DOCSLIB.ORG

Doing the Lynch Tango: White Women, Black Men, and Racial Privilege

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Doing the Lynch Tango: White Women, Black Men, and Racial Privilege DOING THE LYNCH TANGO: WHITE WOMEN, BLACK MEN, AND RACIAL PRIVILEGE Robin Parker, J.D., Beyond Diversity Resource Center Contentious and distrustful interactions among black men and white women are not inevitably the product of the independent actions and intentions of the persons involved. Cultural narratives, which have long ascribed savage and bestial characteristics to black men, and passive and chaste characteristics to white women, shape modern-day interactions among the two groups and influence attitudes held in the wider society. Examination of cultural narra- tives offers an opportunity to better understand the sociological mechanisms that support racism and racial privi- lege, and to recast relationships that often have been rendered toxic by a potent but usually invisible ideology. A String of Firecrackers and worried about the ways anti-racism Some ideas are better expressed through training could go wrong. I knew that talking poetry. Writing an article about white women, about race could be a profound and black men, and the interplay of racial privilege transformational topic, but I had also been a among them is a topic so burdened with taboos, participant in many training sessions that went stereotypes, and historical tragedies that it is awry because they were badly taught. The difficult to find a good place to start. More problem was particularly acute for me because than other racial topics, this one requires a the courses we offered on race addressed the careñil understanding of the shared history that "tough" issues, such as racial privilege and white women and black men have had in the internalized oppression, and did not shy away United States, and a thoughtful understanding from talking about how participants were of the ideology that has shaped that history . different because of their uncommon racial Otherwise, any exploration of the ways the experiences, not just talking about how two groups have affected each other participants all held so much in common. disintegrates into the very misconceptions that One fall weekend, I was teaching our scholarly writing seeks to allay . I am not a "Basic Anti-Racism" course with a colleague. poet, but I have found that telling a story The training was a lively one, and was going sometimes creates a good place to begin a well: the participants were engaging, and the discussion when other devices fail. So, I will group was willing to share their experiences start with one of my own. with one another. Among the approximately I am a black man. About 15 years ago I 20 participants was Mary (not her real name), worked as a deputy attorney general and a white woman in her forties, who was an director of New Jersey^ Office of Bias Crime accomplished educator. During one of the and Community Relations. One of my discussions, Mary began to interrupt another responsibilities included offering anti-racism participant, a common occurrence when ("diversity") training to individuals and people get excited about a topic. Mary was organizations throughout the state; indeed, I seated directly across from me (everyone was not only ensured that the training was available, seated in a large circle), about 15 feet away, I also taught many of the training sessions with so I said, "Hold on a second, let' s let Anne colleagues from my office and with trusted finish," and simultaneously held up my hand in volunteers. Anti-racism training was a new a "stop" gesture. Mary did not stop, but went venture for me—^I'm a lawyer by profession— on to finish her thought in another few so during the first years of this undertaking, I sentences. The group's discussion then was especially nervous about my teaching skills continued unremarkably. 126 REFLECTIONS - WINTER 2010 Doing the Lynch Tango: White Women, Black Men, and Racial Privilege A few minutes latei; we took a scheduled lunch break could provoke ire and a complaint aftemoon break for fifteen minutes. During that I was either unfair about time allocation those breaks, participants usually relax, use or insensitive about the issues at hand. The the restrooms, and get refreshments. I went incidents were infrequent, but persistent outside the building to get some fresh air and enough to make me despair because no matter I after a few minutes walked back toward our how I tried to parse them, I could not I training room. As I emerged from an elevator understand why they continued. I knew that ' and walked into the hallway, I saw that some there were stereotypes about white women, of the participants were crowded around one stereotypes about black men, and stereotypes of the hallway benches and were apparently about white women and black men together. i consoling someone who was crying. As I Yet none of those seemed to fit my neared the group, I could see that it was Mary experiences. Besides, white women were who was in disfress. I asked her what was among the greatest supporters and attendants I wrong. She looked at me without answering at the anti-racism trainings. Unlike white men j and just shook her head. "Can anyone tell me (who usually did not attend), white women I what's going on?" I asked the group. No one were more often courageous about racial I would answer, but just looked at me with a issues and willing to take themselves and others ¡ sense of apprehension. to task. Indeed, they had been some of my best teachers about anti-racism efforts. Still, I told Mary I was concemed and wanted the string of firecrackers that was my freakish to help, and I asked her again to tell me what dealings with a small number of white women was happening. "I just don't know whether I continued to explode. can go on," she said. "When you put your hand , up and said 'stop,' it made me feel—like really I received some clarity in a training that threatened and unsafe." She then melted into happened late in 2008.1 had since stopped ; the bench and continued to cry for about 10 working for the State of New Jersey and had \ minutes until my fellow trainer was able to helped establish the Beyond Diversity ' convince her that it was worthwhile to Resource Center to continue anti-racism continue. She stayed for the remainder of the training and other human relations efforts. The training that day and the next, but appeared training director, Pamela Smith Chambers, and visibly wounded and quite wary of me. I were conducting a training session for ; I avoided making a further issue of the members of a nonprofit organization that ' incident during the training, but I was shocked wanted to ensure that its staff members kept \ by what had happened. I spent months trying their diversity skills sharp. One of the exercises to figure out what I had done wrong, and how we conducted is a now classic one in which ! I could have handled the situation better . I we asked participants to form a line standing spoke with other trainers whom I tmsted to shoulder-to-shoulder. I read a list of racial get some dispassionate assessments of the privileges and anti-privileges to the participants situation; I questioned how my own male and asked them to move forward or backwards privilege might have been at work; and I tried depending upon how each privilege or anti- to allow the incident to be an opportunity for privilege applied to them. Example: "If you my own leaming. Ultimately , I would have have ever been followed by a security guard constmed the incident as a singular anomaly in a store because of your race, take one step if I had not later experienced what became an back.... If you have never been followed by a ever-increasing list of similar experiences with security guard in a store because of your race, white women. take one step forward." This is a powerñil I As the years passed, wondering when and exercise and one that can bring up strong why a white woman would "have a meltdovm" emotions because of the visual impact it over something I said or did became a kind of inspires: members of the culturally privileged ; training expectation and a source of personal group—^white people—arrive at the front of I worry. Even something as seemingly innocuous the room because they have mostly taken steps as my dismissing a group of participants for a forward, and members of the culturally REFLECTIONS - WINTER 2010 127 Doing the Lynch Tango: White Women, Black t^en, and Racial Privilege unprivileged group—^people of color—arrive negative experiences I had with some white at the rear of the room because they have women during training sessions. I undertook mostly taken steps backward. this quest mindñil that my negative experiences After the participants moved themselves were repetitive but infrequent, and therefore I through the exercise, Pamela and I asked would be searching for the cause or causes of everyone to share their thoughts and feelings. a particular dynamic—^but certainly not the There was nothing unusual in this debrief only dynamic—^that happens between white compared to the many others we had done in women and black men. the past: emotions were high, and some individuals felt a startling sense of new leaming. History Written in Lightning/Leopard's After about 30 minutes we were about to Spots conclude the discussion, when one participant. What was happening in my interactions Sue (not her real name), a white woman in felt like it came from somewhere else, not her thirties, signaled that she would like to simply from the sometimes contentious make a comment.
Load more

Recommended publications
  • Perspectives of White UCT Students on Social Transformation Initiatives
    Perspectives of white UCT students on Social Transformation Initiatives Zenzile Molo Student Number: MLXZEN001 University of Cape Town Supervisor: Dr Wahbie Long Co-Supervisor: Dr Taryn van Niekerk Word Count: Abstract: 175 Main body:8181 Abstract In a post-apartheid South Africa, scholars across all disciplines have contributed to the study of transformation, race and ‘rainbowism’. Although a substantial amount of this literature features the voices of the marginalised majority, there are only a handful of studies that are focused on privileged white South Africans. This research begins to address this gap, by investigating the understanding and constructs of social transformation initiatives amongst white undergraduate students at the University of Cape Town. Three focus groups, each consisting of six participants, were conducted. A thematic analysis demonstrates that white students understand transformation as accessibility, equality and opportunity for other racial groups to climb the ladder and be equivalent to whites. Furthermore, while some students understand challenges to white privilege as critical to social and racial transformation initiatives, others employ strategies to resist ideas that counter white privilege. The paper concludes by arguing that this tension provides an opportunity for further exploration around constructions of transformation initiatives amongst young white South Africans. Keywords: accessibility; equality; opportunities; privileges; justice; transformation; education; language; apartheid; land; FeesMustFall Introduction In 2015, young black South African students stood in solidarity against injustices, inequalities and colonial images of the past calling for transformation, such as the #RhodesMustFall movement (Chaudhuri, 2016) which led to the #FeeMustFall campaign (Raju, 2017). These black students sound a call for a free decolonised education and a call to dismantle the legacy of colonialism and apartheid.
    [Show full text]
  • Discussion Guide for Educators
    DISCUSSION GUIDE FOR EDUCATORS Guide by Valeria Brown, MEd Beacon Press | beacon.org/whitefragility WHY SHOULD EDUCATORS READ WHITE FRAGILITY? White Fragility is a must-read for all educators because racial disparities in access and opportunity continue to be an urgent issue in our schools. An educator’s belief system can and does significantly impact how they approach teaching and learning.1 Therefore, in a school system in which the teaching population remains primarily white and the student population continues to become more racially diverse, it is necessary for ed- ucators to develop the skills to engage in conversations about bias, race, and racism—especially their own.2 Additionally, despite an educator’s best efforts, it is impossible to shield students from the hate-based violence they are exposed to on a national level. A report by the Southern Poverty Law Center, found that the rhetoric used by Donald Trump and his supporters, before and during the presidential campaign, had a significant impact on school climate.3 Teachers reported an increase in verbal harassment of students, the use of slurs and derogatory language, and instances involving swastikas, Nazi salutes, and Confederate flags. Eight in ten teachers reported heightened anxiety from students in marginalized groups, including immigrants, Muslims, African Americans, and LGBTQ youth. Each month, Teaching Tolerance, a project of SPLC, tracks and publishes hate incidents at US schools. The latest report, from November 2018, found that there were 59 reported incidents in classrooms, at school events, and on social media.4 Regrettably, stu- dents are living with hate in their midst at school, too, and it is imperative that educators take action.
    [Show full text]
  • White by Law---Haney Lopez (Abridged Version)
    White by Law The Legal Construction of Race Revised and Updated 10th Anniversary Edition Ian Haney Lόpez NEW YORK UNIVERSITY PRESS New York and London (2006) 1│White Lines In its first words on the subject of citizenship, Congress in 1790 restricted naturalization to “white persons.” Though the requirements for naturalization changed frequently thereafter, this racial prerequisite to citizenship endured for over a century and a half, remaining in force until 1952. From the earliest years of this country until just a generation ago, being a “white person” was a condition for acquiring citizenship. Whether one was “white” however, was often no easy question. As immigration reached record highs at the turn of this century, countless people found themselves arguing their racial identity in order to naturalize. From 1907, when the federal government began collecting data on naturalization, until 1920, over one million people gained citizenship under the racially restrictive naturalization laws. Many more sought to naturalize and were rejected. Naturalization rarely involved formal court proceedings and therefore usually generated few if any written records beyond the simple decision. However, a number of cases construing the “white person” prerequisite reached the highest state and federal judicial circles, and two were argued before the U.S. Supreme Court in the early 1920s. These cases produced illuminating published decisions that document the efforts of would-be citizens from around the world to establish their Whiteness at law. Applicants from Hawaii, China, Japan, Burma, and the Philippines, as well as all mixed- race applicants, failed in their arguments. Conversely, courts ruled that applicants from Mexico and Armenia were “white,” but vacillated over the Whiteness of petitioners from Syria, India, and Arabia.
    [Show full text]
  • Racial Equity Plan
    RED WING'S RACIAL EQUITY PLAN D R A F T : 2 0 2 1 Table of Contents Page 2: ............ Table of Contents Page 3: ............ City Mission and Vision Page 4: ............ Our Commitment to Racial Justice Page 5: ............ Acknowledgement of Harm Page 6: ............ Definitions: Working Toward Racial Justice Pages 7-8: ....... Why We Need to Do Better Page 9: ............ Timeline of Racial Equity Work P#ag2es 10-13: ..... Racial Equity Plan Draft Page 14-15: ...... How We Will Plan & Evaluate Progress W W W . R E D - W I N G . O R G 2 Red Wing's Vision Red Wing thrives as a vibrant, creative river town that values its natural environment, welcomes all people, and unlocks opportunity for everyone. Red Wing's Mission We strive to create a sustainable, healthy, accessible, resilient, and equitable community where every person #2 feels at home. How We'll Act We will create and maintain strong partnerships, be responsive to residents, and foster an active, healthy community where everyone feels welcomed, connected, represented, and encouraged to shape Red Wing's future. W W W . R E D - W I N G . O R G 32 Our Commitment to Racial Justice We seek to build a culture of inclusion and equity in Red Wing because all residents are vital to the spirit and success of our community. We desire to become a place where people of all races, ages, abilities, incomes, and backgrounds thrive and feel heard and connected. We will work so our city will be a place We now commit to acknowledging that where our elected and appointed pain and improving city policies and officials, city staff, schools, businesses, practices to consider the intended and nonprofits, boards, and other decision- unintended impacts that affect making entities all reflect the residents’ quality of life.
    [Show full text]
  • Exploring Race and Privilege
    Exploring Race and Privilege Exploring Race and Privilege presents materials on culturally responsive supervision from the second of a three‐part series designed for supervisors in teacher education. This series was developed in partnership with Dr. Tanisha Brandon‐ Felder, a consultant in professional development on equity pedagogy. This document contains handouts, planning tools, readings, and other materials to provide field supervisors with a scaffolded experience to improve their ability for culturally responsive supervision. The following materials build on the trust and community developed through the first set of activities The Power of Identity. Exploration of race and concepts such as white privilege will necessitate shared understanding of language and norms for conversation. 1. Understanding the Language of Race and Diversity 2. Ground Rules for Conversation 3. Color Line Instructions 4. Color Line Handout 5. White Privilege: Unpacking the Invisible Knapsack by Peggy McIntosh Understanding the Language of Race and Diversity Terms we all need to know: PREJUDICE Pre‐judgment, bias DISCRIMINATION Prejudice + action OPPRESSION Discrimination + systemic power. (Systemic advantage based on a particular social identity.) Racism = oppression based race‐ the socially constructed meaning attached to a variety of physical attributes including but not limited to skin and eye color, hair texture, and bone structure of people in the US and elsewhere. racism‐ the conscious or unconscious, intentional or unintentional, enactment of racial power, grounded in racial prejudice, by an individual or group against another individual or group perceived to have lower racial status. Types of racism: Internalized Racism Lies within individuals. Refers to private beliefs and biases about race and racism.
    [Show full text]
  • EXPLAINING WHITE PRIVILEGE to a BROKE WHITE PERSON... Gina Crosley-Corcoran
    EXPLAINING WHITE PRIVILEGE TO A BROKE WHITE PERSON... Gina Crosley-Corcoran Years ago, some feminist on the internet told me I was "Privileged." "WTH?!?" I said. I came from the kind of Poor that people don't want to believe still exists in this country. Have you ever spent a frigid northern Illinois winter without heat or running water? I have. At twelve years old, were you making ramen noodles in a coffee maker with water you fetched from a public bathroom? I was. Have you ever lived in a camper year round and used a random relative's apartment as your mailing address? We did. Did you attend so many different elementary schools that you can only remember a quarter of their names? Welcome to my childhood. So when that feminist told me I had "white privilege," I told her that my white skin didn't do shit to prevent me from experiencing poverty. Then, like any good, educated feminist would, she directed me to Peggy McIntosh's 1988 now-famous piece, "White Privilege: Unpacking the Invisible Knapsack." After one reads McIntosh's powerful essay, it's impossible to deny that being born with white skin in America affords people certain unearned privileges in life that people of another skin color simple are not afforded. For example: "I can turn on the television or open to the front page of the paper and see people of my race widely represented." "When I am told about our national heritage or about “civilization,” I am shown that people of my color made it what it is." "If a traffic cop pulls me over or if the IRS audits my tax return, I can be sure I haven’t been singled out because of my race." "I can if I wish arrange to be in the company of people of my race most of the time." If you read through the rest of the list, you can see how white people and people of color experience the world in two very different ways.
    [Show full text]
  • Critical Whiteness Studies and the “Jewish Problem”
    Balázs Berkovits Critical Whiteness Studies and the “Jewish Problem” The “whiteness” of Jews has recently become a popular topic both in public debates and in academic research (Critical Whiteness Studies). Within this discourse, “whiteness” is used as a critical concept denoting those who enjoy white privilege in American and other Western societies. However, attributing “whiteness” to Jews is more than controversial, for it assimilates the most persecuted minority in European history to the dominant majority, while downgrading the significance of antisemitism. This is a necessary move in order to reaffirm and critically address the fundamental nature of the black and white divide; however, it is questionable both methodologically and politically. Debates about Jewish whiteness Recently, there have been several debates in American newspapers and in the Jewish and Israeli press about whether “Jews were white.” For sure, the basic issue here is the meaning we attach to “whiteness” when attributing it to Jews, and the reason for doing so. Why should there be such debates? Furthermore, why does this topic seem to be so popular, and what are its stakes? The “whiteness” of Jews can be approached from two fundamentally opposing points of view, which entail two different meanings of whiteness. And even though the two meanings are linked, their respective usages are very different. The first usage is descriptive or interpretative, whereas the second is critical (these two are summarized with a special emphasis on the first, but not sufficiently distinguished from each other, by Green 2016b). From the first perspective, the question posed is whether Jews are still considered part of the nation, particularly in the American context, in a time when, under the Trump presidency, the Alt-Right has gained significant influence.
    [Show full text]
  • On Racism and White Privilege
    On Racism and White Privilege Excerpted from White Anti-Racist Activism: A Personal Roadmap by Jennifer R. Holladay, M.S. (Crandall, Dostie & Douglass Books, Inc., 2000) On Racism Racism is a doctrine or teaching, without scientific support, that does three things. First, it claims to find racial differences in things like character and intelligence. Second, racism asserts the superiority of one race over another or others. Finally, it seeks to maintain that dominance through a complex system of beliefs, behaviors, use of language and policies. Racism ranges from the individual to the institutional level and reflects and enforces a pervasive view, in white- dominated U.S. culture that people of color are inferior to whites. Racist beliefs include things like “White people are smarter than people of color,” or “White people make better teachers.” Racism can manifest itself in terms of individual behavior through hate crimes, or in institutional behavior through employment discrimination.1 Racism might manifest in individual language through the use of slurs, or in institutional policy through a school’s selection of Eurocentric textbooks. Related to these relatively obvious manifestations of racism is a subtle system that also contributes to the maintenance of the racial status quo. That subtle system is white skin privilege. On White Privilege White skin privilege is not something that white people necessarily do, create or enjoy on purpose. Unlike the more overt individual and institutional manifestations of racism described above, white skin privilege is a transparent preference for whiteness that saturates our society. White skin privilege serves several functions. First, it provides white people with “perks” that we do not earn and that people of color do not enjoy.
    [Show full text]
  • The New White Flight
    WILSON_MACROS (DO NOT DELETE) 5/16/2019 3:53 PM THE NEW WHITE FLIGHT ERIKA K. WILSON* ABSTRACT White charter school enclaves—defined as charter schools located in school districts that are thirty percent or less white, but that enroll a student body that is fifty percent or greater white— are emerging across the country. The emergence of white charter school enclaves is the result of a sobering and ugly truth: when given a choice, white parents as a collective tend to choose racially segregated, predominately white schools. Empirical research supports this claim. Empirical research also demonstrates that white parents as a collective will make that choice even when presented with the option of a more racially diverse school that is of good academic quality. Despite the connection between collective white parental choice and school segregation, greater choice continues to be injected into the school assignment process. School choice assignment policies, particularly charter schools, are proliferating at a substantial rate. As a result, parental choice rather than systemic design is creating new patterns of racial segregation and inequality in public schools. Yet the Supreme Court’s school desegregation jurisprudence insulates racial segregation in schools ostensibly caused by parental choice rather than systemic design from regulation. Consequently, the new patterns of racial segregation in public schools caused by collective white parental choice largely escapes regulation by courts. This article argues that the time has come to reconsider the legal and normative viability of regulating racial segregation in public Copyright © 2019 Erika K. Wilson. * Thomas Willis Lambeth Distinguished Chair in Public Policy, Associate Professor of Law, University of North Carolina at Chapel Hill.
    [Show full text]
  • Slavery in the White Psyche : How Contemporary White Americans Remember and Making Meaning of Slavery : a Project Based Upon Independent Investigation
    Smith ScholarWorks Theses, Dissertations, and Projects 2010 Slavery in the white psyche : how contemporary white Americans remember and making meaning of slavery : a project based upon independent investigation Ryan Nelson Parker Smith College Follow this and additional works at: https://scholarworks.smith.edu/theses Part of the Social and Behavioral Sciences Commons Recommended Citation Parker, Ryan Nelson, "Slavery in the white psyche : how contemporary white Americans remember and making meaning of slavery : a project based upon independent investigation" (2010). Masters Thesis, Smith College, Northampton, MA. https://scholarworks.smith.edu/theses/1104 This Masters Thesis has been accepted for inclusion in Theses, Dissertations, and Projects by an authorized administrator of Smith ScholarWorks. For more information, please contact [email protected]. Ryan Nelson Parker Slavery in the white psyche: How contemporary white Americans remember and make meaning of U.S. slavery ABSTRACT This qualitative study explored how contemporary white Americans remember and make meaning of U.S. slavery and assessed if there is psychological conflict in relationship to slavery. Semi-structured interviews were conducted with 15 participants who identify as “white” and were born and raised in the United States. Participants were asked to reflect on their memories of learning about, talking about, and knowing about the history of slavery; to share their internal representations of slavery and how they imagine their familial, personal, and imagined relationship with slavery; to report their beliefs about the impact of slavery on themselves personally and on contemporary society; and to share their ideas about how slavery should be taught to children. The findings indicated that many contemporary white Americans have an intense and conflictual emotional and psychological relationship to U.S.
    [Show full text]
  • White Privilege Shapes the U.S. by Robert Jensen
    White Privilege White Privilege Shapes The U.S. by Robert Jensen Here's what white privilege sounds like: I am sitting in my University of Texas office, talking to a very bright and very conservative white student about affirmative action in college admissions, which he opposes and I support. The student says he wants a level playing field with no unearned advantages for anyone. I ask him whether he thinks that in the United States being white has advantages. Have either of us, I ask, ever benefited from being white in a world run mostly by white people? Yes, he concedes, there is something real and tangible we could call white privilege. So, if we live in a world of white privilege--unearned white privilege-- how does that affect your notion of a level playing field? I ask. He paused for a moment and said, "That really doesn't matter." That statement, I suggested to him, reveals the ultimate white privilege: the privilege to acknowledge you have unearned privilege but ignore what it means. That exchange led me to rethink the way I talk about race and racism with students. It drove home to me the importance of confronting the dirty secret that we white people carry around with us everyday: In a world of white privilege, some of what we have is unearned. I think much of both the fear and anger that comes up around discussions of affirmative action has its roots in that secret. So these days, my goal is to talk openly and honestly about white supremacy and white privilege.
    [Show full text]
  • Reflections and Dilemmas at the Intersection of Racial Justice and My Jewish Identity Devra Goldstein [email protected]
    Clark University Clark Digital Commons International Development, Community and Master’s Papers Environment (IDCE) 5-2017 Commitment to Understanding and Understanding Commitment: Reflections and Dilemmas at the Intersection of Racial Justice and My Jewish Identity Devra Goldstein [email protected] Follow this and additional works at: https://commons.clarku.edu/idce_masters_papers Part of the Ethnic Studies Commons, Jewish Studies Commons, and the Religion Commons Recommended Citation Goldstein, Devra, "Commitment to Understanding and Understanding Commitment: Reflections and Dilemmas at the Intersection of Racial Justice and My Jewish Identity" (2017). International Development, Community and Environment (IDCE). 132. https://commons.clarku.edu/idce_masters_papers/132 This Thesis is brought to you for free and open access by the Master’s Papers at Clark Digital Commons. It has been accepted for inclusion in International Development, Community and Environment (IDCE) by an authorized administrator of Clark Digital Commons. For more information, please contact [email protected], [email protected]. Commitment to Understanding and Understanding Commitment: Reflections and Dilemmas at the Intersection of Racial Justice and My Jewish Identity Devra Goldstein May 2017 A Master’s Paper Submitted to the faculty of Clark University, Worcester, Massachusetts, in partial fulfillment of the requirements for the degree of Master of Arts in the department of International Development, Community, and Environment And accepted on the recommendation of Eric DeMeulenaere, Chief Instructor 1 Abstract Commitment to Understanding and Understanding Commitment: Reflections and Dilemmas at the Intersection of Racial Justice and My Jewish Identity Devra Goldstein As discussions of intersectionality and justice deepen and expand, this paper calls activists to include analyses of antisemitism in identity politics and organizing initiatives, most notably racial justice.
    [Show full text]