Response 3 - Preventions
Preventions are ways of approaching a problem before it manifests itself into a problem. With regards to racism, two strong examples of points of interruption can be found in early childhood interventions. Children are taught at a young age the differences between races. As with gender, many children do not code difference between their peers. Inevitably, one of their peers has a moment of repositioning where they begin to discern racial difference. That discernment, whether simply categorical or discriminative, is relayed amongst their group as knowledge.
I have seen this in action. As mentioned in earlier posts, my circle of friends and family is unabashedly interracial. Time after time, parents recount the day they had to explain racial difference, its relationship to their child and the inequities and oppression that it is mired in. It is an exhausting and often emotionally difficult phase that each parent must contend with. What is most distressing is that unfortunately, this introduction to racial and cultural identity had not been preceded by a lesson in self-love. It is not unusual for parents to teach on one hand that in the eyes of God, all persons are equal, to later have to adjust or outright retract that universal truth for the protection their children’s self-esteem. Still, these parents also make a deliberate effort to live integrationist lives. Their children are raised by a diverse community of “aunties” and “uncles,” who help to extend their children’s concepts of humanity and family. Instead of internalizing racial difference, these children are learning how to love everyone of all races.
Another point of prevention that could be better served is that of our early childhood classrooms. Most discussions about equalities, differences and diversity are limited to classroom activities relating to holidays such as Thanksgiving or Hanukah. When these conversations are so heavily commodified and packaged, it limits the possibilities to openly discuss racism. This is particularly worrisome in communities that have little diversity. Those other cultures can become disposable caricatures instead of communities of individuals.
I have seen this in action. As mentioned in earlier posts, my circle of friends and family is unabashedly interracial. Time after time, parents recount the day they had to explain racial difference, its relationship to their child and the inequities and oppression that it is mired in. It is an exhausting and often emotionally difficult phase that each parent must contend with. What is most distressing is that unfortunately, this introduction to racial and cultural identity had not been preceded by a lesson in self-love. It is not unusual for parents to teach on one hand that in the eyes of God, all persons are equal, to later have to adjust or outright retract that universal truth for the protection their children’s self-esteem. Still, these parents also make a deliberate effort to live integrationist lives. Their children are raised by a diverse community of “aunties” and “uncles,” who help to extend their children’s concepts of humanity and family. Instead of internalizing racial difference, these children are learning how to love everyone of all races.
Another point of prevention that could be better served is that of our early childhood classrooms. Most discussions about equalities, differences and diversity are limited to classroom activities relating to holidays such as Thanksgiving or Hanukah. When these conversations are so heavily commodified and packaged, it limits the possibilities to openly discuss racism. This is particularly worrisome in communities that have little diversity. Those other cultures can become disposable caricatures instead of communities of individuals.
posted by R. Kiah Morris at 2:58 PM
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