Thoughts on Critical Race Theory

I am not African-American/Black. I am not white. I am Indian-American, the daughter of Indian immigrants, so I feel this gives me a unique perspective on race in America. People like me owe a great debt to the civil rights movement, as it led to greater diversity in American society, and laws being created to treat people equally. My generation is the first generation to be equal by law in terms of race and gender. I am also an educator with a strong commitment to inclusivity, have taught in diverse settings and have deep roots in international education. I have tried, especially with international students, to show black people in a positive light, as endless stereotypes abound overseas, and have included texts by black authors such as James Baldwin. My MFA analytical thesis was on a novel each by Toni Morrison and Jane Austen. I have been mentored by black people at each stage of my education, in my different fields. I myself suffered discrimination by a white-majority, country town population.

So why do I have certain questions and concerns about teaching students Critical Race Theory? 

One of my concerns is that, pedagogically, race theory needs to be taught in an appropriate manner for each age. Teaching a kindergartener that they are privileged and discriminating simply because they are white (or any non-black race) could only lead to misunderstanding and self-hatred at a fragile age. What would be more useful would be to teach younger children the importance of loving one another and playing with one another regardless of one’s appearance. Naturally, young children are going to have questions as to why black people are being killed by policeman, or why some people hate black people for no reason. These should not be overlooked, and honest answers should be given about how America has a history of treating black people badly. The personalization should be left out of it for children.  A friend of mine who is a second-grade teacher in the South had her students write a letter to a well-known civil rights activist. Constructive activities and appealing to (most) children’s natural sense of injustice is key here. Nipping racist attitudes in the bud is best done sooner than later, because sometimes there is no turning back once these things are ingrained. Get kids to be actively anti-racist from the time they are little.

Questions are going to come up that can come across as racist, such as the physical appearance of others, questions of what is beautiful or ugly, skin color etc. Colorism is a sad fact in MANY communities, such as Indian, Filipino, Latino, black, etc. A sense of moral correctness is, I think, a better approach at a younger age than political correctness. This is not to say that children should not be instructed not to use certain words. Ultimately, the socioeconomic and demographic factors of the classroom will have to determine how race is taught. Telling Appalachian kids or Colombian refugees in Miami they have white privilege is not going to be the best approach. We must be honest with children, because they have the best BS detectors and are naturally empathetic.

As children get older, in later elementary and junior high school, naturally, there is more discussion and understanding of history, discussing certain milestones and civil rights, and talking about the institution of slavery becomes critical. As kids get older, they increasingly parrot what their parents say without thinking–if a child has a racist father, then it is important for the child to understand what the origins of racism are. Through the early teen and later teen years, then students are developmentally and intellectually capable of understanding a lot more about history, culture, class, and race. Through these tween and early teen years is when students need to understand about structural racism and what it means. Students may protest that they or their families individually are not racist at all and not discriminatory. While this is true, they need to understand history as well as what happens even today. This is a good place to introduce statistics. 

By the end of high school and into college is where discussions of privilege are very key. College admissions is fraught with inequality (our whole education system, frankly, but it is exacerbated in post-secondary education). I think we need to couch discussions of privilege not simply in terms of whiteness, but in terms of economics, which indeed intersects with race and privilege (with whites and Asians, most often.) People’s racial attitudes are becoming more solidified during this period; it often takes a huge shift in geography when a student goes to college to truly understand what race means. Seeing that everyone north of Columbia University was brown and a minority made a deep impression on me during my first graduate program and made me reevaluate my opinions on K-12 curriculum.

It is also important to provide social support for children who hold different opinions than their parents or community. The students may be supporting critical race theory, but the adults they know may not. Children need allies in teachers. They need safe spaces and safe people to talk to when they are being discriminated against, and when they are seeing people being bullied.

Throughout all of this, there is one key element that must not by any means be ignored: what black people themselves think. Often, well-meaning white liberals want to hit people over the head with a particular set of beliefs, ignoring what people feel and think. Showing all points of view on critical race theory is key, that there may be some black people who support or disagree with it, or certain elements of it. Also key is not allowing any sort of “my way or the highway” approach to teaching critical race theory, as this is what happens all too often. This is what creates a political correctness backlash. A student may disagree with one aspect of critical race theory, while supporting other aspects. All too often, multiculturalism and political correctness has been applied with a single brush, with educators who lack a complexity of thought repeating simplistic notions of what they have heard like a slogan.My long-held belief has been that we need more than one paradigm when talking about race or gender in this country. That may be what alienates a lot of otherwise well-meaning people who are appalled by any sort of discrimination and systemic or institutionalized injustice. There is always the danger that the lone black kid in a class, say, bears all the responsibility for speaking up for their entire community. This happens to anyone from a minority group.  Also, I have long asserted that white people are not all the same and that the white experience is not monolithic.  In one classroom experience, a very shy, awkward daughter of Russian immigrants (who possibly had a personality disorder) confessed to me that she felt that she was wrong by being straight and white. When I expressed this to the director of my institution, she said we needed to talk to this student about white privilege. I felt this was absolutely wrong. 

My (admittedly controversial) position is that if we take away the political correctness and cultural politics charge away from educating students, we could make much more progress than we have. I don’t want to be naïve and dismissive of the importance of these issues in education. We need to show young people that these are important issues, get them engaged in a fight for justice, and make them understand that discrimination has been entrenched in our social structures for centuries. Educators and school boards need to understand the complexity of race and culture as well. It is a shame that they are often being targeted by angry, narrow-minded parents, often afraid for their lives, by the right wing or conservatives who are afraid to discuss the ugly underbelly of America. Education has the obligation to get children and young people to learn and question their world around them. In the still-relevant, immortal words of Dr. Martin Luther King Jr., “Intelligence plus character–that is the goal of true education.”

Important Questions on Privilege and Power

In the past few months, discussions of privilege and power have come up in both professional and personal aspects of my life. I feel I am in a position to see both sides, as I have been both treated well by white mainstream culture as a minority, but have also been in a very bad academic situation which was both racist and sexist (and just terrible to students in general), and experienced a lot of racism while growing up. I have been speaking with people who feel very wronged, and with people who have no clue about differences. Sometimes I have seen reverse racism, which I think is equally as destructive as racism. I have seen outright insensitivity—and also its variant of ignorance.

Over the years, I have worked with extremely diverse populations and done a lot of work with international education in addition to higher education (in which I hold a master’s degree). So how do we heal rifts and divides? These are very complex issues, and the unfortunate Trump regime has brought a lot of negative aspects of race and privilege out of the woodwork. This has shown us that many people feel there is a downside to diversity and political correctness, and perhaps teaches us that we have left some people out of the discussion, no matter how wrong we feel they are. We have to be careful to avoid simplistic and knee-jerk responses and actions as liberals. We cannot threaten or implicate people just because they belong to a certain background. Doing so only creates more animosity and tension. We all need to inform ourselves with hard data and statistics to get the facts straight. But then we need to act with empathy.

So here are some questions that I feel are important for discussion. Unfortunately, despite my best attempts to avoid dichotomizing, I have created a dualistic model here. However, this does not simply mean white man versus minority woman. There are many white men who are in disadvantaged positions, and the recent Chicago mayoral election of Black lesbian Lori Lightfoot has raised many qualms that she is not necessarily “of the people.” Many of us may be in situations where we are in a position of privilege as well as situations in which we are not.

For those in positions of power or privilege, or who may be PERCEIVED to be in such positions, consider the following:

-Is it possible that you are not aware of the fact that you do hold some privilege due to your birth, SES, race, or favoritism? Self-awareness is key.

-Are you aware that others may feel your privilege and power as a threat? This is not to fault to you, but just to make you conscious of how you are seen.

-You and your ancestors may not at all have played a part in it, but are you aware of the roots of racism in America, especially with regard to slavery, the extinction of Native Americans, and immigration policy?

-You and people in your circles may personally be wonderfully supportive, nondiscriminatory, and nonracist. However, there is such a thing as institutionalized racism and if we look at the statistics, we cannot deny that there is still a lot of discrimination toward minority groups.

-What you might consider an innocuous comment might be perceived as a micro-aggression by the other person.

-Skin color does indeed make a difference and hold an advantage in American society. If you have never been in the physical minority before, visit a country or culture opposite to yours, and you will understand.

-I personally believe as an artist or writer that you have the right to include other cultures in your work or to create things in a style of a culture that is not your own. However, have you done it in a sensitive, informed, and culturally-appropriate way?

For those who are part of any sort of minority group or PERCEIVE themselves to be in such positions, consider the following:

-While hard data shows us it is true that white people generally hold more power and advantages in American society, be careful not to lump all white people together and make assumptions. A power-hungry white male Ivy League dean is not the same as a second-generation Hungarian factory worker in Cleveland. Many white people who appear successful now have come from disadvantaged backgrounds and worked their way up the class system.

-Rude, hurtful, or unpleasant remarks people have made to you may have come from a place of malice. Or they may have come from a place of ignorance or without any ill will. Is it possible in some situations you may be reading into things due to previous bias and negative mental filter?

-How are people really treating you/what are their actions? They may not be using the right terminology that is considered politically correct or culturally sensitive, but are they ultimately respectful and goodhearted? Don’t get obsessed with language.

-What baggage are you carrying that may affect your day-to-day life? While I agree we cannot deny the statistics that show there still is indeed a disturbing amount of discrimination on many fronts, be sure to work on your own mind, body, and soul to be able to distinguish between what is self-caused unhappiness versus that from the outside world. This is a very Buddhist/Asian perspective, and it is most important to start with ourselves, to have peace of mind before we attack or accuse others.

-Just as all white people are not the same, not all minority groups are the same. While this might sound like a no-brainer, sometimes there is a conflation of too many issues that do not apply across the board. Some minority groups might be privileged in certain ways, while disadvantaged in others. For example, an upper-middle-class gay male will still enjoy advantages if he is white and male, though he may face discrimination for his sexual orientation, as we can see with dynamic presidential hopeful Pete Buttigieg. Indians in America are the most economically successful minority group in the country and are highly educated; however, we have a different skin color, and most of us do not practice the mainstream religion of Christianity, so we may experience discrimination in ways that other minority groups do not.

-Many minorities are of immigrant origin and have opted to come to the United States. So, their narratives are not necessarily one of oppression as they would be for other groups who were brought here against their will, or who were already here and exterminated through genocide.

-Hostility and anger will get us nowhere. Work in constructive, positive ways. Build bridges, find allies.

We still have a long way to go with healing a lot of rifts and divides in American society. But hopefully these questions can help foster peace, communication, and constructive action.