Here’s a very useful and concise “explainer” concerning the social construction of race in the US.

A great reminder of the ways white privilege can capture a discussion, even with the best intentions.  Austin Channing wonders…

One day I would like to try hosting a workshop where people of color tell their stories, and thats it. Period.

Where people of color talk, vent, laugh, cry and affirm one another’s racial realities.

Where white people don’t talk, don’t justify, don’t question.

Where white people are given different rules that require seeking permission to participate.

Where white people are expected to connect the dots themselves, to own their learning, to manage their emotions.

I wonder if white privilege could be taught by eliminating even the small privileges/rules that typically serve white folks well in a classroom setting.

This is not an exercise intended to be mean or to make white people feel awful. Nor is it an exercise to minimize the stories and experiences of white people. I just want to spend a little more time asking myself what it would be like for the priority to be reversed.

Rather than judging the success of my training on whether or not white people walked away understanding privilege; could I define success based on the emotional energy of people of color after the training is done? Could I so center the experience of people of color that they walk away feeling some measure of healing, of energy, of understanding about themselves and each other? Could they leave more alive then when they came?

In 1938 Langston Hughes wrote a poem about lynchings. This month it was set to a new set of images by Frank Chi and Terrence Green, showing how pertinent it remains. Please share it.

Here’s a powerful set of reflections from kids talking about race:

This is an excellent and brief description of what’s wrong with cultural appropriation (as opposed to cultural exchange):