(Name-mce) ListServ Name-mce Digest, Vol 376, Issue 1
Akintunde, Omowale
omowale at usi.edu
Thu Nov 30 15:28:54 EST 2006
I hope that everyone read Heather Hackerman's brilliant deconstruction
of how deeply embedded white racism and white privilege has embedded
itself into the very foundational epistemologies of American culture.
She expressed concern that her response might seem harsh. It was not
harsh--it was a refreshing explication of a very complex phenomenon
that is often neglected for feel good "multiculturalism". It is
because of the preceding that the entire nation is debating whether
Michael Richards (Krame on Seinfeld) is a "racist" LOL!
Here we are in a White racist society where white racism has been
institutionally, societally, and epistemologically embedded into the
very essence of our every day reality such that White people don't even
"see" their whiteness as having socio-political meaning debating
whether or not a white man is racist.
Since White people (and many people of color; please note Rev.
President's, I mean, Rev. Jesse Jackson's acting as the reigning Negro
Pontiff determining whether forgiveness should be granted to Mr.
Richards thus clearing him of being a "racist") regard racism as an act
of individualism thus ignoring this deeply embedded complex phenomenon
for the omnipresent reality that it is, we are actually engaging in
such a discussion as to whether Mr. Richards is racist as if it this is
a pass-fail test. LOL!
Please forgive my laughter. It is not because I do not see the levity
of this matter. I truly laugh to keep from crying.
So, please Heather continue to challenge these simplistic approaches.
Our very survival as a nation depends on such courageous challenges.
Dr. Omowale Akintunde, Associate Professor of Multicultural Education
University of Southern Indiana
________________________________
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Sent: Wed 11/29/2006 7:17 AM
To: name-mce at nameorg.org
Subject: Name-mce Digest, Vol 376, Issue 1
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Today's Topics:
1. Anti-bias & tolerance education in the early years
(Mariajose Romero)
2. Re: Racism (Cindy Lutenbacher)
3. Re: 10 Most Important Books: Poll (Windhorses at aol.com)
4. Re: 10 Most Important Books: Poll (Windhorses at aol.com)
5. Re: 10 Most Important Books: Poll (rfriedman at brookes.ac.uk)
6. Many Nations Longhouse Eugene OR (Anselmo Villanueva)
7. Re: some quick assistance please (Hackman, Heather W. )
8. Submission Request: Internship Opportunities for People with
Disabilities (Shonda McLaughlin)
----------------------------------------------------------------------
Message: 1
Date: Tue, 28 Nov 2006 11:11:19 -0500
From: Mariajose Romero <mr2076 at columbia.edu>
Subject: (Name-mce) ListServ Anti-bias & tolerance education in the
early years
To: NAME-MCE - National Association for Multicultural Education Email
Discussion Group <name-mce at nameorg.org>
Message-ID: <456C5FA7.80304 at columbia.edu>
Content-Type: text/plain; charset=ISO-8859-1; format=flowed
Greetings:
I am currently working on a project to identify anti-bias education,
tolerance education, and generally, curricula, programs, or
interventions that promote respect for diversity in early childhood
education in the US. I would greatly appreciate it receiving any
information about specific programs or initiatives that you may know.
Please feel free to email me off the list; I will be happy to share a
compilation of the information with list members.
Thanks to all.
MJR
Mariajos? Romero, Ph.D.
Associate Research Scientist
National Center for Children in Poverty
Mailman School of Public Health
Columbia University
215 W 125th Street, 3rd Floor
New York, NY 10027
Direct: 646.284.9641
Fax: 646.284.9623
mr2076 at columbia.edu
www.nccp.org
www.childcareresearch.org
------------------------------
Message: 2
Date: Tue, 28 Nov 2006 12:18:38 -0500
From: Cindy Lutenbacher <clutenbacher at mindspring.com>
Subject: Re: (Name-mce) ListServ Racism
To: name-mce at nameorg.org
Message-ID: <7.0.1.0.2.20061128120258.02b9b0c0 at mindspring.com>
Content-Type: text/plain; charset="us-ascii"; format=flowed
I hesitate to enter this discussion because I've seen too many e-mail
conversations about racism that have ended up being a forum for more
racism directed at the participants who are people of color. I do
not wish to encourage that trend.
However, I find myself so much in agreement with Rita that I wanted
to add my voice to hers. Rita, I so appreciate the vital points you
make about the differences of experience between white people and
people of color, the differences between hate and self-hate, the
differences in the meaning of actions or beliefs, depending on one's
race inside a country in which the dominating culture is so
profoundly racist. (At least, those ideas are some of the things I
hear inside your words.) For me, you speak to some of the most
central matters. I thank you for putting the time and energy into
your speaking.
I encourage all people on this listserv to listen closely to what she
is saying, even more than, perhaps, we already have. I encourage
white people on this listserv to listen and then ask
yourselves/myself if your/my response has elements of defense or
denial in it. If so, perhaps the best thing for us to do is to not
speak in defense, but to sit with those feelings and thoughts,
possibly for a long time, remembering as we do that people of color
have no such luxury to "sit with" such things for any amount of time.
What we need to do is to take immediate and dangerous action against
the racism that is as present as air, rather than defend or deny.
Sincerely,
Cindy Lutenbacher
Department of English
Morehouse College
Atlanta, GA
------------------------------
Message: 3
Date: Tue, 28 Nov 2006 14:42:39 EST
From: Windhorses at aol.com
Subject: Re: (Name-mce) ListServ 10 Most Important Books: Poll
To: name-mce at nameorg.org
Message-ID: <cdd.440999e.329deb2f at aol.com>
Content-Type: text/plain; charset="US-ASCII"
Here are some books that I did not see on previous lists:
Creating a World That works for all Sharif Abdullah
The Impossible will take a little while Paul Loeb
The American Mosaic Carnvale, Stone
A Different Mirror Takaki
A People's History of the U.S. Zinn
White Privilege Rothenberg
The Inclusion Breakthrough Katz and Miller
No Excuses Thernstrom
Uprooting Racism Paul Kivel
You Call this a Democracy? Paul Kivel
Class Paul Fussell
Teaching for Diversty and Social Justice ( companion to Readings) Adams,
Bell, Griffin
Faculty Diversity Moody
Sitting on the Fire Arnold Mindell
Courageous Conversations Singleton and Linton
White Like Me Tim Wise
Malcom X Alex Haley
------------------------------
Message: 4
Date: Tue, 28 Nov 2006 14:49:24 EST
From: Windhorses at aol.com
Subject: Re: (Name-mce) ListServ 10 Most Important Books: Poll
To: name-mce at nameorg.org
Message-ID: <d0f.f79951.329decc4 at aol.com>
Content-Type: text/plain; charset="US-ASCII"
Here are some books that I did not see on previous lists:
Creating a World That Works For All Sharif Abdullah
The Impossible Will Take a Little While Paul Loeb
The American Mosaic Carnvale, Stone
A Different Mirror Takaki
A People's History of the U.S. Zinn
White Privilege Rothenberg
The Inclusion Breakthrough Katz and Miller
No Excuses Thernstrom
Uprooting Racism Paul Kivel
You Call this a Democracy? Paul Kivel
Class Paul Fussell
Teaching for Diversty and Social Justice ( companion to Readings) Adams,
Bell, Griffin
Faculty Diversity Moody
Sitting on the Fire Arnold Mindell
Courageous Conversations Singleton and Linton
White Like Me Tim Wise
Malcom X Alex Haley
Margaretha Finefrock The Learning
Project
------------------------------
Message: 5
Date: Tue, 28 Nov 2006 20:17:02 -0000 (GMT)
From: rfriedman at brookes.ac.uk
Subject: Re: (Name-mce) ListServ 10 Most Important Books: Poll
To: "NAME-MCE - National Association for Multicultural Education Email
Discussion Group" <name-mce at nameorg.org>
Message-ID:
<1147.86.145.1.172.1164745022.squirrel at webmail.brookes.ac.uk>
Content-Type: text/plain;charset=iso-8859-1
Please addto my list the following book...
Privilege: A reader edited by Kimmel and Ferber
28 accessible essays written about privilege-great starting points for
students to think about their part in the mosaic...a beginning reader
R.E. Friedman
>
------------------------------
Message: 6
Date: Tue, 28 Nov 2006 16:28:01 -0800
From: "Anselmo Villanueva" <anselmo.villanueva at gmail.com>
Subject: (Name-mce) ListServ Many Nations Longhouse Eugene OR
To: name-mce at nameorg.org
Message-ID:
<88024d6b0611281628n646ecec9nebcec2d9c1254a49 at mail.gmail.com>
Content-Type: text/plain; charset=ISO-8859-1; format=flowed
Job Announcement
Steward, Many Nations Longhouse
Office of Institutional Equity and Diversity
University of Oregon
Eugene, Oregon
http://jobs.uoregon.edu/unclassified/1665/steward-many-nations-longhouse/
Posting: 6294
Closes: Open Until Filled
The primary responsibility of this position is to oversee the UO Many
Nations Longhouse, and implement the vision and mission of the
Longhouse, ensuring that the goals, objectives and policies of the
Many Nations Longhouse, are carried out in a culturally respectful and
responsive manner.
The Steward is responsible for facility management, program
development and implementation and staff supervision (GTF and work
study students). The Steward reports directly to the Assistant Vice
Provost in the office of Institutional Equity and Diversity who has
primary responsibility for the Longhouse.
Level of Appointment: 1.0 FTE
Term of Contract: One-year Renewable Contract
Salary Range: $35K-40K commensurate with relevant experience and education.
(12 month annual rate)
Starting Date: January 2, 2007
A candidate for this position must meet the following qualifications:
1. A Bachelors degree is required, a Master's degree is preferred.
2. Five years experience working in programs that serve Indian Tribes
and communities.
3. Must have extensive knowledge of cultural traditions and customs of
tribal people, especially those of the nine federally recognized
Oregon Tribes.
4. Demonstrated ability to effectively delegate work.
5. Demonstrated skills in facilities management, program management,
and grant/report writing.
6. Prefer past experience in successful grant activity (including
writing, securing funds, and preparing regular progress reports).
7. Excellent organizational skills, ability to attend to high level of
detail, ability to multi-task, and ability to problem solve on a day
to day basis.
8. Ability to work collaboratively, with guidance from supervisor,
Longhouse Advisory Board and others as appropriate, in a
team-environment requiring participatory decision-making and
cooperative interactions.
9. Ability to maintain flexible work schedule (some weekends and evenings).
10. Good working knowledge of operating personal computers in a
windows environment.
11. Demonstrated ability and willingness to supervise staff; prefer
prior effective supervisory experience.
Preferred Qualifications:
1. Member of a federally recognized Tribe.
2. Knowledge of Native American culture, history, politics.
Each applicant must submit:
1. A letter of introduction addressing how and why the candidate is
qualified for the position.
2. A resume of educational and professional work experience.
3. Two letters of recommendation.
4. Responses to supplementary questions.
Supplementary Questions:
1. Describe your experience(s) working with tribes/tribal
organizations/Native communities.
2. Please describe your relevant administrative or professional
experience in this field or a related field, especially the
development and management of programs and supervision of staff.
3. What is an elder?
4. Many terms are used to describe the indigenous population of the
U.S. Which term do you use, Native American, American Indian/Alaska
Native, Indian, First Nations, etc. Why do you use this term?
Application Deadline: To be assured full consideration, application
materials must be received by 5:00 p.m., Friday, December 1, 2006, but
position will remain open until filled.
Submit materials to:
Dr. Tom Ball
Assistant Vice Provost
Office of Institutional Equity and Diversity
C/O Kathy Wagner
110 Johnson Hall
1226 University of Oregon
Eugene, OR 97403-1226
kwagner at uoregon.edu
FAX: (541) 346-3017
The University of Oregon is an equal opportunity, affirmative action
institution committed to cultural diversity and compliance with the
Americans with Disabilities Act.
------------------------------
Message: 7
Date: Tue, 28 Nov 2006 15:21:34 -0600
From: "Hackman, Heather W. " <hwhackman at stcloudstate.edu>
Subject: Re: (Name-mce) ListServ some quick assistance please
To: "NAME-MCE - National Association for Multicultural Education
EmailDiscussion Group" <name-mce at nameorg.org>
Message-ID:
<7CDA86052646774E954525EE011A5876EF4E2D at EXCHANGE.campus.stcloudstate.edu>
Content-Type: text/plain; charset="US-ASCII"
Susan,
My first response after reading the email portion you forwarded is to
not do it. I say this not as someone trying to thwart opportunities to
talk about issues of race and racism in our educational institutions,
but instead as someone who sees the deep need for this conversation, and
as such the need for this conversation to be done very well. Let me
explain a bit more through some commentary regarding the email
forwarded. First, I would say that to give 20 minutes to define
"(stereotype, discrimination, prejudice, racism, race, other isms)" is
not nearly enough time to cover such deep, complicated and important
concepts. Some may argue, "true, but I just do not have time to cover it
in depth" and to that I say, "then perhaps you should not be doing it."
To truly understand how to "Successful(ly) Interactions Across Race
Differences" one MUST truly and deeply understand issues such as (to
name a few) dominance and subordinance, white privilege and white
supremacy (which I notice are not even mentioned in the terms or
outline), the historical nature of the social construction of race in
this country, the deep and complicated interactions between racism and
classism as well as "other isms", and many more. I believe this base of
information is the foundation of being able to do what this workshop is
seeking as its outcome. And, to shortchange that discussion is to
ill-equip the participants and thus set them up to a) fail in
successfully interacting across race differences OR b) labor under the
delusion that they have learned all they need to know and proceed from
an ill-informed perspective and potentially do more harm than good out
of this limited knowledge base.
Second, I would like to restate the importance of critically and
thoughtfully examining white privilege and white supremacy as it serves
to fuel racism and maintain inequitable systems of power and privilege
in this country and certainly in education in the US. I say this not to
reposition white people in the center of the conversation but rather to
hold white folks accountable for their direct participation in the
maintenance of the system of racism in this country. I believe there is
no way to truly talk about interacting across race differences without
talking about white privilege and the social construction of whiteness
along with the categories of color in this country.
Third, it has been my experience that it would take significantly more
time than 60 minutes to discuss what schools are doing well, not doing
well, etc. Whole books have been written on this and if I am trying to
help teachers, students, administrators, or any other stakeholder in our
educational system see what changes need to be made in order to create
an environment that can support successful interactions across race, I
need to do more than what is written here.
As such, I suggest the trainer do much more research than surfing the
teaching tolerance web site and establish a solid informational base to
help the participants see the depth and complexity of the topic.
Again, I am not trying to stop the conversation about race. But, much as
we have said for decades that a heroes and holidays approach to
multicultural education can do more harm than good, so too can a
superficial analysis of race, racism and white privilege. While I
definitely do not claim to be an expert on these issues, I have been
doing trainings on these issues in schools for a few years and have
developed a model that takes 16-20 hours to do depending on what type of
foundation they already have. Given that this group would need to start
with such basic definitions, I would say it would take 20 hours to
truly, deeply, critically and thoroughly cover this material such that
they actually have a change in their understanding sufficient to bring
about the desired goal of successfully interacting across racial
differences. This may seem excessive, but I took 7 hours to do my
pre-conference on this subject and the participants there would probably
tell you that we actually needed double that time to actually do justice
to the topic.
I imagine this email is not quite what you were hoping for and even
sounds a bit harsh, but I feel that it is imperative that discussions of
these topics be as thoughtful, thorough and critical as possible and am
extremely cautious / concerned when there is 80 minutes + process time
dedicated to train folks on a topic that takes much more time.
Heather Hackman
Associate Professor
Department of Human Relations and Multicultural Education St. Cloud
State University
320-308-4095
-----Original Message-----
From: name-mce-bounces at nameorg.org [mailto:name-mce-bounces at nameorg.org]
On Behalf Of McKevitt, Susan
Sent: Tuesday, November 28, 2006 9:04 AM
To: NAME-MCE - National Association for Multicultural
EducationEmailDiscussion Group; Rethinking Schools Listserv
Subject: (Name-mce) ListServ some quick assistance please
Importance: High
Hi,
A friend is doing advanced workshops in a local high school on racism
and would like some examples of ideas and perhaps curricula that either
DO or DO NOT work to move the conversation in a positive way. I have
attached some of her message below so you get the picture. She is an
experienced trainer on the subject. The quick part of this is her
presentation is on Th. of this week (Nov 30).
Your help is greatly appreciated!
Thanks!
Successful Interactions Across Race Differences
definitions: 20 min (stereotype, discrimination, prejudice, racism,
race, other isms)
models: 60 min
--what schools are doing that works (and that doesn't work)
--what teachers are doing that works (and that doesn't work)
--what creates good community climate regarding interrupting
racism (or bad climate)
discussion of the impact of these models on classrooms and hallways and
student morale
???
evaluation and wrap up.
I spent some time surfing around the Teaching Tolerance website on
Friday.
My question for you is can you point me toward some information for the
models section, which is the same as the "What schools are doing that
works" section...
This is my immediate need,
Sue
"Our lives begin to end the day we become silent about things that
matter" Dr. Martin Luther King
Susan McKevitt
New Hampshire Department of Education
21 South Fruit St. Suite 20
Concord, NH 03301
phone: 603-271-6613 fax: 603-271-4079
email: smckevitt at ed.state.nh.us
_______________________________________________
This is a mailing of the National Association for Multicultural
Education -
(NAME) Listserv list - www.nameorg.org. The materials included reflect
diverse perspectives of NAME Listserv participants and do not
necessarily reflect a position of the National Association for
Multicultural Education. If you would like to subscribe (or
unsubscribe)to this listserv go to
http://mail.nameorg.org/mailman/listinfo/name-mce_nameorg.org. You can
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------------------------------
Message: 8
Date: Tue, 28 Nov 2006 16:39:13 -0500
From: "Shonda McLaughlin" <mcshonda at gmail.com>
Subject: (Name-mce) ListServ Submission Request: Internship
Opportunities for People with Disabilities
To: name-mce at nameorg.org
Message-ID:
<4a3230b80611281339y224aa8s95735ddfc14cf726 at mail.gmail.com>
Content-Type: text/plain; charset=ISO-8859-1; format=flowed
Hello, is it possible to repost the announcement that follows? Thanks,
either way!
**
*LEADERSHIP DEVELOPMENT: *
*Internship Opportunities*
* *
The American Association of People with Disabilities (AAPD) is committed
to the development of leadership, employment, and self-sufficiency skills of
students with disabilities. In fact, through the sponsorship of Mitsubishi
Electric America Foundation and the Microsoft Corporation, students have
opportunities to develop those skills. * 2007 SUMMER CONGRESSIONAL
INTERNSHIP FOR COLLEGE STUDENTS WITH DISABILITIES*
Administered by AAPD and sponsored by the Mitsubishi Electric America
Foundation, second-semester sophomores through first-semester seniors
interested in working on Capitol Hill are encouraged to apply. Accepted
candidates will work in congressional offices in Washington, DC. Roundtrip
travel and housing will be provided to interns, and each student will
receive a stipend.
*Applications will be available in August 2006 from
www.AAPD.com<http://www.aapd.com/>
. Apply by: DECEMBER 1, 2006 (5:00pm, eastern). *
* *
*Questions and submissions for Congressional program to:
aapdcongintern at aol.com. *
* *
*2007 SUMMER INFORMATION TECHNOLOGY (I.T.) INTERNSHIP FOR COLLEGE STUDENTS
WITH DISABILITIES*
Administered by AAPD and sponsored by Microsoft Corporation, undergraduate
students interested in pursuing careers in information technology are
encouraged to apply. Accepted candidates will work in various agencies in
the executive branch of the federal government. Roundtrip travel and
housing will be provided to interns, and each student will receive a
stipend. *Applications will be available in August 2006 from
www.AAPD.com<http://www.aapd.com/>
. Apply by: DECEMBER 1, 2006 (5:00pm, eastern). *
* *
*Questions and submissions for I.T. program to: aapdmsintern at aol.com.*
* *
*For more information, please contact:*
* *
*Shonda McLaughlin, PhD, CRC*
*Program Manager of Mentoring & Leadership*
*American Association of People with Disabilities (AAPD)*
*1629 K St NW, Suite 503*
*Washington**, DC 20006*
*Number: 202-457-0046, Ext 26 or 1-800-840-8844*
*Email: shondamc at verizon.net*
--
As Salaam Alaikum,
Shonda McLaughlin, PhD, CRC
mclaughs at shondamclaughlin.com
41X!
------------------------------
_______________________________________________
This is a mailing of the National Association for Multicultural Education -
(NAME) Listserv. The materials included reflect diverse perspectives of NAME Listserv participants and do not necessarily reflect a position of the National Association for Multicultural Education. If you would like to subscribe (or unsubscribe) to this listserv go to http://mail.nameorg.org/mailman/listinfo/name-mce_nameorg.org. You can read all past postings in the archives at http://mail.nameorg.org/pipermail/name-mce_nameorg.org/
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End of Name-mce Digest, Vol 376, Issue 1
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