ‘black devil’ was later transformed into a more human form, at the same time that it dehumanized and demonized the very people it portrayed.

Racism Exists in ALL Sports

This sketch shows the hypocrisy in the Sterling/NBA controversy.  Racism against Native Americans has been going on for years in Football. 

This is an excellent interview that tells the REAL history of racism and why the owner of the NBA Clippers is a "man of his times." It also explains a lot of background about Donald Sterling http://www.huffingtonpost.com/2014/04/29/bomani-jones-donald-sterling_n_5233565.html?ncid=fcbklnkushpmg00000063

Play It Foward (Start a Ripple Today): Changing Our Language

VIDEO Duke's 'You Don't Say' Campaign Reminds You Which Words Shouldn't Be Used As Slang
www.huffingtonpost.com/2014/04/23/duke-you-dont-say-campaign-photos_n_5199334.html?ncid=fcbklnkushpmg00000063
There's no reason you should ever refer to something as "gay," and a campaign called "You Don't Say" at Duke University is reminding students with a photo campaign.

The importance of kindness

Diversity: A Reflection by Claudia A. Fox Tree

Anti-Semitic Intolerance Forum - Letter to Editor
http://www.thebedfordcitizen.org/2014/04/03/diversity-a-reflection-by-claudia-fox-tree/
First published in The Bedford Citizen on April 3, 2014

I just came from the follow up public forum about “Anti-Semitic Intolerance for those interested in turning suggestions into actual programs and practices.”  I know Mr. Sills wanted to have break out groups that could take ideas and begin putting them into action, however, it was clear that the folks who came wanted to discuss topics as a large group. Bedford High School students spoke eloquently and many ideas emerged that I’m sure will be communicated to all by the Superintendent.  I wanted to take up one of the suggestions – to write to The Citizen.  There are some related issues, not discussed tonight, that I wanted to highlight.

Given the title of the forum, I am compelled to reiterate that using the word “tolerance” is highly problematic. When it comes to talking (or writing) about diversity, no one wants to be “tolerated”?  In a world of anti-Semitism, racism, sexism, heterosexism, able-ism, etc., there are the “Haves” and “Have-not’s.”  And, you can guess in which category the “tolerated” fall.  I would suggest calling these activities what they are, “Anti-Semitic Hate Crime Forums” or “Creating A Place at the Table for All.”

Undoing the impact of the oppression that is connected to an “ism” is complex.  It is not simply about “celebrating diversity” or even “honoring differences.”  That may (or may not) be a good place to start, but it is simply is not enough. One of the few things we can “control” and change immediately to create a better world responsive to cultural differences is our choice of language.  Language has power and we need to be careful and thoughtful with the words we use for they will be heard by others, and they can reinforce oppressions or work toward social change and justice.

A glance around the room, which was quite full, holding a large circle of constituents, revealed a noticeable absence of other marginalized group members from town.  For example, no one spoke up who identified as Muslim, Chinese, Asian Indian, Buddhist, African American, or Thai, to name a few, and I know that these communities are also representative of Bedford.  Why didn’t they come to tonight’s meeting? How many times do people from these groups deal with prejudice, stereotypes, discrimination, etc. related to their group membership, and feel no systemic response? Are there public forums or educational opportunities for them?  We need to consider that responding so publically to anti-Semitism now, may bring up hurtful memories for others who have not seen their issues and concerns addressed in the past.  Perhaps, there needs to be more reaching out to specific groups within the larger community?   

As a Native American, my own experience has revealed an uphill battle.  It is difficult to keep educating others about the Native culture while also dealing with racism, at worst, and stereotypes, at best, on a monthly, if not weekly basis.  Just this passed week, one of my children was asked to do “Indian Sprints.” While not a hate crime, as what the Jewish community is currently experiencing, it is an example of how easy it is to say inappropriate and offensive things.  Without education, role-playing, practice, and conversation, “blurts” like this happen over and over again.  Bedford would be remiss in not addressing broader issues of unawareness and perpetuation of stereotypes, given the context of what is currently happening.  This is a wake up call to build allies within our community – active bystanders who speak up on behalf of others and model for the future generations that we are a place that not only responds to differences in culture and celebrates diversity, but does not accept oppression in any of its many forms.

This past fall, Bedford's Varsity Football team faced Pentucket.  There were racist caricatures of Native Americans via mascots, logos, and stylized non Native music being called Native.  It was awful.  This is not something that would be allowed for other ethnic or racial groups and, yet, it has been so “normalized” within the NFL that there were no forms of protest from Bedford.  The "mascot issue" was problematic enough, however, my football-playing son was also spotlighted by name in a negative way (due to his heritage) in the Cape Cod Times when the Varsity team was about to play on the south shore!  It was through friends and allies that a flood of emails forced the Times to remove the article within hours of its posting.  We have to stand up as one, against all forms of hatred, or fall because we are too divided to come together.

I am concerned that a comparative religion course planned at the high school would highlight three Judeo-Christian religions and Hinduism, but not Buddhism, Confucianism, or more contemporary religions like the Quakers or Baha'i.  I am concerned that students are asking for more conversations and report that teachers aren’t prepared to have them.  I’m concerned that Senior Prom was scheduled on a Jewish holy day this year.

How many times have baked goods been sold during Passover at a school event?  How many times have football games been held on Friday nights?  While not Native American issues, that these events conflict with Jewish traditions reminds me that we have a long way to go in truly opening up a place at the table where everyone can not only share and express their culture, but be able to be present at the table because they can actually attend since it does not conflict with a cultural tradition.  We need to consider a calendar that takes into account conflicts of culture, maybe not every time, but more times than it does now. 

I want to close by saying that it is not really the job of the oppressed to educate those with the power to make change.  It is the responsibility of those with the power to educate our/themselves, and respond accordingly, making space for all voices on an equal playing field.  If the “Have’s” aren’t willing to give up some of what they have, then there will always be “Have-nots.”  It’s not as easy as saying, “Work a little harder” or “Pull yourself up by your bootstraps.”  Women have worked really hard, but it was not until that first man in the boardroom hired a woman, giving up being surrounded by his own gender, that women were able to access traditional male dominated occupations.  Have-nots can work as hard as Have’s, but not have the same access without an ally.

UPDATE:  http://www.thebedfordcitizen.org/2015/09/04/reflection-bedford-embraces-diversity/

Claudia Fox Tree, veteran Native American educator, was an active participant in the aftermath of the episodes. She applauded the response of the public schools.

“Jon (Sills) took a risk to ‘go public’ and allow a window into what was happening in Bedford,” she said. “He forged a relationship with social justice organizations; provided much needed professional development for faculty and staff; built relationship with community organizations; revised curriculum K-12; and improved the Peer Leaders programs.   He also established a K-12 Equity and Diversity Support Group of teachers who are/will be leaders with these particular initiatives.  What is amazing is that he did it in just over one year.”

“The evidence that I can see is that initiatives are working,” Fox Tree observed. “On the other hand, some issues are long standing and have not had the attention they deserved.” Referencing the student video, she said, “African-American students have been reporting issues for years and felt unheard.  They were, justifiably, angry when the concerns by the Jewish community were made public, with forums, town-wide support, and almost instant action. “

“If we don’t understand the true issue, it can never really be addressed, and will keep coming around again and again,” she continued. “When a story becomes about the ‘politics’ instead of the pain and hardships that students of color experience in their community, then we need to take a closer look.  Jon (Sills) set up a climate where kids feel like they can finally talk, and that’s what you’re getting — the voices of kids of color.  This is actually a very good thing! We need to listen.”

Defining The N-Word

Defining The N-Word
http://espn.go.com/video/clip?id=10492425

Click the link to see a great video of famous athletes and student-athletes from Teaneck (NJ) High School discovering a generation gap concerning the meaning of the N-word.

Chimamanda Adiche

For the record, here is her powerful video (Danger of a Single Story):

 

And a new one - We Should All Be Feminists:

And her book (which has had great reviews from all my friends, even though it is a "tome"):  http://www.amazon.com/Americanah-Chimamanda-Ngozi-Adichie/dp/0307455920/ref=sr_1_1?ie=UTF8&qid=1404256729&sr=8-1&keywords=adiche 

Kids Speak Their Minds About Race

Subconscious Racial Bias in Children