I am currently participating in a 21-day ‘Racial Equity Habit-Building Challenge.’ I signed up with several local friends, as part of our intention to build tolerance and equity in our mostly-white community. We met for a conversation, this past week, and we were all a little blown away by depth and transformative power of the resources and questions in this Challenge. So much to learn.
This is good.
The most striking thing I read is a piece from Day 5 (Confronting Whiteness). I have learned not to presume that I know much of anything about identifying distinctly white-people beliefs and habits.
At this point in my life (closing in on seven decades), I understand that I’ve been unaware (to put it politely), for a long time, of just how white I am, and how that looks and feels to other people. What I can do now is acknowledge, learn and try to do better.
The piece that rocked me is from the Dismantling Racism Workshop. It’s titled THE CHARACTERISTICS OF WHITE SUPREMACY CULTURE.
To my shock and distress, it described, in great detail, every organization and institution I’ve ever worked for, joined or been associated with, all the way back to kindergarten. Including churches, universities, non-profits, musical and social groups—and most especially, K-12 schools.
Here are some of the basic characteristics (click on the link to read full descriptions as well as antidotes):
- Sense of Urgency
- Quantity over Quality
- Worship of the Written Word
- One Right Way
- Either/Or Thinking
- Power Hoarding
- Fear of Open Conflict
- Progress = Bigger and More
- The ‘Right’ to Feel Comfortable
Go ahead—think of a common public school practice or policy.
Mandated, standardized testing, for example. Does such testing not elevate perfectionism, urgency (especially now, when the data yielded will be useless and corrupt), quantity over quality, ‘objectivity,’ power hoarding by testing companies and state education departments, worship of the written word, etc.–over other worthy goals, like community, kindness or self-discovery?
Virtually every issue, no matter how prosaic, in my long life as an educator, involved at least a couple of these. Staff meetings? (fear of conflict, power hoarding, announcing the one right way) Creating curriculum? (worshipping the written word, perfectionism, bigger and more) Teacher leadership? (defensiveness, paternalism, individualism) And so on.
Here’s the thing I wondered about: What makes these instantly recognizable behaviors represent white supremacy? I could point to these actions in every education ‘reform’ organization and probably every district central office, certainly. But are they inherently racist, or are they just the bad habits organizations accrue?
An African-American friend who is an accomplished veteran teacher took a job with a charter school chain, a few years ago. I was surprised—we’d worked on a number of professional projects together, and I knew she was committed to public education and equity in learning. She explained that the charter where she’d be teaching—and later, served as administrator—was created around the theme of social justice. It would serve Black children, with Black teachers and school leaders.
Besides, the mostly-white professional organizations she’d worked for hadn’t honored the gifts she brought to the work of school leadership. They were stuck on paternalism and hierarchies, silver-bullet thinking, bigger and more, saving the world one white paper at a time. She wanted to teach kids, to make them understand their inherent worth. She took the job at a significant pay cut, and didn’t look back.
And also: are these traits uniquely American?
When he lectured in the United States, Swiss psychologist Jean Piaget would invariably get what he called “the American question” from a member of the audience. After he had explained various developmental phases that young children go through in their understanding of concepts like length and volume, someone would raise their hand and ask, “How can we accelerate a child’s progress through the stages?”
Do most of us work, unthinkingly, in cultures that use the listed characteristics—‘damaging because they are used as norms and standards without being pro-actively named or chosen by the group’? In other words, are these practices so pervasive that white people don’t even notice them?
I sat for a long time with these questions, reviewing my professional and community organizations and work life, trying to look at things through this lens. How many times did I buy into these ideas, just because they made ME feel comfortable?
What is a white supremacy culture? Is there one in YOUR organization or school?