Week 4: Color Blind vs Color Brave

Argument Statement

In chapter 5 of Decontructive Privilege, “Colorblindness is the New Racism”, Armstrong and Wildman discuss that whiteness is defined by society as the social norm and some have the luxury to go through their day, month, year or even life without considering the effects privilege has on society. In the public school system, there have been policies put in place make it seem like we are addressing the effects of privilege and race in the system, however these are just masking the underlying problem. The term colorblindness is an example of this.  Armstrong and Wildman feel that by not addressing race and privilege, the education system is missing the perfect opportunity to identify and address discrimination. 

 

Talking Points

In the beginning of the chapter Armstrong and Wildman state “Failure to examine the privileged status diverts attention from noticing and analyzing the advantages conferred by white privilege and renders any ensuring discussion of racial discrimination incomplete.”  This statement highlights that the use of colorblind is just a word to acknowledge problem and gives people something to hide behind.  

 

In the middle of the chapter they mention “Color insight contrasts with colorblindness by offering an alternative that better serves the purported goals of colorblindness: racial equality and justice. Color insight requires its practitioners to observe, discuss, and analyze the operation of race and privilege in contemporary society.”  Armstrong and Wildman feel that color insight provides an opportunity to discuss difficult topics. As Mellody Hobson discusses in her TED talk, Color Blind or Color Brave, we need to get comfortable with the uncomfortable.  

 

At the end of the chapter we read “These techniques can enhance both institutional and classroom learning while providing an enriched context for ongoing exploration of racial justice issues.  Faculty participation in these activities illustrates the power of collaboration as students and faculty learn together.”  This statement shows that by actively participating in the discussion of race and privilege, faculty are showing their weakness and willingness to have the uncomfortable conversations to “knock on the glass” as we mentioned in discussion last week.

 

Connection

Last week in class we discussed Dominant Ideology using Leslie Grinner’s acronym S.C.W.A.A.M.P (with the added A).  I think this exercise demonstrates the education strategies that Armstrong and Wildman discuss in Chapter 5 because this allowed the class to acknowledge many different aspects of privilege in our society.  From healthcare to leadership to homeownership.  It involved the participation of not only the students but faculty. 

When comparing this chapter to the chapters we read from Johnson, Armstrong and Wildman discuss the problem at hand and provide strategies to tackle the weakness as far as educating people to address race and privilege.  Johnson simply states that problem without making suggestions.

Going back to the end of Mellody Hobson’s talk, she mentions being Color Brave so our future generation can dream big and achieve their goals.  As a parent with small children, I looked for resources to help parents start these conversations.  The link below provides webinars that can help initiate getting comfortable with the uncomfortable. 

https://www.embracerace.org/resources/webinars