DHUMC Book Talk: Session II Summary and Reflections
Hello everyone,
Thank you to those who joined our DHUMC book talk on February 12 for Stamped: Racism, Antiracism, And You. For those who could not make it, we hope to see you next time!
A summary of what we discussed:
1. We asked, "What is our purpose for being here?" Members shared that they wanted a chance to delve into topics of race and culture -- have a conversation about how we each move in the world and what it says to ourselves and others about who we are and what we value. We asked these questions:
Are black people losing their humanity in order for whites to continue slavery? We discussed slavery in terms of its original understanding -- the use of black bodies for profit -- and also its metaphorical purpose in the narrative as a marker for what still exists today. The news media making money off of negative images of black people or possibly the structure of sports ownership are modern examples. (A good book on this topic is Forty Million Dollar Slaves: The Rise, Fall, and Redemption of the Black Athlete by William C. Rhoden).
When we introduce someone, do we focus on their race? If so, why? If not -- why not?
Is it wrong to use ethnicity as an identifier or is just an acknowledgement of how we see each other in the world?
2. Section Two in the book focuses heavily on Thomas Jefferson. We discussed if his place in the narrative is also a metaphor for white privilege today, considering how he waffled between supporting freedom and liberty for all but then also being one of the largest slave owners of his time. We discussed the modern paradox of those who are upper class or self-identify as progressive who want to appear "woke" but then may step back (or waffle as Jefferson did) when it comes to social structures meant to improve diversity, such as desegregating schools and neighborhoods or sharing public funding like federal taxes used for school districts. This led to a discussion on false equivalencies in how history is told -- for example the commentary that often gets told about American slavery is that the leadeship of the African tribes also participated. But this mode of thinking does not acknowledge that the Africans' practice of slavery maintained the humanity of those enslaved. The colonizers/American version did not.
3. We talked about using a person's stature in life as a way to "enslave" them. Members discussed women who fall into prostitution as an example. Other members pointed out that this is not a parallel form of abuse, because ultimately a woman is free to walk away, whereas the enslaved were not free in this manner. The group did coalesce around the idea that there is a stripping away of identity (most descendants of the enslaved are not tied to any distinct cultural ancestry prior to their arrivals in North, Central, and South America) and then a practice of discrimination against these same groups because of their struggle. The follow up question was, "What happens when they do get equal treatment and opportunities?" The book highlights Phyllis Wheatley as an example to push back against the justifications often used for discrimination.
4. We discussed the differences between the generations and how they approach cultural inclusivity. From The Boomers to Gen X to Millennials to Gen Z -- there are distinct features and characteristics of how each group engages with cultural diversity and inclusivity.
5. Lastly Section Two begins to elucidate three paths or modes of thinking: abolitionist, assimilationist, and segregationist. The abolitionist is the precursor to what Kendi identifies as "antiracist." We asked if Thomas Payne was in fact the first "antiracist"?
Hope to see you this Friday!