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1. Below is the Peggy McIntosh list of unacknowledged white privileges: 1. “ I can if I wish arrange to be in the company of people of my race most of the time. 2. If I should need to move, I can be pretty sure of renting or purchasing housing in an area which I can afford and in which I would want to live. 3. I can be pretty sure that my neighbors in such a location will be neutral or pleasant to me. 4. I can go shopping alone most of the time, pretty well assured that I will not be followed or harassed. 5. I can turn on the television or open to the front page of the paper and see people of my race widely represented. 6. When I am told about our national heritage or about “civilization,” I am shown that people of my color made it what it is. 7. I can be sure that my children will be given curricular materials that testify to the existence of their race. 8. If I want to, I can be pretty sure of finding a publisher for this piece on white privilege. 9. I can go into a music shop and count on finding the music of my race represented, into a supermarket and find the staple foods which fit with my cultural traditions, into a hairdresser’s shop and find someone who can cut my hair. 10. Whether I use checks, credit cards, or cash, I can count on my skin color not to work against the appearance of financial reliability. 11. I can arrange to protect my children most of the time from people who might not like them. 12. I can swear, or dress in secondhand clothes, or not answer letters, without having people attribute these choices to bad morals, the poverty, or the illiteracy of my race. 13. I can speak in public to a powerful male group without putting my race on trial. 14. I can do well in a challenging situation without being called a credit to my race. 15. I am never asked to speak for all the people of my racial group. 16. I can remain oblivious of the language and customs of persons of color who constitute the world’s majority without feeling in my culture any penalty for such oblivion. 17. I can criticize our government and talk about how much i fear its policies and behavior without being seen as a cultural outsider.

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18. I can be pretty sure that if I ask to talk to “the person in charge,” I will be facing a person of my race. 19. 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. 20. I can easily buy posters, postcards, picture books, greeting cards, dolls, toys, and children’s magazines featuring people of my race. 21. I can go home from most meetings of organizations I belong to feeling somewhat tied in, rather than isolated, out-of-place, outnumbered, unheard, held at a distance, or feared. 22. I can take a job with an affirmative action employer without having co- workers on the job suspect that I got it because of my race. 23. I can choose public accommodation without fearing that people of my race cannot get in or will be mistreated in the places I have chosen. 24. I can be sure that if I need legal or medical help, my race will not work against me. 25. If my day, week, or year is going badly, I need not ask of each negative episode or situation whether it has racial overtones. 26. I can choose blemish cover or bandages in “flesh” color and have them more or less match my skin. I repeatedly forgot each of the realizations on this list until I wrote it down. For me white privilege has turned out to be an elusive and fugitive subject. The pressure to avoid it is great, for in facing it I must give up the myth of meritocracy. If these things are true, this is not such a free country; one’s life is not what one makes it; many doors open for certain people through no virtues of their own.” 2. FREE SCHOOL MISSION STATEMENT The Brooklyn Free School (BFS) places the highest emphasis on the personal development of each student and seeks to minimize, or if possible eliminate completely, undue influence, pressure and stress that accrue from expectations on students to acquire the accepted wisdom of present day society or meet arbitrary standards, so that each child can become an independent learner and thinker. BFS is a true democratic school for children of all ages. Each child and staff member will have an equal voice in major decisions (and minor ones) affecting the day-to-day running of the school. BFS believes that all children are natural learners and they are fully supported to pursue any interest they have, in the manner they choose, at their own pace, and for as long as they want to, as long as they do not restrict any other person’s right to do the same. Admissions to the school are not based on ethnicity, income level or geographic location.

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The school takes full advantage of the tremendous diversity of individuals, businesses, organizations, and communities that the City of New York, and the entire Metro area, has to offer to build on students’ interests. At the Brooklyn Free School, no one (students, staff, or visitors) is discouraged from offering a class, event, or activity to the school, provided that it is non-compulsory. The school will spread the news about the effectiveness of democratic/ free schooling in the New York area to promote the growth of non-coercive education throughout the country and the world. The Free School is dedicated to the belief that all students must be free to develop naturally as human beings in a non-coercive educational environment and empowered to make decisions affecting their everyday lives and that of their community. The Brooklyn Free School is a democratic, free school founded on the principles begun with School in 1921, and adopted in one form or another by many schools in the late 1960s in the United States such as The Sudbury Valley School in Framingham, MA, and the in Albany, NY. Both of these schools are successful proponents of the democratic/free school model and The BFS incorporates major aspects of each of these schools in developing a unique culture for the NYC area. The school has accepted students aged 5 through 15, and will serve students up to 18 years of age by 2007. Students are not segregated by age. There is no set curriculum except the establishment of an all-inclusive democratic system that runs the school, and the communication of that system to all members of the school. The communication of the twin philosophical underpinnings of the school, including the democratic system stated above, and the understanding that students are free to pursue their individual interests for however long they want and in whatever manner they choose, thereby placing the responsibility for learning on the students, also constitutes the curriculum of the school. There are no compulsory grades, assessments or homework. The students are in charge of their own learning and progress and are able to adequately assess themselves and perform any additional work or learning outside of the school that they want to in line with their interests. The school strives to provide a multi-disciplinary, reality-based/project- based and applied learning approach to further the students’ understanding and appreciation of interests that they are pursuing. This includes the use of a varied and differentiated assortment of learning materials, supplies and resources, as well as frequent trips to visit individuals organizations, businesses, and/or communities in the New York Metropolitan area that can enlighten and enrich students’ understanding, knowledge and experience in a given area of interest. The school is independent, funded by tuition, grants, and individual contributions and donations and operates from September through June, as a

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day school, essentially mirroring the NYC public school calendar in most respects. The school opened in September, 2004. The annual tuition is $9,500 per year for 2005–2006, with reduced tuition granted on the basis of need. The goal of the school in this area is to be open to all. The Brooklyn Free School (917) 715–7157 120 16th Street, Brooklyn [email protected] Google, JUAL, AERO and IDEC for two high quality organizations which support and promote what the Brooklyn Free School does. 3. Bill Ayers and Bernadine Dorn in Race Course: Against White Supremacy, offer the following additional evidence for action on the part whites to seriously work towards reducing racism: …So in fact the United States was conceived as a white supremacist nation, and the American idea and experience was, from the very start, shot through with the assumption of white superiority. The consequences of this for African-Americans are too familiar. Both the corrosive and advantage advantageous implications for whites remain only like the examined and largely misunderstood. While white supremacy has been resisted and contested – primarily by its victims – it has never been upended, never massively rejected, never defeated, it changes form and shape from time to time, it is shot through with contradiction’s uneven exceptions, but back it comes, again and again, living within and among us right up to today. In other words, white supremacy has proven itself as an astonishing Lee and during social and cultural system, and the US in spite of its happy rhetoric, remains fundamentally dedicated to structures, institutions, and ideologies that construct and enforce white domination… …The “science of race,” is by now a thoroughly discredited myth: “the genes that regulate the amount of melanin beneath the skin are simply not expressed in the brain,” according to an interview with Dr. Robert Pollock by Patricia Williams. Pollock was a colleague of James Watson, the Nobel laureate and co-discoverer of DNA, who had made a string of racist comments in late 2007 that Pollock wanted to challenge. “The social responses to race a real; race is not,” he said. “Race is a choice…” …The edifice of racism is bigotry built, then, upon the hard ground of race as a convenient invention for violent exploitation. That is what WEB Du Bois had in mind when he declared the problem of the 20th century “The problem of the color line.” Now that we’re finished with that century – 100 years marked by unparalleled degraded nation and violence against people because of color, ethnic background, and national origin, and by extraordinary efforts on the part of the downtrodden and disadvantaged of the earth to which even extend human dignity and freedom – to blazes words remain lucid and significant. The problem of the color line persists… …Frederick Douglass – “Pride and selfishness… Never want for a theory to justify them – and when men press their fellow men, the oppressor ever

94 NOTES finds, in the character of the oppressed, a full justification for his oppression. Ignorance and depravity, and it inability to rise from degradation to civilization and respectability, are the most usual allegations against the oppressed. The evils most fostered by slavery and oppression are precisely those which slaveholders and oppressors would transfer from their system to the inherent character of their victims. Thus the very crimes of slavery become slavery’s best defense. By making the enslaved character fit only for slavery, they excuse themselves for refusing to make the slave or free man. A wholesale method of accomplishing this result is to overthrow the instinctive consciousness of the common brotherhood of man…” …So if white people worked hard and got ahead, the argument goes, black people should do the same…. …Set-asides,” “racial preferences,” and “affirmative action” just make no sense. For one thing, white people never got those advantages – okay, maybe race-based slavery was a wee advantage for some of us – so affirmative action for black folks would be unfair. But perhaps more important, those things would be bad for black people themselves, creating a “culture” and a practice of sloth… …Today, as a result of affirmative action for white people – usually called the creation of the “middle-class” – the typical white family has a network that is on average eight times the net worth of a typical black family. When black and white wage earners with identical incomes are compared, whites still have twice the wealth of blacks. Affirmative action: for whites only… …During the Great Depression, Congress created the homeowners loan Corporation as an aid to refinance mortgages in the face of massive threatened foreclosures. The government would grant and guaranteed loans, and the Corporation developed criteria and survey neighborhoods to assess financial risk – a scale of a 2-D, color coded within a designated as green, for most desirable and D as a red. Thus, in 1933 the concept of “redlining” was born and when the Federal Housing Authority was created in 1934 to guarantee mortgages and indemnify banks against risk of default, and relied entirely on the Corporation standards. “Redlining” was official government policy, and is alive and well today in spite of antidiscrimination laws and massive social upheaval… …The same 1969 decision absolved HUD of complicity in enforcing segregation – the excuse, as always, “we meant no harm – and Gautreaux appeals. In 1971 the US Court of Appeals reversed the lower court and found guilty of aiding and abetting the CHA in deliberate pattern of racial segregation. This ruling opened the gates to seek a metropolitan wide solution, and the cultural remedy came to be called “mobility based” housing…

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4. Dear Teacher: “I am a survivor of a concentration camp. My eyes saw what no man should witness: Gas chambers built by learned engineers. Children poisoned by educated physicians.....Help your students become human. Your efforts must never produce learned monsters, skilled psychopaths, educated Eichmanns. Reading, writing, math, science are only important if they serve to make our children more humane.” – Haim Ginot 5. Black and white students in three Bowling Green State University “Education In A Pluralistic Society” classes dialogued on the topic of “black/white relations.” Their brief reactions to the dialogue were taken. The African- American students responses to requests or questions about the dialogue are listed below under the heading “group A”. The white students responses appear below under the heading, “group B”. Group A African-American Group The following are student responses to the request to: “Please give your very brief reaction to the dialogue about black/white relations.” The class was very informative and provided insights on how white people feel about blacks and their problems. It also gave blacks and others and others an opportunity to voice their opinions. I would be willing to be on a panel, help with publicity, or support anything that would promote unity among all races. Today’s session was very beneficial and enlightening about black/white relations. Yes, today was good. This discussion was very informative. The first class was more open and willing to talk. I personally believe that this group session was very informative and more activities as this one should be held. I felt that today’s class has opened my eyes and helped me more to deal with another race. I myself accept people as they are, but today has given me a more positive attitude of whites. Group B. White Group This discussion was extremely important to me. I learned quite a bit. I was quite unsure about most forms of racism and this enlightened the topic. I enjoyed it and learned a lot. This was an excellent class. Very worthwhile – I really get locked out of interacting freely with blacks in our class.

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This class was very worthwhile to me. It is good to hear about other people’s opinions about trying situations. Sharing experiences gives the means to open people’s minds to hopefully get rid of stereotypes. I would help of lot if there were more organizations to help people become more aware and to promote a quality race relations. Interesting and informative. Even though it was very open, I found it hard to talk. I was surprised at how open the blacks were, but I really learned a lot from what they had this say! I have learned a lot from today’s session. It is really good to hear a black person’s point of view. I really feel like I have a greater understanding of our relationship with people of a different color. I would like to do this again. I felt that the session was somewhat enlightening because I guess I am a little naive of what my people have to say and how they feel. I really enjoyed the conversation. I learned a little about myself because my attitude about things is beginning to change. A think today’s session was really great. I felt I learned a lot about how people – white and black and both – felt about racism and how everyone thinks it needs to change. I feel that it is helpful to everyone to realize about the prejudices in the world and hopefully it can help to change things. I found the discussion today very interesting. I think it cleared up all lot of misconceptions. There are many positive thing said. At first I was scared to ask a question, but when I realized that they – blacks – are normal, I started talking and there are still more questions I would like to ask. Thanks to this class I find myself coming out of my prejudices and realizing that we are all “people”, not just black/white. I enjoyed the session. I wish there were more blacks as it could have been a little more personal or interesting. Perhaps a smaller group. Today’s session went really well. I learned a lot and I am sorry we just didn’t have more time because it was so interesting. And learned a lot from today’s session. I believe there was very worthwhile way to spend the class time. I feel that the discussion today was a great idea and very informative. And I feel it is a good idea to continue with these discussions. Maybe it should even be mandatory to take a black history class. Primarily because this would perhaps enhance better understanding and communication among races and maybe help some to be less prejudiced. The class was educational and I learned by speaking to an actual black. The class was good. I was surprised that most people said what they felt. It was great to be open and not feel bad for asking. It was great. I learned a lot from the panel.

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I really learned a lot. It really gave me a lot to think about. I really thought it was fantastic that people were so candid and frank. Talk this is a small step toward solving a giant problem but, we have to start to understand each other’s “worlds” then hopefully, one day we can live in one world! They enjoyed the discussion today. I learned a lot more of the black feelings that on this campus. Today was an eye opening experience. I am glad I had the chance to ask anything. When interacting publicly one doesn’t have the chance to speak up without feeling threatened. I believe our class was very open. It was comforting to hear that they had views that people are people. I agree with this view and I hope to gain even more understanding in the future. I thought this discussion was very interesting. I didn’t find it hard talking to them and they were very helpful and open for discussions about any topic. A think today’s session was very helpful for me personally. It made me think a lot about my views and other people’s, too. I still feel extremely frustrated, like there is no answer – like society still has control over the situation. It really the depresses me. Today’s session was very interesting and informative. I think I now know more about both sides and the feelings that go along with being black or white. I hope to see people for what they really are and not have good skin color influence me. So far in life I feel like this has been an important value and I’m determined to live by it. I’m really glad that this panel came to our class. I think I understand black people more and this really frustrated that I can’t do more for them. These are really nice people and they shouldn’t be treated like this, not discriminated against because of their skin color. I think that the class went well but I believe the discussion could have been longer. I felt this discussion was very enlightening. I felt I finally–I came from an all-white small town – got some insight on how black people feel. I wish we could have more of these discussions. I thought was very interesting. I know next to nothing about black people so was educational for me. The following are responses to the question from an all-white BGSU Political Science 101 class, to the question, “What do you believe to be true about black people?” The second set of responses are to the question, “what do you want to know about racism?” These responses were given in the early 1990s. The responses are divided into two categories. The first set of responses includes those answers to question one that were judged to be “fair” [not unfair] by one intelligent black student.

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Fair responses- A Question one—“What do you believe to be true about black people?” Responses: They have two legs. Like you they are just like white people. They were put into a defensive position and into poverty by racist whites. If their attempts at self-betterment hadn’t been halted so often, the only distinguishing differences between whites and blacks would be skin tone. They are human beings—people! Black people are humans like the rest of us. I have a lot of close black friends. I don’t think of them as black or white. Their skin is just little darker. Their skin is darker than white persons; but to say anything else I would have to know the person first. That they are basically the same as we are. There seems to be a unity among black people. They grouped together like a group who cares about its citizens. There is strong brotherhood. I think that they are basically cool. So are white people. Their skin is darker than mine. Many black people are themselves prejudiced towards white people, and many of them feel racism isn’t a one-way term describing whites treatments of blacks. Something I believe true of the black people: I think they are unique individuals – just the same as whites. They are more prone to sickle cell anemia than white people. They are oppressed racially. They are still discriminated against. Blacks tend to believe—not all – that they are the only ones discriminated against. A lot of them did not realize that sometimes whites are discriminated against by them also. Black people are the same as white people, red people, yellow, Hispanic people etc. There’s no reason for any difference in treatment due to race. From Africa. They are the same as white people except for the color of their skin. It is true, though, that they tend to stick together a lot more than whites. Their skin contains darker pigmented cells than Caucasians. They are minority in the U.S. But there’s still a lot of resentment between blacks and whites today. They are treated with less dignity than whites. They’re just the same as white people with different colored skin. They are the same as anyone else, only cultural differences, if that. Skin color is only skin color.

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I feel, however, the blacks have been forced into a stereotype for so long that now they think that that is how they are supposed to be. I believe blacks are supposed to be tough and mean, and so they are beginning to fulfill our expectations. They are no worse than white people; they should have the same and equal rights. They suffer from institutionalized discrimination. Blacks are discriminated against. Have feelings just like everybody else. Question 2 “What do you want to know about racism?: Responses: What steps are being taken to overcome it? I would like to know why people feel they must keep some segments of society below them in order to make themselves supreme. What can be done about it? I want to know why it exists—and how it can be eliminated? Anything on the subject. I’m taking ethnic studies right now, so I’m already learning about racism. Not sure. Why the majority of white population in the U.S. act racist towards blacks? Why is it that we can’t just stop it? Is racism a declining or growing problem in American society? Also, information in general. What do I want to learn today? Of racism. Idle but I’ve learned that it is not as big a problem on campus as the media states? I would like to learn if there is any solution was to the problem of racism on college campuses today. Why we, even today, discriminate on a racial basis? How and why does racism still exist when we come on as Americans, consider ourselves to be highly reasonable and intelligent people? More of the reasoning people—black and white—have for their prejudices. Why it still exists? What can be done to stop it!?!? How racism can be prevented at the Bowling Green? How bad is it really? How does it affect the person being prejudiced against? I would like to know how blacks feel about whites who try so hard to equalize things. What do the blacks feel about this? Why do their government programs feel a need for a special “quotas” of minorities for certain programs?

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Something I don’t know about black people: is it legal to be segregated anywhere in the United States? I would like to know if racism is on the decline, staying the same, or increasing in the United States. Why do people feel he or she is better just because of the color of his or her skin? Why do some people actually believe they are superior to others? Why is it so hard to get rid of; why it’s so persistent? I would like to know how much racism is really going on in our society today. They say things have changed, but have they? How many racial riots are there currently on average on campus—per year. Some myths that we believe about other races/cultures that are not true yet we the believe them. How to change people’s minds to help get rid of it. The following statements were judged to be “unfair” by a one highly intelligent African-American student. Question one—“What do believe to be true above black people?” There are some people who feel the need to act the stereotypical view other people hold of them and act like assholes. Majority tend to be less intelligent; don’t express themselves well. There are exceptions. Use jive language. Black people are the cause of a lot of bad crimes. They made great basketball players. They are more inclined to be criminals. I have found only one thing interesting about blacks: they do not need to go to tanning booths because of their dark tan skin so they save money. They have darker skin and curly hair. Some are too paranoid about racism and don’t give white people a chance. They don’t command the power that whites do because of the position they held for years—since slavery. Though I don’t feel it should be this way. They’re less educated overall than whites. They are minority in the United States. They get more money, in the form of scholarships than whites in the United States. Responses judged to be unfair by one intelligent African Americans student regarding the question: “What you want to know about racism?” How much does it still exist and where is the majority? How can we make them productive and basically equal to us? Why does everyone consider the white population to be racist? How different races feel about whites. I would like to know what people think that this university discriminates against them?

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What you want to tell me about racism? Why is it that only blacks speak with such a strange dialect? 6. A new report from the Civil Rights Project at UCLA analyzes data from 26,000 U.S. middle and high schools to estimate over two million secondary school students – one in nine – were suspended at least once during 2009– 2010. Research indicates suspension even once in the ninth grade doubles likelihood of dropping out. Suspension rates in middle and high schools have increased dramatically since the 1970s, especially for black students, to the extent that about one in four black secondary school children today, and nearly one in three black middle school males, was suspended at least once in 2009–2010. Black female secondary students were suspended at a higher rate (18.3 percent) than male counterparts from all other racial/ethnic groups. One in five secondary school students with disabilities was suspended (19.3 percent), nearly triple the rate of students without disabilities. The highest rates were at the intersection of race, disability, and gender: 36 percent of all black middle school males with disabilities were suspended one or more times. The analysis also found suspension “hotspots”: In 323 districts, suspension risk for all secondary students was 25 percent or higher. Nationally, 2,624 secondary schools suspended 25 percent or more students annually; for 519 schools, suspension rates equaled or exceeded 50 percent. Nearly 7,000 secondary schools with at least 50 members of a racial subgroup, English learners, or students with disabilities met or exceeded suspension rates of 25 percent for at least one subgroup. In contrast, 7,710 secondary schools in 3,752 districts did not exceed 10 percent for any subgroup with at least 10 members. Chicago had the highest number (82) of high-suspending hotspot secondary schools in the nation. 7. The book by Bill Ayers in Bernadine Dohrn, Race Course: Against White Supremacy, 2009, Third World press, Chicago includes what appears below: We have watched with horror and anger and oppositions as the country has been marched step-by-step toward a more certain and definitive authoritarianism since 9/11. “The state of emergency in which we live,” wrote Walter Benjamin, “is not the exception but the rule.” It’s not the whole story, to be sure – but it is, without a doubt a bright thread that is both recognizable and knowable. 1. Empire resurrected in the name of renewed and powerful patriotic jingoistic nationalism. 2. war without end. 3. identification of opaque enemies as a unifying cause. 4. unprecedented and unapologetic military expansion and militarism. 5. rampant supremacy. 6. sexism intact and unyielding and organized campaigns to violate the fundamental rights of women and girls.

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7. mass incarceration and disenfranchisement. 8. intertwining of religion in government. 9. unprecedented concentration of wealth. 10. overwhelming greed putting planetary survival in question, and the abdication of responsibility for environmental catastrophe. 11. the shredding of constitutional and human rights, and the hollowing out of democracy. 12. corporate power unchecked. 13. the creation of popular movements based on bigotry, intolerance, and the threat of violence, and the scapegoating of targeted vulnerable groups. 14. fraudulent elections. 15. disdain for the arts and for intellectual life – and on and on. 8. From Colorlines.com 6/13/13. A new report released Monday by Asian Americans/Pacific Islanders in Philanthropy takes a rare look at an often overlooked subgroup of young people: Asian American, Pacific Islander and AMEMSA boys and young men. AMEMSA stands for Arab, Middle Eastern, Muslim and South Asian—it’s a handy acronym worth remembering in a post-Sept. 11 U.S. context, where members of these communities often have overlapping experiences, but more typically, are seen as indistinguishable from each other. So what ought we know about the boys and young men of these communities? Some of the facts may surprise you—and to the extent that they do, serve to highlight the grave misunderstandings the wider public has of Asian-American and AMEMSA communities broadly. Misunderstandings abound in part because of a stubborn model minority myth that suggests that all Asian Americans are wealthy, high-achieving and well-educated. The reality is far from that blanket picture. The U.S. Census Bureau’s own “Asian” category now encompasses 23 different Asian subgroups, all of whom have vastly different migration histories and cultural backgrounds. Some Asians came to the U.S. as refugees of war in the 1970s, some as laborers in the 19th century, some as newly recruited engineers to the tech industry. With all that difference and with no unifying linguistic or cultural binder, Asians are a truly difficult community to categorize. So what about those facts? – Racial profiling is a routine part of life for Southeast Asian and Pacific Islander boys. In 2006 in Oakland, Calif., those of Samoan descent had the highest arrest rate of any racial or ethnic group, coming out to 140 arrests for every 1,000 Samoans in Oakland. – Asian-American, Pacific Islander and AMEMSA youth are the most frequent targets of school bullying. More than half of Asian-American teens are bullied in school. At 54 percent, the rate far exceeds the rates reported by white teens (31 percent), Latino teens (34 percent) and black

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teens (38 pecent). And yet, youth rarely report the incidents of harassment, fearing retaliation or because they lack the linguistic capability to voice their needs. – The rates of bullying are higher for turbaned boys. For South Asian boys who wear turbans, nearly three-quarters, or 74 percent, report facing some religious or racial bullying. It’s common for turbaned youth to be called terrorists. – Asian-American LGBTQ youth in particular deal with homophobia, transphobia and racism in school. Nearly one-third of Asian-American LGBTQ youth reported dealing with harassment based on their race. And in a California report of LGBTQ youth, Asian-American youth reported the highest incidence of bullying of any group of students of color. – More than 40 percent of Hmong youth live in poverty. Rates for other Southeast Asian youth are similarly high. Thirty-one percent of Cambodian youth live in poverty, compared to 27 percent of black youth and 26 percent of Latino youth. Almost half of Bangladeshis too (44 percent) are considered low-income, along with 31 percent of Pakistanis. – Many Asian-Americans are undereducated. Among the broader U.S. population, 19 percent of people in the U.S. lack a high school degree or GED, but more than 40 percent of Cambodians, Laotians and Hmongs, do not have a high school degree. – One in four Koreans in the U.S. is undocumented. And one in six Filipinos is undocumented. And between 2000 and 2009 the undocumented Asian Indian population grew 40 percent. The nation’s immigrant community is broad and multifaceted; these statistics attest to that. 9. (Gail Brenner – The wisdom of forgetting what you know – we are so afraid to let go, to just be, to allow the unfolding of this marvelous life without getting in the way. This fear keeps us paralyzed and stuck. And longing for the peace that is possible – if only we would put down all the efforts we make to know. There is no greater gift you can give yourself than the invitation to enter the world than not knowing. Why? If you are always going to know what you know now, things will always be the same. How could they change? And by thinking you know what will happen, you are closing yourself off to the unimaginable – endless peace, unspeakable joy, all in wonder.”

10. ESTABLISHMENT PRIORITIZES TRAINING From and unfixed point of view it may be said that a shallow thinker promotes training and shows the narrow thinking of the military industrial, prison complex by stating the following: “To date, 24 state school chiefs, 99 district superintend dents, the Council of the Great City Schools and 76 advocacy organizations across 42 states and the District of Columbia have endorsed the

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Review which said: “Teacher education is at a turning point. With the publication of the Teacher Prep Review, the consumers of teacher preparation aspiring teachers and districts—at last have the information they need to choose what programs to patronize. Collectively, their choices will shift the market toward programs that make TRAINING A PRIORITY. Policymakers, too, will raise their expectations of teacher preparation in the wake of the Teacher Prep Review, and will implement new accountability mechanisms to ensure that more new teachers get what they need to help their students succeed (ECONOMICALLY/MATERIALLY—my note). By productively engaging with these developments, teacher educators can help propel the country to the top of the global ranks of educational achievement.” (temporary economic achievement). Endorsers: There is a lot of support for strengthening teacher prep. To date, 24 state school chiefs, 99 district superintendents, the Council of the Great City Schools and 76 advocacy organizations across 42 states and the District of Columbia have endorsed the Review. 11. Shaunacy Ferro, Internet Popular Science, stated: “Nicholson Baker isn’t the first to suggest we turn the much-maligned subject into an academic elective, in order to put those who struggle endlessly with math out of unnecessary misery. Last summer, a New York Times op-ed by Andrew Hacker made much the same point: The myriad roadblocks in our educational system that can only be surpassed by proving competent in algebra and upper level math–like high school exit exams and college applications, even for future arts majors– set up the non math-minded to fail, and often, to drop out of school altogether, he posits. Many of today’s math requirements are relics of the Cold War. If we would just do away with upper-level math requirements in high school, the high school dropout rate would decline, both writers argue, as many educators say algebra is the major academic reason for dropping out. As Baker puts it: “Show your work, or you fail. FML!” So why are we so into algebra? Baker points out that many of today’s math requirements are relics of the Cold War. In 1950, only 25 percent of students in the U.S. were taking algebra.” 12. “comment–and koan what you defend against you make real that’s why racism is such a big deal there is only one race and upon me be the ego wants to be free and in the end there is no one to win (the race)...

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no race not even one there is no color that can be free not in you and no me how do you realize yourself when you see not free if your mind is real and it content be? There is no mind and no not free no self or other especially my brother the ideas to let go have to do with what you know if what you know is who you be realize you and your mind not real your free! ...just be kind” Tom Pritscher (author’s brother) 13. Carr, Paul R. and Lund, Darren E. The Great White North? Exploring Whiteness, Privilege and Identity in Education: “Whiteness in Canada from an impressive line-up of leading scholars and activists. The burgeoning scholarship on Whiteness will benefit richly from this book’s timely inclusion of the insights of Canadian scholars, educators, activists and others working for social justice within and through the educational system, with implications far beyond national borders. Over 20 leading scholars and activists have contributed a diversity of chapters offering a concerted scholarly analysis of how the complex problematic of Whiteness affects the structure, culture, content and achievement within education in Canada.” 14. CEREBRUM AND CEREBREE Cerebrum and Cerebree agreed to have a battle, Cerebrum said Cerebree was a little tattle. Cerebre tattled about what he was taught. His teachers told him he could say naught. Cerebree’s teachers told him what to think, This, thought Cerebree, made him a dink.

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He wanted to strongly to decide for himself, He wanted to avoid being someone’s elf. He noticed his teachers were not free, To be the teacher they wanted to be. Teachers were turned into someone’s mail carriers. Because their teachers were trained to be nice harriers. Punishments and rewards, teachers were taught to give. Without thinking they do that in a poor way to live. 15. JESMYN WARD, DeLisle, Miss.: “As a child of the ’80s, my realization of what it meant to be black in Mississippi was nothing like my grandmother’s in the ’30s. For her it was deadly; it meant that her grandfather was shot to death in the woods near his house, by a gang of white patrollers looking for illegal liquor stills. None of the men who killed her grandfather were ever held accountable for the crime. Being black in Mississippi meant that, when she and her siblings drove through a Klan area, they had to hide in the back of the car, blankets thrown over them to cover their dark skin, their dark hair, …That living in a country where one group of people owned another group of people for some 250 years yielded a culture where one life was worth less than another. Again and again. Then and now….In the end, I learned that all I could do against something so great and overwhelming, all those histories and years and lives and deaths and threats secreted like seeds, was to open my mouth and speak. I could not let it silence me as it had done when I was younger. There is power in naming racism for what it is, in shining a bright light on it, brighter than any torch or flashlight. A thing as simple as naming it allows us to root it out of the darkness and hushed conversation where it likes to breed like roaches. It makes us acknowledge it. Confront it. And in confronting it, we rob it of some of its dark pull. Its senseless, cold drag. When we speak, we assert our human dignity. That is the worth of a word.” Jesmyn Ward is the author of the novel “Salvage the Bones” and the forthcoming memoir “Men We Reaped.” 16. “Children are born with a sense of wonder and an affinity for Nature. Properly cultivated, these values can mature into ecological literacy, and eventually into sustainable patterns of living.” Zenobia Barlow – 17. Re: Contingent superorganisms from edge.org, Amy growth states: “Biologists have joined with social scientists to form an altruism debunkery society”—pushing the belief that every altruistic act is done in self-interest. But a new concept, “contingent superorganisms,” says that we live life on a few different hierarchies. The idea is that when you reach a higher level, you are willing to put the success of the group or a higher cause above one’s own. This is what drives militaries, fire departments, and rock bands.” Einstein’s life shows he put the community ahead of himself.

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18. Dave Doane quoted Wavy Gravy who said: “If you don’t have a sense of humor, it’s not funny.” 19. Resource List for Dialogue and Action on Racism and Civil Rights from WWW.EverydayDemocracy.org The following resources are for individuals, community leaders and groups, law enforcement officials and elected leaders who want to learn about, organize dialogue, and take action to address specific aspects of structural racism. I. To address structural racism and inequities: 1. Guides for community dialogue and collaborative action: • Facing Racism in a Diverse Nation: A Guide for Public Dialogue and Problem Solving: http://www.everyday-democracy.org/en/Resource.91.aspx • Dialogue for Affinity Groups: http://www.everyday- democracy.org/en/Resource.95.aspx • Talking Points: Ten Lessons for Talking About Racial Equity in the Age of Obama: http://opportunityagenda.org/ talking_points_ten_lessons_talking_about_racial_equity_age_ obama 2. Training and tools to address structural racism: • ARC (Applied Research Center) Toolbox: http://www.arc.org/content/blogcategory/77/214/ • Haas Center for Diversity and Inclusion at UC Berkeley: http://diversity.berkeley.edu/vcei • Hope in the Cities/Initiative of Change USA: http://www.us.iofc.org/trustbuilding-iofc-workshops • Kirwan Institute for the Study of Race and Ethnicity (research and reports): http://kirwaninstitute.osu.edu/complete-research-listing/ • Race Matters Toolkit (Annie E. Casey Foundation): http://www.aecf.org/KnowledgeCenter/PublicationsSeries/ RaceMatters.aspx • Structural Racism and Community Building (The Aspen Institute Roundtable on Community Change): http://www.aspeninstitute.org/sites/default/files/content/ docs/rcc/aspen_structural_racism2.pdf • Intergroup Resources online resource center: http://www.intergroupresources.com/about-us/ 3. Stories of Communities Working for Racial Equity:

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• Communities Creating Racial Equity Initiative: http:// www.everydaydemocracy.org/en/Page.ccre.aspx II. To address racial profiling and improve community-police relations: 1. Guides for dialogue and collaborative action: • Protecting Communities, Serving the Public: Police and Residents Working Together to Build Relationships: http:// www.everyday-democracy.org/en/Resource.26.aspx • Conducting A Discussion on Race: http://www.justice.gov/archive/crs/pubs/dialogueguide.pdf 2. Tools and resources on community-police relations, racial profiling and community-oriented policing services: • Promoting Cooperative Strategies to Reduce Racial Profiling: http://www.cops.usdoj.gov/Publications/e08086157.pdf • Building Communities of Trust: A Guidance for Community Leaders: http://www.theiacp.org/portals/0/pdfs/ BCOTGuidanceForCommunityLeaders.pdf • Racial Profiling Curriculum, Resources, and Know Your Rights: http://www.naacp.org/pages/criminal-justice-resources • COPS + Not In Our Town - tools, resources and stories on community-police relations, profiling and collaborations: http:// www.niot.org/cops/ 3. Community and law enforcement trainings to prevent racial profiling: • Responding to Allegations of Racial Profiling: This eight-hour course given by the U.S. Department of Justice, Community Relations Service, brings together law enforcement and community members to address perceived racial profiling and biased policing practices. This course can be tailored to the specific needs of a community, and offers various benefits. It is helpful in reducing tensions and creating a shared understanding of factors that contribute to mistrust; it is an effective way to begin a police-community relations initiative or problem- solving process; and, it encourages collaborative policecommunity relations. PowerPoint of Training Module: https://www.ncjtc.org/CJCI/conferences/MJ/Presenter %20Materials/Lieu_Russo_Racial_Profiling.pdf 4. Community mediation services and resources for communities and law enforcement:

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• Mediation of Community Racial Disputes and Conflicts: http://www.justice.gov/crs/pubs/med-comm-racial-disp.pdf 5. Stories of successful community-police dialogues and collaboration: • Video – Hopkinsville, Ky., residents make strides in improving police-community relations: http://www.everyday- democracy.org/en/Resource.165.aspx • Video – South Bronx Conversations for Change (NYFaithJustice.org on improving policecommunity relations): http://www.youtube.com/watch? v=xaYNwsAAH5w&list=PLF813240ECD1BDCBF • News Clip – “Study circles” a safe space to make progress on tough issues – Fayetteville City Council approves new police search policy: http://www.everydaydemocracy.org/en/Article. 1317.aspx III. To help frame dialogue and action on police stop and frisk issues: 1. What to do when stopped by a law enforcement officer: • Information guide – What To Do If Stopped by an Officer of The Law: http://www.justice.gov/crs/pubs/3-foldbr.pdf 2. Can a police officer stop and frisk you, and, if so, is it “unconstitutional”?: • Information: http://legal-dictionary.thefreedictionary.com/Stop +and+Frisk • Stop-and-Frisk: Build Trust, Not Bust It: http://www.theharwoodinstitute.org/2013/08/stop-and-frisk- build-trust-not-bust-it/ IV. To help frame dialogue and action on ‘Stand Your Ground’ laws 1. States with “Stand Your Ground” Laws: Does the ‘Stand Your Ground Law” reign in your state?: http://www.lawyerscommittee.org/about/letters?id=0026 2. Reports and Information on “Stand Your Ground” and the Castle Doctrine: • National Association of District Attorneys Symposium on Expansions to the Castle Doctrine (a 2007 report): http:// www.ndaa.org/pdf/Castle%20Doctrine.pdf • Standyourground.org site: http://floridastandyourground.org/ V. To help frame dialogue and action on Voting Rights Act Section 4 and the U.S. Supreme Court Ruling

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1. Protections Under Section 4 of the Voting Rights Act: • Creating a Federal Right to Vote: http:// www.americanprogress.org/issues/civilliberties/report/ 2013/06/25/67895/creating-a-federal-right-to-vote/ • Shelby County vs. Holder (a New York Times guide to the U.S. Supreme Court Ruling): http://www.nytimes.com/interactive/ 2013/06/25/us/annotated-supremecourt-decision-on-voting- rights-act.html?_r=0 2. Resources and tools on voting rights: • Advancement Project resource page includes tools on voting rights: http://www.advancementproject.org/resources/c/tools-and- resources VI. Resources on the Movement for Racial Equity and Civil Rights, past and present • Some of the organizations at the forefront of the struggle for civil rights and racial equity • Advancement Project: http://www.advancementproject.org/ • Applied Research Center: http://www.arc.org • Asian and Pacific Islander American Health Forum: http:// www.apiahf.org/ • Center for Community Change: http://www.communitychange.org/ • Center for Social Inclusion: http://www.centerforsocialinclusion.org/ • Dēmos: A Network for Ideas and Action: http://www.demos.org • Joint Center for Political and Economic Studies: http:// www.jointcenter.org/;Also see: http://jcpes.wordpress.com/ 2013/08/22/within-our-lifetime/ • Kirwan Institute for the Study of Race and Ethnicity: http:// kirwaninstitute.osu.edu/ • National Association for the Advancement of Colored People (NAACP): http://www.naacp.org • National Congress of American Indians: http://www.ncai.org/ • National Council of La Raza: http://www.nclr.org/ • National Urban League Inc.: http://nul.iamempowered.com/ • PICO National Network: http://www.piconetwork.org/ • Poverty & Race Research Action Council: http://www.prrac.org/ For complete list of over 200 organizations committed to and working for civil and human rights, go to the Leadership Conference on Civil and Human Rights website: http://www.civilrights.org/ about/the-leadership-conference/coalition_members/

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VII. The 50th Anniversary of the March on Washington resources • Smithsonian Institution’s Oral History of the March on Washington: http://www.smithsonianmag.com/history-archaeology/an-oral- history-of-the-marchon-washington/ • The March, a film by James Blue http://www.c-spanvideo.org/ program/

112 REFERENCES

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Seigel, D. J., & Bryson, T. P. (2011) The Whole-Brain Child. New York: Delacorte Press. Sizer, T. R. (1984). Horace’s compromise: The dilemma of the American high school. Boston: Houghton Mifflin Company. Stutz, P., & Michels, B. (2012). The tools: Transform your problems into courage, confidence, and creativity. New York: Spiegel and Grau. Tavris, C., & Aronson, E. (2007). Mistakes were made (But not by me), Orlando, Florida: Harcourt Inc. Tolle, E. (1997). The power of now. Vancouver, B.C. Canada, Namaste Publishing. Tugend, A. (2011). Better by mistake: The unexpected benefits of being wrong. New York: Penguin. Van, R., Erik, J., & Hamer, R. (2010). The meaning of learning and knowing. Boston, Sense Publishers. Whitehead, A. N. (1957). The aims of education and other essays. New York: Macmillan. Wiener, N. (1954). The human use of human beings: Cybernetics and society. Garden City, N.Y.: Doubleday Publishing Company. Wright, R. (2000). Nonzero: The logic of human destiny. New York: Pantheon Books. Zolli, A. (2012). Resilience: Why things bounce back. New York: Free Press.

115 INDEX

Abraham Kaplan, 36, 47–52, 54, 56, 57, blind spot, xiii, xiv, xvii, xviii, 19, 20, 60–63, 76, 87, 114 22, 23, 28, 37, 38, 40, 70, 78, 80, Abraham Maslow, 36, 114 86, 88–90, 113 Adam Grant, 63 Board of Ethnic Minority Affairs, 11 affi rmative-action, 22, 92, 95 Bowling Green State University, vii, 19, Aimee Groth, xviii 28, 70, 96, 119 Alan Watts, 58 Brian Nosek, 9 Albert Camus, 52 Brooklyn Free School, 15, 92–94 Albert Einstein, 12, 17, 33, 36, 37, 46, 50, Brophy and Good, 72 52–54, 60, 62, 63, 78, 86, 107, 119 Brown versus Board of Education, 65 Alexander Trenfor, 34 buying wisdom, 65 Amadou Diallo, xix AMEMSA, 103 Carl Rogers, 36, 40, 41, 114 American Gulag, xx Carlo Ricci, vii, xi, 55, 56, 60, 76, 83, American Psychology Association, 11 86, 114 Andrew Hacker, 64, 105, 114 Carla Trujillo, 72 Ann Arbor Michigan, 29, 30 changing minds and changing lives: APA, xviii combating racism, 87 Apartheid, 65, 80, 81 Chicago public schools, 10 ARC, 8, 108, 111 Chief Justice John Roberts, 9 ASCD, 55 Christopher Smitherman, xi, 22, 70 Ashoka foundation, 89 chunking, 43 Asian Americans/Pacifi c Islanders, 6, civil disobedience, 55, 79 31, 103, 104, 111 Civil Rights Act of 1964, 89 awakin.org, 6, 7, 15, 62 Civil Rights Project at UCLA, 102 Ayers and Dohrn, 10, 11, 75, 76, 88, Civil War, xix 102, 113 Clarence Page, 25 Colorlines, 9, 103 Banaji, xiv, xviii, 89, 90, 113 common cause, 27 Bernadine Dohrn, 10, 11, 75, 76, 88, common core, 41 102, 113 complex events, xv BGSU, 19, 20, 22, 41, 70, 71, 98 Congressman James McGovern, 8 Bill Ayers, xi, xix, 10, 11, 16, 75, 76, Congressman Lewis, 12 82, 86, 88, 94, 102, 113 construction and perpetuation of Bill Gates,xvi, 82 whiteness, 83 Birmingham, Alabama, 11 Cook County Jail, 10 birth of a nation, 19 Copernican transformation, 61 black laws, xx curiosity, 3, 4, 14, 59, 63, 67, Blade editor Murray, 87 75, 88

117 INDEX

Dalai Lama, xvi George Miller, 45 DARPA, 49 George Zimmerman, 8, 17, 87 David Geoffrey Smith, vii, xi, 55, 60 getting stuck, 6 David Kushma, 87 Giles versus Harris, xx, xxi David Loy, 45–47 Gladwellian, 53 Defense Advanced Research Projects Gloria Steinem, 1 Agency, 49 Goodlad, 28, 81, 113 Dorothy Gillian, 23 Greater Good, 5, 6, 88 Dr. Kenneth Clark, 34, 66 Greatergood Learning Center, 5, 6 Dr. Peter Gray, 13 Greece, 22, 41 Duke Power Company, 88 Greenwald, xiv, xviii, 89, 90 Dweck, xv, xvii Gretchen Rubin, 63 edge, xviii, 80, 107 Haim Ginot, 96 Einstein, 12, 17, 33, 36, 37, 46, 50, Harvard, xiv, 8, 52 52–54, 60, 62, 63, 78, 86, 107, Henry David Thoreau, 12 114, 119 hidden rage of successful blacks, 23 Ella Baker, 16 Hippocrates, 5, 90 Ellis, 23 Huffi ngton Post, the, 8, 9 Ellis Cose, 23 Hugh Prather, 52 Emmanuel Saez, xvi Emmett Till, xix implicit bias, xiv, 89 empathy, 5, 16, 47, 88, 89 institutional studies report, 20 enthusiasm, 60 ETS, 31 Jackson Mississippi, xx, xxi, 11 Eugene Robinson, 87 Jagdesh Dave, 62, 63 European-American heritage, 71 James Baldwin, 36, 37, 67, 87, 113 excessive training, 35, 51, 55, 80 James K Gripor, 11 explicit bias, xiv Jean Jacques Rousseau, 44 Jesse Prinz, 3 fair housing, 65, 119 Jewish Anti-Defamation League, 67 Federico Martinez, xi, 87 Jim Guinan, xi, 57 Finland, 48 Jodi Piccolo, 59 Francis of Assisi, 84 John Dewey, 36, 37, 50, 113 Fred Hampton, xix, 11 John Lewis, 12, 36, 37 Frederick Douglass, xix, 94 Jonah Lehrer, xvii, 53, 114 From Chaos to Community, 70 Joseph Conrad, 62 functional discontinuity, xv, 49, 53, 54, 60 Joss Whedon, 51–53, 62, 63 functionally nonsensical, 55 Journal Un-Schooling and Alternative Learning, 119 George Bernard Shaw, 88 Judy Katz, 24, 66, 73 George L. Jackson, 11 Justice Alito, 9 George Lakoff, 89 Justice Harry Blackmun, 10

118 INDEX

Justice John Roberts, 9 Native American proverb, 75 Justice Kennedy, 9 neo-Nazis, 27 Justice Ruth Ginsburg, 9 Noel Ignatiev, 18 Justice Scalia, 9 Justice Thomas, 9 O.K. Moore, xvii obedience to authority, 6, 55, 77, 81 Katrina, 64 occupy, 15, 21, 59, 67 Kerner Commission, 12, 15 Oprah Winfrey, 36 KKK, 27, 30 Orangeburg, South Carolina, 11 Oscar Grant, xix La Raza, 111 LAEP, 8, 30 paradox of education, 67 Lao Tzu, 46, 57, 81 Patricia Williams, 82, 94 LaRaza, 67 Paul Krugman, xiii, 41 Laura Vanderkam, 6 Paul Marcus, 19 learning what to ignore, 44, 86, 119 peace, vii, xxi, 6, 44, 52–54, 62, Louis Cozolino, 6, 14, 43, 47, 51, 64 69, 76, 104 LiveScience, 9 Peggy McIntosh, 24, 87, 91 Los Angeles educational partnership, 30 People for Racial Justice Committee, 22, 87 Malcolm Gladwell, xvii, 53, 113 Pew study, 8 Malcolm X., 11 Playborhood, 14 Margaret Heffernan, xviii polycentric, 44, 45 Michael Eric Dyson, 36 polycentrism, 46 Michael Lanza, 14 President Obama, 6, 8, 17, 35, 82, 108 Michael Polanyi, 48, 53, 54, 114 process of entanglement, 53 Michel Foucault, 36, 37 psychological science, 9, 57 military, industrial, prison complex, xiii, 8, 77 quality learning, xv–xvii, 3–5, 13, 15, Mississippi versus Williams, xx, xxi 16, 21, 22, 28, 30, 35, 37, 38, 43, ML King, 6, 11, 16, 20, 21, 27, 36, 60, 46–68, 75–90 64, 67, 70 quality, willed learning, 44, 57, 60, 76, 86 Mohandas Gandhi, 60 quantum entanglement, 53 multi-perspectivism, 45 Race Course: Against White NAACP, 66, 67, 70, 109, 111 Supremacy, 10, 76, 94, 102 Narcissists, 5, 47 Race Traitor, 18 National Assessment for Educational Rachel Carson, 3 Progress, 27 racial harassment statement, 70, 72 National Association of Black racism reduction, 13, 26–28, 33–42, 50, Journalists, 23 51, 63, 65, 70, 78, 79, 84–87 National Opinion Research Center, 25 Racism Reduction Center, 26–28, 70, National Public Radio, 29 78, 84–86

119 INDEX radical black reconstruction, xix tacit dimension, 54, 114 Rainbow Coalition, 66 Tanner Colby, 84 Ralph Waldo Emerson, 60 teach tolerance, 83 Rebecca Searles, 8 teaching tolerance, 19, 82 reconstruction in philosophy, 50 TED, xviii recovering racist, 16, 17, 25, 71, 119 Theodore Sizer, 81, 115 Redlining, 95 Thomas Merton, 4, 49 Republican Party, xix Tim Wise, 88 Responsive Environment Laboratory, xvii Todd May, 36, 37–42 Richard Eskov, 65 Toledo Blade, the, 23, 87 Richard Feynman, 60 Trayvon Martin, xix, 17, 18, 87 Richard Rohr, 4, 49, 78 Rick Nash, xi, 70 U.S. Census Bureau, 103 Rinku Sen, 8 U.S. Constitution, xix Robert Pollock, 94 unacknowledged privileges of being Robin Hart, 33, 34 white, 24, 87 Rogerian education, 25 UN Universal declaration of human Roman Krznaric, 88 rights, 82 Ruth Wilson, vii, xi, xiv, 31 uncertainty, 2, 3, 49, 61, 67, 82 unconscious acculturation, 20, 72 Saviuc, 57 unconscious minding, 15 SEL, 55, 56 University of Alberta, vii Senhil Mullainthan, 52 University of California at Seth Stephens Davidowitz, 8 Berkeley, 72 Sharon Collins, 23 University of Illinois Chicago, 23 Shawna Carroll, 83 urban league, 67 Sheldon Kopp, 52 US House of Representatives, 8 Sheryl Gay Stolberg, 17 Simone Weil, 46 van Rossum and Hamer, 48, 77 SLPC, 13 Vanessa McCray, 87 social/emotional learning, 20, 55, 89 Vicki Zakrzewski, 5 Society of Young Black Philosophers, xviii Southern Poverty Law Center, 13, 82, 83 W.E.B. Du Bois, 94 Stalin’s Gulag, xx Walter Karp, 6, 27 Stanford, xv Warren Buffett, xvi status of black philosophers, xviii white awareness, 24, 26, 34, 40, 42, Stephen Batchelor, 50 65–67, 73, 87 Steve Jobs, 5 white privilege, vii, 6, 36, Sudbury school, 13, 15, 93 83, 91, 92 , 13, 93 whiteness ideology, 83, 84 Supreme Court, xix–xxi, 9, 10, 12, 110, 111 Ypsilanti Michigan, 29 systemic causation, 89 Yuan Wu, 48

120 ABOUT THE AUTHOR

The author is Professor Emeritus, Philosophy of Education and Multicultural Education, Bowling Green State University. He is the founder and co-chair of People for Racial Justice (1988 to 1994). He is the author of Learning What To Ignore; Connecting Multidiscipline Content and Process, 2013, Sense Publishers; Brains Inventing Themselves: Choice and Engaged Learning, 2011, Sense Publishers; Einstein and Zen: Learning to Learn, Peter Lang Publishing, 2010; Re- opening Einstein’s Thought: About What Can’t Be Learned from Textbooks, Sense Publishers 2008, and Quantum Learning: Beyond Duality. Rodopi, the Netherlands, 2001. He is a recovering racist. He is member of the editorial board of the Journal Un-schooling and Alternative Learning (JUAL), and a former President of the Ohio Valley Philosophy of Education Society, and a former board member of Fair Housing Center of Northwest Ohio. The University of Pennsylvania, Faculty Development Center, chose his article on Paying Attention as one of the ten best articles on learning.

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