Moving Past Color-Blindness

June 25, 2020 § 2 Comments

I have been drafting this post in my head for two weeks, terrified to put pen to paper for the dozens of ways I will certainly mis-step. Raising children dedicated to equity and justice has always been important to me—if you’ve been following my blog, you’ll recognize it as a frequent theme here—but only lately have I pushed myself to consider the ways my own privilege, upbringing, and anxiety have stood in the way of that. It is clear that I cannot raise my children to be antiracist if I am not prepared to do the work myself.

When my daughter was three, I brought her to the pediatrician’s office for a rash. As we sat in the waiting room, watching and remarking on the colorful fish swimming in the aquarium, my daughter suddenly turned to me. “Mommy, is the nurse going to be black-skinned?”

Embarrassment rose in my cheeks. “Oh honey, I’m sure any nurse here is a good nurse. Let’s not—”

Her interrupting voice rose about ten decimals. “Because I am not taking off my clothes for anyone with black skin!”

Just typing this, my hands are shaking. I am back, seven years ago, in that waiting room, aware of all eyes upon us. Aware of the brown-skinned couple with their newborn baby sitting directly across from us. This can’t be happening, I thought. This can’t be my child. She goes to a preschool with a multicultural curriculum. We read books with racially diverse characters. She plays with children who look different than her. Shock, outrage, and humiliation flooded every inch of my being.

Caught off guard and determined to rid myself of my own shame, I fell into a trap familiar to many white parents. For starters, I came down hard on her. I took my shame and put it squarely onto her. I was going to stop this talk immediately. I was going to prove to everyone listening that this was unacceptable behavior in our family. I was going to make it…all about me.

“Stop it!” I said firmly. “We do not say things like that.” Then, I started rambling about how we shouldn’t judge people by how they look, how underneath skin color we’re all the same, how we’re all one big human family, and so on. You know: the speech. The color-blind speech. The one where white parents tell their children to look past skin tone to the person underneath. The one where we imply that because skin color is something we’re born with, something “accidental,” we shouldn’t draw attention to it. The one where we try and push on our children a version of the world we’d like to inhabit, as opposed to the one we actually do.

My three year old was observing—albeit not kindly or subtly—that not everyone looked the way she did. And she wasn’t sure if that was OK. She was scared. She was uncomfortable. Because we weren’t talking about skin tone or race with her at home, because our conversations (however well-intentioned) steered mainly towards platitudes of kindness and acceptance, she had begun to internalize the racial assumptions around her. She had used the descriptor “black-skinned,” I later realized, whereas if she had simply been observing skin tone, she would have said brown skin or dark skin. The word she chose was a reference to race. A loaded word. Something she had heard. Something she didn’t understand. Something she was beginning to associate with something less than.

We don’t want our children to use race to make judgments about people, so we’d rather them dismiss race completely. Except, in a society where race is embedded into nearly every policy and practice, it is impossible not to see race. So instead, what we are really communicating to our young children is, I know you notice these differences, but I don’t want you to admit it. (Including to yourself). Good white liberal children don’t talk about their black and brown friends as being different from them. Even more problematic, good white liberal children love their black and brown friends in spite of these differences.

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What Does It Mean to Be Woke?

June 4, 2020 § Leave a comment

In the preface to her scintillating picture book of poems for young readers, Mahogany L. Browne provides this definition of “woke”:

It means to be aware. It means to see your surroundings and challenge how we strengthen our relationship with the government, the community, and nature. To be WOKE is to fight for your civil rights and to fight for the rights of your neighbors…The idea of being aware of your surroundings, especially in a time when we are taught to be quiet and not rock the boat, can be difficult to embrace, but this is where our freedom begins.

The events of the last week are calling us to become woke. They are calling us to listen, especially to Black voices unleashing decades of pain and injustice. They are calling us to expand our bookshelves and our social media feeds to include more voices of color (@hereweeread and @theconsciouskid are a great place to start for parents). They are calling us to talk to our children about difficult topics like race, privilege, and racism and help them revise their summer reading lists to include stories by people of color. They are calling us to begin the uncomfortable and long-overdue work of examining the way our own whiteness makes us complicit in the sickness of systemic racism, because until we change what’s in our hearts, we can’t lead our children to do the same.

Topics like police brutality and racial profiling can be overwhelming and frightening to children of all races, but we can also use these conversations to empower them. “Rocking the boat” starts with finding the words to describe what’s happening and how it makes us feel—and then turning these words into beacons of inspiration, hope, and change.

We are being called to help our children find their voice, and I can think of no better vehicle than Woke: A Young Poet’s Call to Justice (Ages 8-12). Historically, poets have been on the forefront of social movements. Here, Mahogany L. Browne’s poems sit alongside those from Elizabeth Acevedo and Olivia Gatwood, serving as “instruction manuals and anthems,” as “literary heartbeats and blueprints of survival,” for our children to sift through cruelty and injustice and find the words and courage to speak out about them. Several of the poems address racial history and discrimination. Others speak to gender bias, immigration, activism, body image, physical disability, intersectionality, and our relationship with nature. Taken as a whole, the poems celebrate a definition of community that’s richer for its diversity of voices, skin colors, and genders. Double-page illustrations by Theodore Taylor III enhance the vibrancy of the poems. As “Instructions on Listening to the Trees” concludes, “We are all part of someone else’s journey/ That’s the way communities are built/ Each root sprawling toward the edge of an infinite smile.”

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Our Kids Need to Know Harriet Tubman

February 28, 2018 § 2 Comments

Hands down, the most thought-provoking thing I read this month was an interview in the Pacific Standard with Bryan Stevenson, a Harvard-trained public defense lawyer and founder of the Equal Justice Initiative, a Southern non-profit dedicated to achieving racial and economic justice. In the interview, he discusses ways in which our country’s history—specifically that of African-Americans—lives on in our present, complicating our quest for racial justice. Of particular fascination to me was the distinction he draws between a legal or political win and what he terms a “narrative win.” The latter, he believes, holds the greatest power, the real key to comprehensive change. « Read the rest of this entry »

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