These thoughts are more about being careful with what we hitch our “belief” wagons to, and not really the Supreme Court case I’m about to reference – why do I make this distinction?
Never forget, there are many political groups cloaked as “Christians” leveraging churches to fill their coffers and build support for their (less than transparent) political agendas – Christ told us to do our research… well, what He really said was, “Behold, I send you out as sheep in the midst of wolves. Therefore be wise as serpents and harmless as doves.”
Here we go… The Supreme Court announced 14 Jan 2022 it will hear oral arguments in the case Kennedy v. Bremerton School District, in which former football coach, Joe Kennedy, is seeking to reverse a lower court decision – Kennedy is asking for: “…relief in an action brought by a high school coach who alleged that his school district retaliated against him for exercising his First Amendment rights when it suspended him for kneeling and praying on the football field’s fifty-yard line in view of students and parents immediately after high school football games.”
What is this case really about? On the surface it doesn’t seem controversial – many conservative political organizations and news agencies are ginning up awareness for this case under the facade that this is a 1st Amendment and freedom of prayer case – please consider (for yourself) the facts and details from the (easy to read) lower court ruling in the *pdf link provided below.
The world already sees many white Christians as dumb hypocritical narrow minded racists knuckle heads – mostly because (honestly) sometimes we act that way – so being clear about facts is important – facts in real life are just like facts in the Bible – the better we know them and study them, the less likely we are to be hoodwinked by the “wolves” of the world – why does it matter?
Every time we visibly hitch our “belief” wagons to one of these “wolves” and their agendas, we illustrate to the world that WE ARE EXACTLY WHO THEY THOUGHT WE WERE – our affiliation with the “wolves,” means the world can no longer see that we are believers in Christ trying to share He message with the world – think of it as a potential compromise to our ability to witness – seriously, (read this next line slowly) are our politics so important to us, that we’re willing to compromise our witness for our politics? Of course not! Are we sure?
Kennedy (in the SCOTUS case) is probably a God fearing, praying, Christ centered person – I don’t have any ill will for him or his desire to pray – but reading and researching his case left me with more questions than clarity – his case is being framed as an open and shut case for SCOTUS – well, if it’s so open and shut, why was Kennedy ruled against multiple times on the way to SCOTUS? So, I started to do some digging – this is a good place for you to stop reading, and open the link to quickly review the lower case ruling for yourself – I do not want to taint your view of the case with my blah blah blah…
Welcome back – as you saw (from your reading the lower case ruling) there are a lot of ways the circumstances and conditions surrounding Kennedy’s desire to pray could have been handled better – ways that did not require any violations of documented school board or human resource policies – remember, the coaches and team had already been praying together before and after each game, and many team events for years without fuss from parents, school board, or left leaning organizations – perhaps, the chest pounding, attention grabbing, religion baiting, stirring up misinformation media hype, and plunging political platforms actually hurt Kennedy’s existing prayer practices with his team.
Somehow, we took an existing positive, Spiritually solid, well established routine prayer time and reframed it as a political agenda item – then we got a guy fired – then we made our desire to pray look like one of clown cars on the right wing crazy train – and now we find our cause for prayer embedded on ultra-right wing platforms along with racist hate agendas – remember, the world does not see us as we see ourselves – perhaps this is not our best witness opportunity.
How does this course of action help outreach?
How does this help the cause of Christ?
How does this encourage the lost to trust and listen to us when we share Christ’s message?
Finally, let’s think about what may be next – play it out in your head – if SCOTUS rules in favor of Kennedy… which religious prayers will the ruling allow (on the 50-yard line after games) – who will pray those prayers? Seriously, if this lower court ruling is overturned, do we really think the ruling will only apply to Christian prayers? Do we really think other religions (real or false) are going to just sit back and let Christian have that platform without spinning up even more chaos?
Quick Fun Fact Check – one of the foundations of the United States of America is freedom of religion – which religion? All religions – I make this point because the world is already considering this point ahead of us.
What does the world really see in all of this… they see a political agenda chess pieces on a political posturing chessboard – you can bet your “perfect attendance Sunday school tie clip, the world does not see a Christ centered prayer ministry in any of this.
Remember, these thoughts have nothing to do with the case – these thoughts have everything to do with what we (as Christians) visibly hitch our “belief” wagons to.
I enjoy all kinds of movies, but none more than a good documentary or reflections of historical events – for me, movies can be a great launch point into deeper questions, greater insight, different perspectives, and mostly fact checking, and real research.
I recently watched “Denial” – it is the 2016 movie based on the book “History on Trial: My Day in Court with a Holocaust Denier” – it recounts the true story of Deborah Lipstadt’s legal battle for historical truth against David Irving – Irving is a historian and author – Lipstadt is a Professor of Modern Jewish History and Holocaust Studies – Irving accused Lipstadt of libel when she declared him a Holocaust denier – as it happens, the English legal system in defamation cases, puts the burden of proof is on the accused – so it was up to Lipstadt to prove the Holocaust occurred in order to not be found guilty of libel (interesting for sure).
The case, and movie were emotionally charged – viewers are lead back and forth across the two sides of the legal battle, as well as the historical content involved – as this historical journey unfolded, one can’t help but find themselves leaning back and forth from one side of the case to the other.
At one point in the movie Lipstadt surprised me – after the trial, but before the verdict, she addressed her students about the history of Nazis – she pointed out there are those who glibly say:
“If I’d been in Germany I would have never collaborated, I would have resisted.” She was speaking in contrast to the German people who had assisted Nazi’s in their efforts.
She continues, “Can you imagine, standing up to that enemy? It was an arduous, uncertain, and exhausting time. They believed they had to do it.” She appears to be sympathizing with the German people who assisted the Nazi’s.
Lipstadt goes on to say, “It’s only in hindsight do things get called heroic. At the time, they’re just afraid – afraid of how things will turn out.”
This is an interesting and captivating illustration of real people being impacted by human nature testing and compelling them into behaviors which support an absolute wrong – the compulsion is real despite the wrong – normal, everyday people forced themselves to deny a horrific wrong, and behave in support of the wrong, for reasons known only to themselves – these reasons can be speculated on, but for this text, we’ll focus on the fact that they denied a wrong.
In contrast, history has taught us there were many amazing people who did heroic things to counter act Nazi war crimes – but there were far more Nazi collaborator and sympathizers than the likes of these heroes.
This was a very powerful position for Lipstadt to embrace – it’s a position for us to consider as well – but not just in relation to Nazi war crimes – it should be applied to any unjust, horrific, abusive event in our collective histories – for thousands of years, people in power have oppressed another people groups for selfish motives – unfortunately, peoples on either side of the wrong found themselves in the position of having to deny and support the absolute wrong – its important to point out that to ‘call-out’ an absolute wrong often comes at the high cost of danger, uncertainty and often death.
Absolute wrongs from the last 500 years include, but not limited to: unjust wars and atrocities, genocides and ethnic cleansing, imperialization/colonization, forced migrations of indigenous peoples, enslavement, institutional forced labor/abuse, prejudices, racism, abuse of women/children, religious persecution, exacerbated disease and famine, riots and unrest, inhumane prisons/camps… just to name a few – the actual list by name, participants and cost is embarrassing and exhausting.
To the point, within all the people groups in power there are millions of normal everyday people forced to call-out or deny the absolute wrong in the face of danger, uncertainty, or death.
Today, many of us beat our chests and proclaim that we would have (without hesitation) called-out, and stood up to whatever the wrong was – we loudly proclaim our commitment to justice, equality, rule of fair law, compassion, and a long list of positive character traits we hope others are able to easily see in each of us – yet, not to be overlooked, are the real documented outcomes of so many historical absolute wrongs that (at the time) involved “hands-on participants” who proclaimed (at one time) the same devotion to those positive traits – read it again, this is important…
Can we see the unpleasant connection forming here? Its people, just like us, who became the facilitators and participants of all these historical (and modern day) absolute wrongs – yes, it’s people just like us – sorry.
To complete the point, there are much smaller numbers of people within the people groups in power (forcing a “wrong” onto another people group) who did call-out and stand up against absolute wrongs – these rare heroes are championed in many nations around the world today – there are many of these examples we could draw on and learn from, even though many of these heroes suffered greatly.
What is it that emboldens a person to face the danger, uncertainty, and possible death for the cause of a person suffering a wrong at the hand of another person?
What is it that causes a person to fear the danger, uncertainty, and possible death so much that they would deny an absolute wrong at the cost of an innocent’s suffering?
Mankind and human nature can be a mystery – perhaps we need to evaluate how we frame historical things – education for example – today education is in the crosshairs of change or collapse – depending on your politics – consider this framing exercise:
Education may not be memorizing that Stalin killed millions of his own people – education could be understanding how millions of ordinary Russians were convinced that Stalin killing millions of his own people was required – maybe real education is learning how to spot the signs of negative history repeating itself – but for this type of deductive reasoning to be taught, age-appropriate consideration of the historical absolute wrongs would have to be evaluated – this is a largely contested question in school boards today.
Getting back on track, addressing absolute wrongs within a people group – people and people groups are motivated by many things – power, money, fame, hate, control, resources, misguided religion, etc… – the wrongs produced from these motives can be framed a lot of ways, but none of them will measure up to right, just, or true – whatever motives cause the absolute wrongs within a people group, it’s easy to see how many people may struggle to call-out the wrong – regardless of the struggle: shame, fear, uncertainty, danger, or even death an absolute wrong is still wrong and carries a high cost.
There is no way to unframe an absolute wrong – an absolute wrong has an absolute value that is a constant if not called out – there is no way to outlive, outlast, overlook, hide from, ignore, or bury an unaddressed absolute wrong – there is just no way… call it out, address it, or be prepared to repeat it – because in the end, most people are just not who we claim to be – we are just not prepared (for whatever reason) to deny an absolute wrong in the world around us.
How to Teach a Bad Thing Without Teaching the Thing Was Bad? Or…
Avoiding a Bad Thing Doesn’t Make the Bad Thing Less Significant or Go Away
Okay – let’s consider an issue that has captured the attention of our conservative, morally transparent GOP friends (of which, I am one) – there are now 17 states with executive orders, legislation pending, or approved outlawing K-12 public schools from teaching Critical Race Theory, or anything that may “cause division, guilt or discomfort” – yes, that’s a very open ended statement, but it is the actual phrase being shared from many governor’s offices.
So, public schools are to teach basic curriculum of K-12, and avoid anything that “may cause division, guilt or discomfort” as a result of teaching these basics – simple (maybe not simple)?
Perhaps this is an example of “Kobayashi Maru” like conditions our divided nation is forcing on itself to ensure one side of a political position maintains greater control of that political posture – as a reminder, the Kobayashi Maru is a fictional training exercise in the Star Trek franchise designed to test the character of cadets with a no-win scenario – are we really asking our public schools to manage a no-win scenario – how does anyone teach (age appropriate) rudimentary facts (not opinions) of our nation’s history, and be held responsible if an individual (student or staff) feels basic human emotions i.e. division, guilt, and discomfort…
For example, it is a fair assumption students may wonder why additional constitutional amendments were required to protect its nation’s citizens from its empowered citizens, if the nation previously announced “all men are created equal” with it’s declared independence, and established justice, domestic tranquility, welfare, and blessings of liberty for its citizens in its initial constitution.
Perhaps you feel our example is extreme, unfair, or maybe facetious – perhaps you may feel inclined to one side of the example or the other (one might say, divided) – maybe you’re wondering if anyone bore guilt for the disparity – or perhaps the whole example is just too uncomfortable to consider – okay, I’m kidding – just stirring the pot – either way you can easily see the broader point – so, here’s the concern – are we testing the character of our teachers and schools, or are we really exposing our own character?
To be fair to GOP governors (and CPACs), their efforts are truly not this vague or simplistic – instead of trying to interpret sound bites from governor’s offices, let’s look at Virginia’s recent Executive Order 1 as an example – a link to the actual VA EO1 is at the bottom of this post – in the simplest of terms, there are four basic concepts of VA EO1:
VA public schools will “end the use of inherently divisive concepts, including Critical Race Theory” – there are more descriptive, and greater details coming from deeper within VA EO 1.
VA public schools will focus on “imparting critical knowledge and skills in math, science, history, reading…” – for the purpose of this posts, we’ll address the teaching of history.
VA public schools will not teach “only view(ing) life through the lens of race and presumes that some students are consciously or unconsciously racist, sexist, or oppressive, and that other students are victims” – we’ve made the assumption that VA EO1 infers this “lens” applies to present day, and future students, public school staff and leadership – this distinction will have relevance later in this post.
VA public schools will, “…equip our teachers to teach our students the entirety of our history –– both good and bad. From the horrors of American slavery and segregation, and our country’s treatment of Native Americans, to the triumph of America’s Greatest Generation against the Nazi Empire, the heroic efforts of Americans in the Civil Rights Movement, and our country’s defeat of the Soviet Union and the ills of Communism, we must provide our students with the facts and context necessary to understand these important events…” – we have underlined some words from this extract of VA EO1 for use later in this post.
In addition to the four basic concepts listed above, VA EO1 also defines “inherently divisive concepts” as it applies to the first basic concept, and the purpose of application and execution of the executive order – “For the purposes of this Executive order “inherently divisive concepts” means advancing any ideas in violation of…”
Title IV (promotes the desegregation of public schools) and Title VI (prohibits discrimination on the basis of race, color, and national origin in programs and activities receiving federal financial assistance) of the Civil Rights Act of 1964, including, but not limited to of the following concepts:
One race, skin color, ethnicity, sex, or faith is inherently superior to another race, skin color, ethnicity, sex, or faith.
An individual, by virtue of his or her race, skin color, ethnicity, sex or faith, is racist, sexist, or oppressive, whether consciously or subconsciously.
An individual should be discriminated against or receive adverse treatment solely or partly because of his or her race, skin color, ethnicity, sex or faith.
Members of one race, ethnicity, sex or faith cannot and should not attempt to treat others as individuals without respect to race, sex or faith>
An individual’s moral character is inherently determined by his or her race, skin color, ethnicity, sex, or faith.
An individual, by virtue of his or her race, skin color, ethnicity, sex, or faith, bears responsibility for actions committed in the past by other members of the same race, ethnicity, sex or faith.
Meritocracy or traits, such as a hard work ethic, are racist or sexist or were created by a particular race to oppress another race.
So, “inherently divisive concepts” that are NOT to be advanced in public schools K-12 include: segregated discriminating schools, the existence of inherently superior oppressive discriminating peoples, people’s physical traits (race, skin color, ethnicity, sex, or faith) afford them authority, or moral character to apply responsibility on other peoples for past actions, and people’s successes/failures are tied to physical traits.
SIDEBAR: We’re always puzzled when we see the language used in VA EO1 in connection with CRT – that language is the “media hype and political motive” versions of CRT, not actual CRT – we should always do our own research, so we’d know CRT doesn’t mean Whites today have culpability – or that our White skin bears responsible – or false narratives of our history is the fault of Whites today – CRT’s main point is, there always has been and continues to be life altering challenges for people of color in our nation, and it would be great if we could acknowledge that, and stop pretending that all is well with our nation.
Now that the stage is set, let’s get back on track – “how does anyone teach (age appropriate) rudimentary facts (not opinions) of our nation’s history, and be held responsible if an individual (student or staff) feels basic human emotions i.e. division, guilt, and discomfort…”
It’s important to point our that VA EO1 requires public schools to teach (and it should have stated “age appropriate”) the entirety of history, and provide students with the facts and context necessary to understand these important events (NOTE: the events referred too are the events outlined in VA EO1 basic concept number 4) – if Virginia public schools are to teach the entirety of history leveraging facts and context necessary for students to understand the importance of the applicable history, it would naturally include these fundamentals of US history:
Birth of a nation, American Indian Story, American slavery, Civil War, US Expansion, Western Migration, the Great Migration, the Industrial Revelation, the Great Depression, Prohibition, Jim Crow Laws, Reconstruction, Segregation, Civil Rights Movement, Women’s Liberation Movement, US involvement in foreign wars, etc., etc…
These fundamentals of US history, if facts and context are leveraged as required by VA EO1, would also include:
-instances of unequitable funding for schools, infrastructure, and essentials of life.
-occurrences of suppression and abuse of women and people of color.
-cases of unjust and unequal policing, legal justice, jury selection, and sentencing.
-circumstances of unequal and illegal real estate, mortgage, lending, and banking practices.
-illustrations of suppressed and illegal application of voting rights and voting districts.
-incidences of illegal and restricted access to health care, GI Bill, and compensation for veterans of color.
And there’s the problem – there’s the impasse for public schools – associated with each fundamental of US history, are layers and years of “how” and “why” – the specifics of each “how” and “why” illustrates the best and worst of our nation’s history – it is naive to believe these events can be taught without human emotions coming into play.
Seriously, the expectations of VA EO1 as well as other state’s efforts to control human emotions by manipulating education are simply absurd.
Consider the larger context beyond our political agendas – in this irrational effort to protect students from experiencing normal human emotions from our history, can we not see how “divided and uncomfortable” Americans in power have made subordinate Americans feel all throughout our history? This hypocrisy screams for justice, transparency, and a better direction – to be clear, this division and discomfort experienced by Americans of color wasn’t just during their K-12 school years – it was division and discomfort for generation, after generation, after generation.
Furthermore, how are these legislative efforts not aligned with practices of an authoritative state? It’s well known that all nations have their own versions of history – but, when it comes to American that is simply not who we claim to be – we pound our chests and proclaim fairness, equality, and justice – but is that really who we are?
Perhaps there are better options and ideas for public schools – why not teach history from a perspective of evolving maturity and growth, measured against wrongs and lessons learned – focusing on gains as well as the hard work left to do – emphasize the greatness that comes from our unique diversity and creative differences – no nation is perfect and without error, American is no different – are we playing hide & seek with our history, or are we learning from it?
Remember, avoiding a bad thing doesn’t make the bad thing any less significant or go away – but learning from a bad thing, and making deliberate course changes is truly the mark of a great nation.
Since the start of the pandemic, ten of the world’s richest people doubled their collective personal wealth – increasing it from o/a $700 billion to $1.5 trillion – all while personal incomes/resources of o/a 80% of the rest of the planet fell during that same time – even more fun facts, the same pandemic that stimulated their wealth, forced more than 160 million people into poverty, out of their homes, jobs, and reduced their available resources.
So, while the economy for average income folks struggles mightily, the stock market rallied exponentially – this was in part due to monetary policies kicked in by the Federal Reserve leading to massive (often untaxed) wealth gains for those with deeper than most “market pockets” – market leaders continue to insist these measures will stimulate trickle down spending/wages – but in reality, these measures have left average wage earners (who don’t have the same market pockets) behind in the continued compromised economy.
The wealth of these “lucky” few increased at a rate of o/a $15K per second – so…
one thousand one = $15K –
one thousand two = $15K –
one thousand three = $15K –
…you get my point – remember, $15K is equal to the annual income of a minimum wage worker – which is also way less than a realistic living wage – seems fair.
But wait, the fun continues, if these ten people were to lose 99% of their wealth, they would still have more wealth than 99% of the rest of the people on the planet – seriously, do the math, it’s important to see the disparity.
But wait, there’s more – the average American household paid 14% of their income in federal income taxes – that’s real money out of their bank accounts (I wish my taxes were that low) – in contrast, the wealthiest 25 Americans paid an average of 3.4% of their income in federal income taxes – wait, so the wealthiest Americans pay an average of 3.4%, which (as it turns out) is only 10% of my personal income taxed percentage – not really a shocker, but I wanted to paint the picture – this gap is due to amazing and magical tax loopholes available to “all” Americans, right? Those dumb unwealthy Americans must not be doing their taxes correctly, right?
Finally, a fun quote stated by hundreds of economists, politicians, bankers, market specialists, tax experts, and yours truly, “One of the single most powerful tools we have to address the gross level of egregious and deadly income inequality is to tax the rich justly.” Ever wonder why this seems so simple but impossible to achieve?
To conclude, warm hugs to Elon Musk, Jeff Bezos, Bernard Arnault & family, Bill Gates, Larry Ellison, Larry Page, Sergey Brin, Mark Zuckerberg, Steve Ballmer and Warren Buffett (yes, these are the ten) – hang tough fellas, the pandemic has been challenging for us all (insert repulsed face here).
Statistics/facts published and partnered by World Banks, Forbes, Oxfam, ProPuiblica, US Internal Revenue Service, and Federal Reserve.
First, consider whether you find yourself motivated to observe MLK Day – yes, I meant to make us feel awkward (sorry) – it’s important, so please bear with me….
Those motivated to observe may engage in marches, parades, or hear speeches by civil rights leaders and politicians – some individuals and organizations may undertake volunteer efforts in support of MLK Day of Service.
Not everyone observes all significant holidays – why should MLK Day be any different? Truth is, we’re all motivated by different emotional, physical, and phycological things – these things often move us in ways that cause us to engage, participate or observe a holiday – so, what’s the big deal?
So seriously, if we’re being honest about not being motivated to observe MLK Day, please consider two things:
I guess we’d have to ask ourselves if we truly understand the movement, the cause, and the motives behind the Civil Rights Movement that Dr Martin Luther King Jr. championed – please consider this illustration:
I was born in 1960 – growing up I remember members of my family reacting emotionally to the deaths of Robert Kennedy, Vivian Leigh, Judy Garland, and Elvis Presley – my mother cried when Elvis died- she also cried when George Wallace was shot in an attempt on his life – in contrast, I do not remember knowing who Dr Martin Luther King Jr was, or that he had been assassinated – I do not remember any thing about the Civil Rights Movement until I got to high school.
We told “nigger” jokes in our house – our extended family referred to Blacks as “niggers” or “boy” – Thanksgiving and Christmas our family put out bowls of unshelled mixed nuts as a tradition – we commonly referred to Brazil nuts as “nigger toes” – our church denied Blacks the right to teach or hold positions of leadership until 1978 – I threw newspapers in a Black neighborhood and feared being there – I worked for a business that did not allow Blacks – I was once directed to tell two young Black girls to leave the business, even though all they wanted was to place high school spirit posters in the window of the business – I was taught at home and in school, that the Civil War was a terrible injustice on the people and culture of the south.
I didn’t think we were hateful, or even prejudice – we were living a life, with a known tainted view of people of color – this tainted view was common among our family and friends – we viewed people of color as a poor pitiful people who should see themselves as blessed to have found themselves in this great nation – we were taught kindness, sharing, service, and charity – but the application of those traits was compartmentalized – as a child I only knew what I was taught, or what my limited experiences were.
Moving forward – I was in the military before my view of the world, people and cultures around me started to evolve – I met amazing, capable, intelligent people of color – I learned their stories, history and challenges – I moved and lived in diverse, multicultural duty stations around the nation and the world – I learned the story of Emmett Till and thousands of equally tragic stories about our nation’s history – I learned accounts, facts, and details about our nation that I never knew – all of the sudden, kindness, sharing, service, and charity took on new “uncompartmentalized” motives.
My time in the military opened my head and my heart to a greater understanding and desire to engage social justice efforts and movements – all of the sudden the entire world around me changed into something that actually measured up to New Testament teachings of Jesus Christ – the world around me started to make sense – Christ and His blessings and desires for us, are not just for the comfortable White Christians compartmentally – Christ and His blessings are actually for all peoples collectively (key word here is collectively).
Challenges like poverty, starvation & homelessness – redlining – refugees fleeing for their lives – sex and slave trafficking – false convictions, imprisonment & execution – predatory lending – illegal and unjust wars & conflicts – prejudices and hate – inadequate healthcare – unjust policing, courts, judges, and juries – industry driven by profits over life, compromised voting practices – gerrymandering, and failed government practices and policies (too many to list them all) took on whole new meanings with clear motivates to engage and address.
Please don’t get lost (or bored) in my story but understand my time in the military turned out to be so much more than service and a career – in spite of harsh “stink-eye” from friends and family, I could see I was the problem the whole time – I needed to ask, seek, and learn more about the people of color who were around me the whole time.
HERE’S THE POINT – before we disregard MLK Day, be honest with ourselves – have we done the work, or the research – have we challenged the culture, concepts, and postures we think are “right” – have we asked the hard questions, listened to the stories, or walked a mile in the shoes of a person of color – have we truly stepped out or our comfortable White culture and tried to understand what it’s like NOT to be White in this nation?
In fairness to us all, we only know what we know…. But do we know enough? Do we know enough to cast doubt on a movement that tens of thousands have given their lives for?
Now remember, I asked us to consider two things before we decide about observing MLK Day – here’s the second thing:
2. What motivates those who do observe MLK Day, and why are they so passionate about it? What are the components of their history, culture, and experiences that make them see observing MLK Day as important?
Consider this – they have lived, or learned the truths so many of us continue to deny – they are the testimony and evidence of the components, history, culture, and experiences that give legitimacy and purpose of the Civil Rights Movement defended by Dr Marin Luther King Jr – why would we seek this validation from anyone else? I must ask it again, why would we seek this validation from anyone else?
Finally, I asked, what’s the big deal (this is my favorite part) – the lesson’s our nation is slow to learn – the rights denied to so many – the justice refused to those most in need – the equality our nation promised to all her citizens, but denied to many… these are all fundamental Biblical truths and Constitutional rights that have been denied and unjustly applied to millions of people of color in this nation, the land of the free – and that’s a big damn deal.
“Injustice anywhere is a threat to justice everywhere.”
Melanie Moore, a mother of two elementary school students made a really good point about “the past” at a recent Georgia School Board meeting (link provided below) – I’ve taken her point and pulled the thread a little deeper and further.
What’s the big deal about the past – why are we so divided about studying, considering, and possibly correcting our understanding of the past – well, let’s consider why the past is traditionally considered….
Historian’s study the past to learn and write about it – they are regarded as an authority on the past – historians are concerned with the continuous, methodical narrative and research of past events as relating to the human race; as well as the study of all history in time – the concept of history would have little value if lessons from the past were not studied and considered.
Clergy from established religions study past lives and events of deity i.e. God the Father, Jesus Christ, the Holy Spirit – clergy also study the lives and events of previous clergy i.e. prophets, disciples, lay leaders, Popes, pastors, priests, preachers, etc. – their studies and research vary in different religious traditions, but usually involve learning and presenting specific rituals and teaching of their religion’s doctrines and practices – religious, or church history is given great relevance as it relates to understanding, trusting and living a religious life today.
Investigators of investigative organizations study the past to uncover clues and insight reference to incidents, accidents, catastrophes, disasters, and crimes, and components involved in these events – including information about the histories of equipment, structures, practices/habits, contributing factors, suspects, victims, witnesses, and those who make statements or testify – each component of an investigation has a past to be studied to better understand the event in question.
Doctors, scientists, researchers, engineers, developers, technicians, etc… study the pasts of their specific discipline as a component of their area of expertise, or one or more of the natural or physical sciences – every year (for thousands of years) man’s knowledge and understanding of these areas, and natural and physical sciences are updated, and changed based on these continuous studies.
Psychologist and psychiatrist, who study the mind and behaviors, also study the pasts of patients, peoples, and people groups to gain better understand, knowledge, and research to solve mind related problems, such as treating mental illnesses, behaviors, social conduct, and disorders – lessons learned from past behaviors, experiences, practices, and deeds are foundational components for these critical areas of study.
At this point I think it’s fair to state two observations:
Studying and learning from the past is part of the bedrock of most (if not all) areas of study accepted by greater humankind.
Studying and learning from the past is considered a fundamental source of validation, development, enhancement, and correction of most (if not all) areas of study accepted by greater humankind.
Yet somehow, our nation finds itself petrified at the concept of considering our nation’s past as a possible source of insight for some the national level challenges our nation is faced with today – seems weird, right? Why would we freely consider the past in most (if not all professional studies), but not consider the past when addressing our nation’s grotesque racial divide?
Bottom line upfront – the need for equitable education in our nation is critical now more than ever – one might say, the lack of equitable education in the past, is the reason it’s so critical now – the events of our nation’s past have relevance and contributing factors now, and in our nation’s future – it’s the same consideration why the past is important to religion, science, medical, engineer, economic, agriculture, investigative, etc… studies – it should go without saying, to also consider the past when evaluating social sciences, injustice, prejudice, human influences and behaviors.
Our nation is long overdue for honestly, decisively and transparently addressing the much-needed healing from our 400-year-old racial division – we must consider the truth about our past so we can learn how to be, and implement a real change for our future – the undeniable awful events of our past must be systematically connected across thousands of related historical tragic events leading to our current racial divide – this exercise is critical for level setting, accepting and growing from our past.
This exercise has everything to do with diversity and truth in education, and nothing to do with shaming, indoctrination, or guilt – its simply a matter of referencing all stories of all citizens being taught and considered as factors of our nation’s history.
All nations are responsible for righting the wrongs of their forefathers, in the same way that all nations benefit from the positive events from those same forefathers – our current generations did not create this racial divide, but we are responsible for changing the current course of our history – hard truths about any nation’s past are the keys to better future for that nation – we have to do better – we can do better – but, will we?
Link to Ms. Moore’s remarks:
This is Melanie Moore. From Georgia. The mother of a third-grader and a fourth-grader.
Chapter 2 – Reminder: Chapter 1 is posted under “Longhand” of this site.
Greg raced south, weaving in and out of the fast lane on I-25 towards Colorado Springs – his anger lingered impacted his driving – he told himself his aggressive and reckless driving was justified – his mind struggled trying to defend sleeping with the wife of a deployed soldier – even more ridiculous he didn’t seem to mind that she was married, just that she was married to a soldier – the moral and immoral sides of his brain tried to figure out why it bothered him so much – his mental calisthenics labored with his dilemma – somehow, in his mind he could justify sleeping with the wife of a plumber, an architect, or a lawyer, but not a soldier.
He only had two choices, he needed to stop seeing Sarah, or he needed to get over the fact she was married to a soldier – in this case, his immoral brain betrayed him – deep down, he wanted to continue seeing Sarah – as the miles went by, he began to let his emotions relax – he knew he had to get himself under control before arriving home to his family.
Greg eased his truck into a slower lane, took a few deep breaths and forced himself to focus on other things – the cab of his truck was the best place for him to cool off – he loved his Dodge pickup and often used it as a sanctuary to clear his mind, unwind or just calm down – he had the truck for about two years – he loved it more now than the day his wife Kim surprised him with it – it was a tax refund gift from her – she sacrificed the new furniture and washer dryer set she wanted more than she needed to get the truck – Kim was sacrificial, and always looked after his needs more than her own.
He was actually in the truck the night he and Sarah’s improper relationship unexpectantly changed – after seeing the soldiers out partying, Greg realized he struggled with the fact that Ron, Sarah’s husband, was a soldier – and although not deployed right now, he would deploy later in the year – initially, Greg somehow justified sleeping with another man’s wife – in his mind, Greg and Sarah were meeting each other’s physical and emotional neglected needs… or something like that – Greg was good at self-satisfying justifications – but sleeping with the wife of a deployed soldier troubled him to the point of heavy fear and guilt – this new and growing fear was not initially factored when he compromised of his own marital vows.
His truck continued down the interstate tucked neatly among hundreds of other vehicles all headed in the same direction, at about the same speed – as exits flew by, Greg methodically removed and discarded his anger into the wet slushy tire tracks of the four lanes of southbound traffic – he was getting better with this emotional transformation – it was much easier than it used to be, this was not something he was proud of.
Sarah stood at the window long after Greg left the parking lot – her tears continued to flow as guilt and anger overwhelmed her – she caught her own reflection in the window as she stared out of it – feeling foolish, she gathered herself, and what was left of her sanity – she took several deep breaths and wiped her face with her hands a few more times – finally, she turned and walked through the apartment to the master bathroom – the three bedroom, two bath, second floor dwelling was perfect for a young military family – discount furniture, modest furnishings, close to the Army base and essentials – it was exactly what a young married military couple and their new born son required – she scolded herself for crying while staring at her swollen eyes in the mirror over the vanity – she wondered what her friend, who’s bathroom she stood in, would think about her compromising behavior – she toyed with explanations and excuses she would use if she ever got caught – she was starting to accumulate stories and lies she had to keep track of – lies to her husband Ron – lies to Greg’s wife Kim, who she knew – stories to co-workers and friends – she felt the weight of it all building on her frail emotional frame – Sarah and her husband Ron were friends with many military service members and their families – it was common for military families to befriend and look after one other – military families are frequently relocated as the needs of the Army move them from base to base – the easiest way to plug into a new location is reach out to, and hold fast to other military families – Sarah lied to herself in an attempt to justify being in the apartment – she wanted to believe being there had more to do with helping her friends, and nothing to do with Greg – but she knew better – she put both hands on the vanity and leaned forward still lying about her purpose for being there – she dropped her chin to her chest and whispered, “Stupid, stupid, stupid” through her clinched teeth.
Kim bounced up from her fitness magazine when the oven timer chirped a harsh electronic tone informing her dinner was ready – she glanced in a hall mirror, ran her fingers through her recently frosted hair and smiled as she made her way to the open concept kitchen – a quick touch on a surface control panel ended the annoying continuous chirping and a bright oven light came on illuminating a perfect dinner entrée – Kim moved around her home and kitchen as graceful as a ballerina, wasting no steps or actions – pulling the steaming dish from the oven, she ran through a ‘dinner check list’ stored somewhere deep within her compartmentally well-organized mind – Kim’s life and surroundings were a well-oiled attractive and energy efficient machine – everything was ready and Greg would be home any minute now – her kitchen was spotless and impeccably organized – shiny countertops reflected size and color coordinated appliances, canisters and utensil storage cadies – she took great pride in all areas of their home, but the kitchen… it was her favorite – Kim’s trained eye could catch even the smallest item out of place anywhere in their home – her mild obsessive compulsive disorder would not let her walk passed an item out of place, a mess or undone task without making it ‘right’ – her husband Greg, never noticed any of these efforts, but her knowing everything was up to standard was enough – she smiled to herself, pleased with her proficiency.
Kim and Greg had been married over seventeen years – their two boys, ages eleven and thirteen were the center of her world – they absorbed most of her attention and energy – although she was not able to keep the boy’s habits and rooms as pristine as her kitchen, she loved and cared for them passionately – her marriage to Greg had equal portions of good and bad times – she kept the bad times under control by being a passive, but not quite a submissive wife – she could hold her own when she needed to, and they both knew it – Kim either engaged, or purposely did not engage Greg’s ideas, suggestions, or input about the boys or the house – she was very calculating and manipulative in pursuit of her desired objectives – but, Kim really loved Greg – she loved caring for him and being his wife – why not, he was a good provider, she never worried about their financial abilities, their vehicles, their positions or their future – she also loved her role as the mom, driver, escort, equipment manager, cook, and maid to their sons – Kim had detailed and very elaborate plans for their boys – they were involved in all sorts of school, church and teenage activities – they were both athletic, smart and very promising – she was very proud of how her boys were turning out, and she bragged on them frequently – she had many friends who’s kids were far less than stellar – she reminded herself often of the growing number of successes shared by her boys – Kim’s life and it’s components were textbook examples of what she’d always dreamed of – she leaned against the island in her kitchen enjoying the extra few minutes she factored into her pre-dinner preparation – she glanced around at her gorgeous kitchen, the results of collaborated designs found in hundreds of ‘Southern Living’ magazines – she folded her arms as if to hug herself and stared silently at the hardwood floor – almost on cue, something caught her eye and she glanced up – the headlights from Greg’s truck flashed in the kitchen window and she smiled knowing her husband was home – he was home for her, she told herself – facing the ceiling, she sternly called her boys down for dinner – as she went to meet Greg she heard the boys rumbling down the stairs.
Sarah calmed her fear and guilt as she drove home from the failed secret rendezvous – she picked up take-out Chinese on the way – She took her time, listened to contemporary Christian music and drove slowly, specifically to help her calm down – it seemed she and Ron were always ‘on the go’ so take-out, or going out was their favorite meals – they didn’t sit at home much – they enjoyed an active life, especially if they were together – their twenty one year marriage had not chilled their energy for each other, or for the fast paced lives they lived – they had one daughter, Ronnie – she was in junior college and still lived in the basement of their tri-level seventies style home – Ron had just clocked eighteen years of military service – he was a very busy first sergeant of a deployable unit on Fort Carson – they looked forward to Ron reaching twenty years of service, retiring and taking less demanding job on or near a military base – Ron’s job was intense and stressful – his days were long and weekends often found him back at work – but, he loved being a first sergeant and took it seriously – his time with Sarah and their daughter was limited so they made the most of it – Colorado is a gold mine of day trips, adventures, and activities – they tapped into the Colorado life style and lived it every chance they got – their daughter’s interests slowly evolved as she became a young adult – Ronnie found herself out with friends, away from her parents more and more – they loved their daughter, but they also loved their recently rediscovered life without kids just as much – their near empty nest was transforming into their personal pleasure playground – they loved it – Sarah also loved her life, she volunteered on the base and tutored math and science for a local private Christian school – she loved teaching kids – she loved watching a struggling student overcome a stumbling block and confidently move forward with their education – Kim had majored in political science and minored in applied mathematics – she never pursued a teaching certificate or masters, so tutoring in private schools was perfect for her – her life allowed her freedom of movement and flexibility – although she missed Ron during his deployments, his training exercises, and his demanding work hours, she also loved her independence – their lives were synced at points but also distant as the military demanded Ron’s attention – nearing their home Sarah touched the garage door opener and pulled into their driveway – she admired their manicured yard and well kept house as she pulled into the two car garage – the garage door closed behind her and she found herself sitting alone in her blue Volvo crossover XC60 – the dimly lit garage comforted her as her mind went back to thoughts of Greg – cursing to herself, she pulled her phone from her tote bag and sent Greg a text message.
Greg and the boys devoured their dinner and layered Kim with praises for the great meal – all three men in the house knew she thrived on their positive feedback, so they offered it often – after some surface level small talk, a kiss for mom and the boys quickly disappeared back upstairs – Kim cleaned the kitchen while Greg remained at the table with his laptop and phone working on something ‘critical’ and his endless emails – his phone hummed a familiar vibration – he flipped it over and saw the text message… from Sarah – without opening it, he glanced up at Kim still busily cleaning away in the kitchen – her fluid movements caught his attention – he continued to watch her work – she was still very attractive and constantly worked on her fitness and appearance – he really loved her – he still craved their sex life after seventeen years of marriage, and often told her he did – he felt foolish for cheating on her, she was not the reason he cheated – he was his own nemesis – the cheating had more to do with his own desire to control and capture things – Greg knew he could never control Kim, but he also knew he didn’t need to – she took wonderful care of him and the boys – he’s eyes came back to his phone and he opened Sarah’s message – he read, “R U OK?” – he closed his eyes for a long second then deleted the message without replying to it – Kim startled him by asking if he was okay – Kim had noticed his few seconds of apparent meditation – he assured her he was fine and referenced some make-believe drama at work he was troubled over – he promised her he was finished with work for the night and closed his laptop.
Sarah entered her garage door to the house and walked straight into their guest bathroom, flipped on the light and checked her face in the mirror – her eyes were no longer puffy and she smiled weakly at her reflection – she adjusted an exposed bra strap, fluffed her hair and brushed lint from her blouse – putting both hands on her hips she admired herself as she half turned from side to side in the mirror – she was a little heavier than she liked, but she knew Ron loved her full curves and behind – she returned to the garage to retrieve her purse, tote bag and take-out dinner from the car – passing through their well-furnished den she dropped her things on one of the couches – their home was designed for comfort and openness – they entertained a lot and their home was perfect for it – large rooms with lots of seating and ease of movement throughout the common areas – no sooner than Sarah placed the take-out dinner on the kitchen’s marbled breakfast bar she heard the garage door open again, Ron was home – Ron was home early – his early arrival panicked her and fear shot through her spin – she closed her eyes tightly and blew out a long slow breath – she reminded herself she had done nothing wrong… today – what if she had met with Greg today… what if she had spent an hour with Greg… what if Ron got home before she did and wanted to know where she had been, or why was she late – she held her arms stiff by her side and forced herself to calm down – what was she thinking, Ron never asked about her whereabouts or the times she arrived home – in fact she wondered early in her secret relationship, why Ron wasn’t more curious about her time away from home – she heard Ron enter the back door and drop keys, phone and a military designed book bag on a hall book shelf – Ron was systematic with everything he did – Sarah had his end of day steps and actions memorized – she heard his military booted steps approaching and she turned to face him exactly at the time he stepped into the well lit spacious kitchen – she stepped toward him, they smiled and kissed – she wrapped her arms around him and hugged him hard, explaining that she had missed him today – their embrace lasted a second longer than normal – he felt her body tremble slightly, he pulled back and caught her eye – “you okay baby?” he asked in a concerned voice – she smiled a big smile, being careful not to look panicked or stressed, and quickly assured him she was fine – “…it must be the winter chill in the air” she explained – she kissed him again and stepped back into the kitchen.
Greg and Kim watched, and pretended to enjoy prime time mind numbing reality television – they were both lost in their own thoughts – Greg dozed off a few times lulled to sleep by the endless television chatter – sadly, Kim realized two hours had gone by without a word shared between them – she frowned to herself – the ‘fix it’ part of her mind wondered if she could have corrected the prolonged silence between them – truth be told, they were both just tired, ready to call it a night and turn in – she got up, stretched, yawned and glanced back down at him as if to imply her intentions – he asked her if she was headed up to bed and she acknowledged that she was – as she stepped away she poked a thumb in her waist band, pulling her pants down an inch or so and tempted him, “If you hurry you might get lucky.” – their eyes met and they smiled at each other – “On my way baby.” he told her – she pivoted away on one foot and left the room as he touched one of several remote controls that made the big screen television go blank – he listened for her foot steps in the master bathroom and picked up his cell phone – he sent a quick text message to Sarah that read, “WE NEED 2 TALK” – he had not text or emailed her in four weeks, he wondered how she would react to this message – he got up, took two heavy glass tumblers from the den to the kitchen and left them on the counter near the sink – passing both boy’s rooms he told them each, “lights out thirty minutes.” – he entered the master bedroom, closed the door and began to undress – they made love… twice – surprised by their performance they giggled and hugged each other as their heart rates and breathing returned to normal – they kissed and exchanged ‘good nights’ – the last thing he did before sleeping was to check his phone on the bedside table for a messages… there was no message from Sarah.
Ron and Sarah ate their Chinese take-out sitting across from each other at the breakfast bar and watching the evening news – their home was a collection of unique furniture and furnishings from their many military travels – they had been stationed overseas in Germany, Korea and Italy – their stateside assignments were Texas, Georgia and now Colorado – they loved telling stories about their trips and adventures – their time in the military took them to many wonderful places and unique experiences – every room and every surface held a unique piece or object that told a story of their travels – Ron arranged his dinner in front of him – he had a systematic way of doing most things, to include eating – hungry, they ate rapidly and talked during commercials as the news hammered away – a few stories about work, a laugh or two and their conversation soon dwindled to a quiet room – finished eating, Ron stood, kissed Sarah on the forehead and moved to a better view of the television on sofa in the adjoining den – Sarah cleared the remains of their dinner and sat next to him – she looked over at him and realized he already dozed off – the demands of his long day and demanding week caught up with him – he was exhausted – she laughed to herself and leaned over, kissed him and took his hand – he stirred, “Let’s go up to bed.” she said – he insisted he was awake, and refocused his view on the television – Ron always said and did the same thing when he fell asleep watching TV – she knew to be patient and not press him – less than fifteen minutes later he was fast sleep again – she smiled, stood, took both of his hands and attempted to pull him up from the sofa – true to form, no argument from Ron this time, he was very tired and ready for bed – he got up and followed her to the bedroom – undressing quickly, he went right to bed and fell asleep fast and hard – he had no idea he left her wide awake, shaken and unnerved from her unpleasant experience with Greg – she laid down beside him and wished she could also sleep – for a long moment she stared at Ron’s silhouetted figure lying next to her – she was making sure he was fast asleep – careful not to wake him, she reached for her phone to reread Greg’s short text, “WE NEED 2 TALK” from earlier in the evening – she hit ‘reply’ and typed “WHERE / WHEN?” punched ‘send’ and watch the electronic message disappear from her phone’s display.
Okay, I took a calculated risk earlier this week (silly me) – I stepped into the discussion swirling around Critical Race Theory – I got a lot of positive feedback (thank you) – but, I also got punched in the face a lot more (LOL).
I entered the CRT discussion with only three motives:
To point out CRT is primarily an illustration of how our nation applied Constitutional ideals, Biblical principles, and moral values (we claim to be foundational to our nation), which left people of color with lasting disadvantages.
To contrast the difference between what the “talking heads” (press, media, politics) claim CRT is, verses what CRT really is.
To challenge us to think for ourselves, do our own research and quit giving power to the talking heads (on both sides of the argument) about controversial issues like CRT – never forget, they get paid every time we click, listen to, or share their controversial issues.
It appears, I missed my motive’s mark – that’s on me for being naive – I had no idea some would still “punch me in the face” without reading, or doing research, and only restating false premises of the talking heads – tragic.
Fear and relationships are interconnected in many ways – a lot of the things we fear are made less of a concern when we effort a relationship with the things we fear – this is true of most things – this is true with new concepts, first time events, beliefs, teachings, and most importantly people and people groups – it’s human nature to fear the things we are unfamiliar with.
Critical Race Theory (CRT) is one of the latest ‘fears’ we’re being inundated with – many would have us believe CRT is the boogeyman that will ruin our schools, culture, and nation – the opposite end of the discussion would have us believe understanding CRT will end racial inequality in our legal, economic, social, and civil constructs.
For the purpose of these thoughts, the two primary sides of this CRT discussion are:
CRT better understood, is bad and has the potential to harm the nation.
CRT better understood, is good and has the potential to improve the nation.
Let me first state, if we have an opinion on CRT, and we have not read it, researched it, know who wrote it, or why they wrote it… shame on us – shame on us for failing to put any effort into something that has so divided our nation.
Secondly, if we find ourselves formulating ideas about CRT from one sided agenda-based news, op-ed sources, organizations, and movements that only share one side of the discussion… shame on us again – shame on us for failing to consider more than one side of something that has so divided our nation.
Before we start, I’m going to tell you my findings upfront – I fear many of us will not read any further because of our preconceived notions about CRT – nothing short of divine revelation will change many of our minds – to be clear, I’m being facetious about divine revelation, so please spare me your replies condemning me as a heretic – truthfully, divine revelation will not come from Kevin’s Thoughts, Tucker Carlson, Anderson Cooper, Joe Rogan, Brianna Keilar, Ben Shapiro, sports figures, the entertainment industry, or anyone who makes money from us following or listening to what they say.
Perhaps, divine revelation comes to those with a heart and mind fixed on a desire for things to be fair, to care for others, to give aid, to contribute to equality and justice – it requires some degree of intellectual and emotional sweat equity – for me (not everyone) it comes from a desire to genuinely apply Biblical principles and Constitutional ideals to circumstances, events, and conditions happening every day in the world around us.
Wait, what? Did Kevin just imply that CRT is somehow connected to Biblical principles and Constitutional ideals?
This is a good place for me to segue into my findings about CRT – I did not come to these conclusions quickly or within any vacuum of ideas – I read it, and researched it – I know who wrote it, and why they wrote it – I understand its application to our evolving legal, economic, and social structures – I also understand the fears, as well as the possibilities it could have for our nation.
FACT 1: CRT is a theoretical framework initially written in the mid-1970s for legal scholars to consider how structural and racial disparities started and evolved in our nation (a 400 year spectrum) – how these disparities are embedded and subsequently stimulated inequalities in our laws and economic strategies – it’s a study of actual events, concepts and approaches that shaped racial disparities and gaps – it illustrates how the evolution of laws, economic concepts, and social orders, that are ‘supposed’ to be neutral, actually support and perpetuated racial disparity – the broader CRT study continues to be refined and expanded.
SIDEBAR 1: This exact same theoretical framework also applies to the question of equality for women in our nation over the past 400 years – there are some very interesting parallels between these two studies (for another day).
Whether or not we believe the findings of CRT to be true, is not relevant to these thoughts just yet (its coming) – bottom line up front, it is a detailed illustration of a deeper study and its findings – there are thousands of these “critical (fill in the blank) theories” throughout all of our institutions of higher learning – it’s simply a method used to examine a topic within an academic discipline – that is a fact, and not meant for us to agree or disagree on.
FACT 2: There were initially six tenets that evolved into eleven as a result of the broader CRT effort – each of these principles are very detailed, well documented and easy to find for research – each tenet outlines a human condition that was altered (for good and bad) and evolved as a result of a people group of dominance, oppressing a different people group – the human conditions examined cover a spectrum of social, economic, legal, educational, and real life circumstances of the oppressed and the oppressor – this is also a fact that does not require concurrence.
I’ll admit the tenets and supporting documentation were written for scholars and law students – so, the tenet’s hundreds of pages were challenging for me to read and digest – keep this in mind if you venture into your own research effort (I hope you will) – just know it’s not a quick read – as always, I strongly recommend we all do our own research and avoid conclusions drawn by people and organizations who are paid for drawing our attention with salacious, controversial, and one sided content.
MY (early) TAKE: I absolutely believe, and can illustrate, the tenets of Critical Race Theory are well grounded in Biblical principles (also other common religious principles not based on the Bible) and U.S. Constitutional ideals – these are very easy dots to connect, but I wanted to get this out before you quit reading – every religious teaching specific to behaviors of fairness and equally are the fundamentals for CRT – these basic religious principles and constitutional ideals were ‘supposed’ to apply to all of our legal, economic, social, and civil constructs – CRT illustrates how our nation repeated failed to meet these basic standards – having continually failed to achieve these basic standards, or effectively correct our course(s) over 400 years, we created conditions that progressively, institutionally, and systemically worked against people of color – all while, persons of power in our nation continued to progress and (for the most part) prosper.
FOR EXAMPLE: The essence of the first tenet of CRT, in simple terms: there is only one race (the human race) – any distinctions within the human race were created by men – basically, all men are created equal – this is a Biblical truth, as well as a Constitutional ideal – this is already taught in most schools, churches, and homes today – the CRT twist on this fundamental national belief is, our nation professed, all men are created equal, but did not apply this belief equitably, or justifiably for hundreds of years – this compromised application of our national belief proved to create lasting challenges and obstacles for people of color – no boogieman, just cause and effect.
That’s just one example of my take on a small portion of CRT – to be clear, this take is an actual fact of our history – we professed a belief which we did not apply correctly or fairly – that error created lasting degraded human conditions for people of color – this is also a fact of our history – so, help me understand… Why can’t that be taught in age-appropriate classes?
I know not everyone will agree with my position – but, I ask you to continue reading to better understand why I drew this conclusion – please, correct me if I’ve made an error – provide better insight or evidence for me to consider – do not just walk away – our nation is grossly divided, and we all have a role to play in correcting this, or adding to the divide.
CONTINUING: Critical Race Theory itself, and its findings are not really the issue that divides us – remember, there are hundreds of ‘critical (fill in the blank) theories’ in our institutions of higher learning – many of these theories are very controversial, and large segments of the nation disagree with them – but most of these other critical theories draw little or no attention – so, what’s the big deal with this fifty year old Critical Race Theory?
SIDEBAR 2: Some critical theories did come with a great deal of fear and push back – consider the outcry over the “Theories of Evolution” when they were introduced, and later found their way into textbooks.
CRT found its way into our news and social media during the height of civil and racial unrest over the past six years – even though CRT wasn’t new, it was new to most of us, and seemed more relevant to many – subsequently, CRT became more of a point of conflict as the talking heads, and agenda driven outlets blasted their many ‘interpretations’ of CRT into our TVs and devices – there are many reasons for us to consider, or ignore CRT – these reasons are numerous and diverse – the bottom line, whether or not we agree with CRT, race is undeniably a major point of conflict for our nation.
Today we hear about many religious denominations, individual churches, state and local governments, colleges and universities looking into adopting CRT as an additional source to better understand race as it applies to our racially charged nation – we can easily name as many prominent religious leaders who favor CRT, as there are those who oppose it – the same can be said of political, education, economic, and cultural leaders in our nation today – how is it our nation is so divided by the origins of racism? This feels like something we should openly embrace for a better understanding of race and racism.
Consider this, a nation with so much wealth, liberty, personal rights, opportunity, resources, and vast space should have had more reasons for ALL of its citizens to be enormously successful, than it does to have such dismal challenges and obstacles for so many of our people of color – CRT considered these conditions (back in the 60s and 70s) and addressed many historical paradigms to help explain how we arrived at these unequal human conditions.
Churches, educational organizations, sectors of the government, and social dynamics began to consider CRT – this led to the possibility that CRT might be taught in our schools K-12 – this was too much for many in the nation to accept – remember, CRT has now been (correctly and falsely) interpreted, and broadcasted many different ways across our divided social landscapes – with so many not doing their own research, we’ve all gotten drawn into the CRT hate-hype – we’re being repeatedly programed to fear, or embrace CRT – often times with falsehoods from both sides of the argument, that simply do not exist in CRT.
Fear and panic spread across mostly conservative White citizens – fear about raising consciousness of long term, systemic structural inequality, and institutional racism – fear of the potential fallout because it implicates many of our practices and indicates what may need to be done to have a fair and just society – many believe, the corrective medicine for racism is worse than the inflection itself – the nation’s divide grows wider, and the fear grows stronger.
Local governments, school boards and political leaders are justifiably conflicted about how to proceed, as shouting, hate shaming, outrage, and tension continues to rise – if some or all of CRT proves to be true, how can any school effectively, accurately teach race theory, racial history, or racism without seriously indicting our nation’s history – this is essentially the conflictive question before us.
SIDEBAR 3: From a teaching perspective, perhaps it is not enough to simply state national beliefs, or constitutional concepts – perhaps there is value in making the connection to real-world applications of those concepts.
For Example: Why not teach, our nation has Constitutional ideals – our nation did not always live up to those ideas – those errors caused long term negative consequences for people groups – here are some ways our nation corrected those errors – here are some ways our nation can continue to avoid those errors – and yes, always teach to age-appropriate.
CH2 – Summary & Takes on Tenets
Okay, that was 2000 words on my perspective – enough already – here are the summaries of the tenets:
So, what are these tenets?
Why are they so controversial?
Why must we keep those lessons learned in or out of our schools?
Fear not, I will not copy and paste the hundreds of pages that is Critical Race Theory into this document – I have copied and pasted the ‘summary’ of each of the tenets – one important concept to remember before we proceed, race seen as anything other than, of the same human race, is a notion created by dominant people groups and is a systemic intrinsic belief – for CRT, race is defined as different, unequal, or purposed for – it does not define race as Black, White, Spanish, Asian, etc – okay here we go – next you’ll find the tenets plus my thought on each:
Critical Race Theory (Summary of Tenets):
1. Race is Socially Constructed
“Race is not a natural, biological, “out there” entity such that it exists independently of law and society. Rather, it is a product of human social interaction, a construction of social reality. Further, race and racial categories were historically created to justify and maintain social hierarchy, slavery, and other forms of group-based exploitation, as well as to distribute rights, citizenship, privileges, access, and disparate advantages/disadvantages.”
BLUF: All mankind is created equal – not much to argue with there, until we (mankind) changed it – the Biblical and Constitutional connections are clear here – race distinctions and hierarchy at the humankind level, other than appearances and cultures, did not exist until man created it for his own objectives.
2. Differential Racialization
“Race, as an historically contingent artifact, was constructed to serve different social needs for differing social purposes at different times and in different places throughout history. Therefore, not all “races” were historically constructed along the same lines, nor imbued with the same set of characteristics, nor are these constructions particularly stable through time.”
BLUF: Not all manmade race distinctions were alike or commonly driven – this speaks to a further delineation and separation of peoples for the purposes of the dominate group – this paring and sorting of people groups (for another people group’s purposes) is not at all Biblically or Constitutionally sound.
3. Intersectionality
“Further, because race has been socially constructed to serve different purposes for different groups at different times, race is inextricably linked with other social constructions and/or social arrangements developed by dominant groups to distribute protections, rights, citizenship, privileges, access, advantages, and disadvantages. As such, “race, class, gender, sexuality, ethnicity, nation, ability, and age operate not as unitary, mutually exclusive entities, but rather as reciprocally constructing phenomena”.
BLUF: If Tenets 1 & 2 are true (and they are), then race distinctions from a dominate people group are also linked with other social constructions and/or social arrangements – CRT is contrasting what happened to be Biblical and Constitutional ideals, against implementation of unequal availability of protections, rights, citizenship, privileges, access, advantages, and disadvantages – it’s the unjustified progressive compromised of rights (et al) for the developing advantages of the dominant people group.
4. Racism is Endemic to American Life
“Because race was historically constructed by, in tandem with, and as integral to other central formative American systems and institutions—including American law, government, nation, politics, religion, human geography, economic structure, and distributive schemas—the attendant racial hierarchies and ideologies are likewise integral to American life and its institutions.”
BLUF: Tenets 1-4 are naturally progressive inherent coercive behaviors, which apply and enforce far reaching limitations on people groups – this led to a broader need for integration of dominance and subordination into existing and developing institutions and systems (laws/governance) – again, behavior in contrast to Biblical and Constitutional ideals.
NOTE: The principles of these first four tenets are already taught in homes, churches, and schools within concepts of “all men are created equal” – the fact that our nation systemically failed (and continued to fail) to treat all men equally is the point – it’s a point that should not be feared, or hidden – it’s a point we should acknowledge, learn from, and never repeat.
5. CRT is Skeptical of Claims to Neutrality, Objectivity, Color-Blindness, and Meritocracy
“Because racism is endemic to American life and institutions, concepts like neutrality, objectivity, color-blindness, and merit are viewed by CRT scholars as sites of racial formation and preservation, as historical artifacts containing their own racial ideologies, racial logics, and racial preferences, and are therefore legitimate sites of racial critique. CRT judges decision procedures not by their facial neutrality or objectivity, but by their remedial effectiveness in addressing the subordinated circumstances of people of color.”
BLUF: I believe this tenet sets up a reversal by demonstrating how colorblindness can produce racial preferences, and how color consciousness can neutralize and disrupt embedded racial advantages – instead of race (the human race in this case) preceding our laws, ideology, and social relations, CRT conceptualizes race, and progressive race delineations as a product of our evolving laws, ideology, and social relations – meaning (in many cases), our laws (et al) did not simply reflect dominate people group’s ideas about race – ours laws actually generated greater racial disparities (this is a fundamental point to this entire study) – our laws, and constructs have historically employed race as a basis for group differentiation – there are thousands of easy to find examples of this if we want to peel that onion one day.
6. Racism is a Structural Phenomenon and Explains Current Maldistributions
“As such, racism is primarily a problem of historically racialized systems—created for the distribution of social, political, and economic goods—continuing to perform as it was historically created, even in our supposedly “post-racial” legal era.”
BLUF: There are many arguments whether or not there was/is inequity or unevenness when it comes to distribution of abilities, resources, access, rights, liberties, etc., etc over an area, or people group – for me the evidence is overwhelming – but, we need to do the work and look deeper than our ‘candy coated’ versions of US History taught in most public schools – NOTE: before you launch an attack on my view of public schools… please know that I attended public schools K-12 in 8 states (GA, AL, TX, AZ, OK, AK, NC, and HI) – my children attended public and DoD schools in 4 states or locations (CA, AL, VA, and Germany) – I don’t need anyone’s version of how wrong I am about the quality of US History taught to in public schools – my firsthand knowledge is pretty solid – and that’s my point, incomplete or one sidedness, is always a compromised view.
NOTE: “Many people alive today were alive when Jim Crow was in full force. And when these same people were born, former slaves were still alive. We are not that far removed from this history. It is the truth, and it should be taught.” This sentiment has been shared by many referencing historical relevance and applicability – some might even say, “the truth will set us free” – just a thought.
7. CRT is Discontent with Liberalism and the Standard Racial Progress Narrative
“On the other hand, liberalism conceptualizes racism as an aberration, a departure from the social norm. Therefore, liberalism tends to idealize the problem of racism as (1) prejudice, bias, and stereotype, (2) discrimination, or “allowing race to count for anything,” and (3) mere physical separation of races. Liberal answers to racism, accordingly, are (1) increased knowledge, (2) color-blindness, and (3) racial “mixing”; and, of course, plenty of time to allow “enlightenment” to run its natural course.”
BLUF: I believe the point is, writers of CRT see liberal diagnoses and remedies as a means of preserving the status quo, preserving and legitimizing the current failed distribution of social power and the racially subordinated circumstances embedded within greater national level constructs – CRT scholars illustrate the liberal approach to racism fails to address larger embedded systemic driving forces at a national level.
NOTE: (brace yourself) Where are the moral conservative voices in this discussion – why are we so opposed to actual CRT concepts (not the interpretations from the talking heads)? Are we not the platform of moral correctness? Do we not claim to hold fast to truth and justice? Are our values not laced in the principles of “all men are created equal?” Why do we profess that everyone can be successful, while ignoring the challenges and obstacles we placed on people of color? What does our Bible teach us about unjust treatment of others? What does our Constitution promise all citizens? I’m continually shocked by the legislative, economic, educational, and social/civil justice positions and postures of conservative Americans reference racism and the history of racism.
Have our beliefs become subordinate to our politics?
8. Interest Convergence
“Because of the embedded nature of racism, due to the historical nature of racial construction, racial progress is often ephemeral, and always prioritized in contrast with the rest of the traditional liberal program—i.e., individual freedom, freedom of association, free markets, vested interests, property rights, etc. Significant change normally occurs only when the latter interests are threatened by racist policy and thereby converge with the interests of people of color. When these interests change, the fortunes of Black Americans are in turn reversed. The dialectic of racial reform and retrenchment is a central CRT analytic.”
BLUF: This tenet requires a long view to see it’s precept clearly – consider 400 years of laws and policies that were either designed to provide fairness and equality, but were never effectively enforced (at state or federal levels) – or laws and policies that were tilted and tainted to perpetuate control and submission (mostly at state levels) – then realizing the common denominator for progress, (if progress was made) was the law/policy met the needs of other political agendas, or unrelated objectives (i.e. piecemeal solutioning) – there are deeper studies of this concept at most collegiate law departments that are easy to tap in to – the point is, continued inequities and disparities at multiple levels of government, economic strategies, and social/civil injustices with no effective national level all-encompassing fix to provide moral based corrective action, caused deeper systemic embedded racial disparities – the nation simply failed to do the ‘right’ thing (holistically), even though it was the ‘right’ thing to do (morally, Biblically, Constitutionally, ethically, honorably).
9. Unique Voice of Color Thesis
“Those who have been, and continue to be, marginalized through social identification with historically constructed groups are thereby uniquely placed to address their unique social, legal, political, and economic subordination, as they “are more likely to have had experiences that are particularly epistemically salient for identifying and evaluating assumptions that have been systematically obscured or made less visible as the result of power dynamics.” In this manner, embedded, seemingly invisible, systems of racism can be made more visible to those who have been socialized as members of other historically constructed groups.”
BLUF: This point is easy to see, but difficult to digest – before we try to define or address racism, and the History of American Racism, we must either walk a mile in the shoes of those with firsthand knowledge of racism – or, listen well to stories and experiences of those who’ve lived, struggled, and died under the heavy hands of racism – we failed, as the nation’s dominate people group (Whites) by placing the need to protect our own version of national history, and by inserting our own preconceived notions of racism, and by totally ignoring the realities of racism… before we walked with, or listened to, or learned from those with firsthand knowledge of racism – this is the most telling failure of our nation’s effort to address racism – this is evident in the way we vote, behave, worship, shop, spend, invest, provide care/aid, etc., etc… it’s obvious, if we’ll just make an effort to see racism from a perspective other than our own.
10. CRT Aspires to be Interdisciplinary and Eclectic
“Further, since race is not a natural entity but a social construct, and since racism is thereby embedded in American society through its historical construction, race and racism are particularly amenable to fruitful interrogation by aspects of both Critical Theory and post-modernism/structuralism. Accordingly, CRT scholars seek to deconstruct these systems and ideologies, but with an eye toward reconstruction and liberation. More broadly, CRT seeks to incorporate a wide range of traditions and disciplines in order to address the various and sundry ways racialization is embedded throughout society.”
BLUF: Concepts and theories for addressing actions to apply greater equality, justice, and fairness across systems and ideologies that make up our legal, economic, educational, and social/civil constructs will not be trivial or narrowly focused – it took 400 years to weave systemic racism into our constructs – it will take more than a snap piece of legislation, a school few board meetings, or local policies to unravel this raciest entanglement.
11. CRT is Both Theory and Praxis
“In the end, CRT seeks not only to understand race and racial subordination, but to change the subordinated circumstances of marginalized peoples. CRT scholars understand that consistent, effective, liberative critical social theory cannot separate the construction of social knowledge from the active redistribution of social power.”
BLUF: For me, the point here is really a challenge to the nation – things can either remain the same, or be changed – but change is not possible unless the approach considers the widest perspective and far-reaching efforts – the target is massive – consider reversing hundreds of years of embedded systemic racist constructs, civil ideologies, social doctrines, and legal agendas – it is a damn heavy lift – now add to that effort a need to correct layers of one sided, tight fisted, self-preserving desires to promote only the White-side of our history… at the enormous cost of freedom, equality, and justice of our nation’s people of color.
Critical Race Theory is NOT the boogieman – Critical Race Theory is you and I, and the roles we could play – will we correct our course, or will we continue our course?
Do we have enough national integrity to clearly and correctly ‘call ourselves out’ for the compromises our nation inflicted on our people of color?
There is always great gain when wrongs are acknowledged, addressed, and learned from.
CH3 – Historical Illustration of Takes
SIDEBAR 4: A high level, fast moving, well documented view of perceptions of people of color as our nation was founded and evolved – many of these bullets are only partially taught in public schools:
In 1607, 104 Englishmen arrive in North America and almost starved except for the indigenous peoples who provided aid – subsequently the Englishmen included the following description of the indigenous peoples in the Jamestown Charter, ignoring the fact the natives already had a unique government & religion:
“…they live in darkness and miserable ignorance of the true knowledge and worship of God, and may in time bring the infidels and savages, living in those parts, to human civility, and to settle and quiet government…”
In 1619, indentured servants, slaves and “laborers” were brought to the new land – immediately distinctions and disparities were identified and implemented – the indentured servants and laborers weren’t free (by definition), but they could attain freedom – the ‘negros’ were never considered for freedom.
What was the difference? Laws of that time undoubtedly illustrate early America started out as an intrinsically racist society:
1662: Virginia law enacted: Negro women’s children to serve according to the conditions of the mother.
“Whereas some doubts have arisen whether children got by any Englishman upon a negro woman should be slave or free. Be it therefore enacted and declared by this present grand assembly, that all children born in this country shall be held bond or free only according to the condition of the mother…”
1667: Virginia law enacted, declaring that baptism of slaves doth not exempt them from bondage.
“Whereas some doubts have risen whether children that are slaves by birth, and by the charity and piety of their owners made partakers of the blessed sacrament of baptism, should by virtue of the baptism be made free. It is the enacted and declared by this grand assembly, and the authority thereof, that the conferring of baptism doth not alter the condition of the persons as to his bondage or freedom; that diverse masters, freed from this doubt, may more carefully endeavor the propagation of Christianity by permitting children, though slaves, or those of growth if capable to be admitted to that sacrament.”
1669: Virginia law enacted: An act about the casual killing of slaves.
“Whereas the only law in force for the punishment of refractory servants, resisting their master, mistress or overseer cannot be inflicted upon negroes, not the obstinacy of many of them by other than violent means suppress. Be it enacted and declared by this grand assembly, if any slave resist his master (or other by his masters order correcting him) and by the extremity of the correction should chance to die, that his death shall not be accompted a felony, but the master (or that other person appointed by the master to punish him) be acquitted.”
1776, America declared its Independence from Britain – there was a Revolutionary war – a constitutional oligarchy was created which allowed only 25% of the population to vote – but we called it a “democracy” –
Democracy defined:
government by the people; especially rule by the majority.
a government in which the supreme power is vested in the people and exercised by them directly or indirectly through a system of representation usually involving periodically held free elections.
Oligarchy defined:
government by the few,
a government in which a small group exercises control especially for corrupt and selfish purposes.
an organization under control
1785: Article 2 of the Constitution reference the electoral college, which speaks to women and people of color not being justly included, perpetuating a system that only allowed one third of the nation to have a represented voice.
“…there was one difficulty however of a serious nature attending immediate choice by the people. The right of suffrage was much more diffusive in the northern states; and the latter could have no influence in the election of the score of negroes. The substitution of electors obviated this difficulty and seemed on the whole to be liable to fewest objections.”
1787 – Of the 55 delegates to the Constitutional Convention, 49% of them owned slaves, earned money, and created commerce, trade, and economic structures from advantages of enslaving people groups.
1787: Article 4 of the Constitution reference the Fugitive Slave Clause; this clause gave enslavers the right to seize enslaved people who escaped to free states.
1808: The legislative branch or Article I of the Constitution further embeds structured disparity for people of color.
“The migration or importation of such person as any of the states now existing shall think proper to admit, shall not be prohibited by the Congress prior to the year one thousand eight hundred and eight, but a tax or duty may be imposed on such importation, not exceeding ten dollars for each person.”
“No Capitation or other direct, tax shall be laid, unless in proportion to the census or enumeration herein before directed to be taken.”
“Representatives and direct taxes shall be apportioned among the several states which may be included within the Union, according to their respective numbers, which shall be determined by adding to the whole number of free persons, including those bound to service from a term of years, and excluding Indians not taxed, three fifths of all other persons.”
We can teach one version of our Founding Fathers, but not about the children many founder fathered, and kept enslaved – generating a legacy of thousands of family members living an compromised inherited existences – because these family members were seen as unworthy to share in a full inheritance (for generations to come).
Consider a study of the US economy from 1780 – 1900, it’s progressive wealth, dominance of world trade, and industrial superiority… now consider it WITHOUT the advantages, and impacts of hundreds of thousands of enslaved, under represented, under compensated, harshly treated Blacks, Native American, Asians and Hispanics – the contrast is night and day – yet this fact is barely a blip in the greater curriculum of US Economics – are we sure our nation was not founded on racist constructs?
Public schools barely discuss why entire nations of indigenous natives moved across the country – we don’t elaborate on most of the unjust, unfair (many forced) treaties with natives signed by our government – yet, someone took control and ownership of those lands and resources – someone gain millions of dollars of accumulated wealth from those (illegal) personal gains – seriously, we’re not a nation founded on racism?
1860: The economic value the four million slaves (on average of $1K each) equal o/a $4B of personal wealth for slave owners at that time – that was more than all U.S. banks, railroads, and factories combined – in today’s dollars, that would have been comparable to $42T accounting for inflation and interest – but, can we really put a price on personal freedoms, liberties, and rights? Oh wait, we did put a price of $1K each on personal freedoms, liberties, and rights – this is a critical perspective not taught in most public schools.
1861: Eleven (slave owning) states decided they would rather form their own country – public schools teach the reason for this secession was more about “States Rights” than those state’s ability to own slaves – one might ask, states right to do what? – well, as a matter of fact… for state’s rights to own slaves and perpetuate a booming economy at the expense of personal freedoms, liberties, and rights of more than half of those state’s populations – not founded on racism?
1865: After the Civil War, the US ratified the 13th Amendment – the US population exploded by 4 million people who were already working for free, against their will – this kinda feels like oppressor dominance.
Then came the period called Reconstruction. We can’t teach what we were reconstructing from. All we can say is there was a lot of terrorism and secret fraternities that changed the political, social and economic structure of America, but we can’t teach why – specifically, these groups included: KKK, Knights of the White Camelia, the Black Legion, Vigilance Committees, Knights of the Flaming Sword, Klan of America, Silver Shirts, German-American Bund, Association of Georgia Klan, Klan of the Confederacy, Silver Dollar Group, White Knights, etc., etc. – there were hundreds of these groups and organizations between 1877 and today – because their members were White, they had great power and influence over laws, economics, juries, judges, education, civil/social constructs, churches, land rights, access and availability to commerce, trade, roads, bridges, schools, etc., etc. “…all men are created equal with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness” – unless you’re a person of color – but that was back in the day? Right? (SMH).
1867: “The Reconstruction Act of 1867 which outlined the terms for readmission to representation of rebel states. The bill divided the former Confederate states, except for Tennessee, into five military districts. Each state was required to write a new constitution, which needed to be approved by a majority of voters—including African Americans—in that state. In addition, each state was required to ratify the Thirteenth and Fourteenth Amendments to the Constitution. After meeting these criteria related to protecting the rights of African Americans and their property, the former Confederate states could gain full recognition and federal representation in Congress. Admission to representation of the former Confederate states began the next year.”
This Act quickly failed – why did The Reconstruction Act of 1867 fail? This federal legislation ultimately failed to protect former slaves from white persecution and failed to engender fundamental changes to the social fabric of the South – there were three modifications to The Reconstruction Act over the next seven years – each with pros and cons, depending whether you were White or Black – laws without teeth equal no law at all – consider all the laws and legislation over the past 200 years with little or no teeth, and we still claim (and teach) to have corrected systemic racism.
1914: Then came WWI.
1929: Then came the Great Depression when the American economy collapsed.
1933: The country addressed the depression with the New Deal, the greatest social program in American history – it created what we now call the “middle class” – but only for some people:
“The minimum wage regulations of the New Deal made it illegal for employers to hire people who weren’t worth the minimum because they lacked skills. As a result, some 500,000 blacks, particularly in the South, were estimated to have lost their jobs.”
The New Deal established some 700 industrial cartels, which restricted output, and forced wages & prices above market levels – CCC, TVA and AAA were some of these cartels aimed at southern states – without vigilance, it was easy for these cartels to deny benefits to Black workers – AAA evicted Black sharecroppers and tenant farmers off the land they were working – CCC disproportionately hired Whites over Blacks because of internal instructions from their director Robert Fechner – Fechner had many positive attributes, but he was also an admitted raciest – he did not believe Blacks should work, live, or rest alongside Whites – the CCC eventually began to incorporate Blacks as cooks, clean up teams, and runners – however, Blacks were not housed, paid, or fed equal to their White coworkers, even if the Blacks had equal or greater skills than the Whites – TVA also had strict practices of racial segregation which hindered Black participation – you won’t find this in any textbooks.
1935: Social Security Act signed into Law.
“Charles Hamilton Houston (NCAAP) and George E Hayes (NUL) testified in Congress, stressing the importance of including Black workers. But when FDR signed the Social Security Act into law in 1935, it deemed farmers and domestics ‘ineligible’, which meant that 87% of Black women and 55% of all Black workers were excluded.”
1938: World War II.
Thousands of Blacks joined the military – they joined to fight for freedom, as well as financial stability offered by the GI Bill – however, many Black war veterans did not get the freedom, or the financial stability promise for their service.
“I happen to be a Alabama Veteran myself. I was interested to learn of this thing called the GI Bill which provided me and other negro veterans with certain opportunities for the time we spent in the service were really so, or if it were just political talk and agency answer – agency answer that’s always “No” or “Sorry Mack, you’re just a little late.” – Black World War Veteran William Twitty, 1946.
“Returning soldiers were warned by friends and family not to wear their uniforms home, blacks in uniform were perceived as ‘uppity’ and were frequent targets of racist, white, law enforcement. The following tells the reception of Dabney Hammer, a black veteran who returned in uniform to his home state of Mississippi:
“Dabney Hammer, who came back to Mississippi wearing his war medals, encountered a white man in his home town of Clarksdale, MS. “Oweee, look at them spangles on your chest. Glad you back. Let me tell you one thing don’t you forget… you’re still a nigger.”
“White civilians, were anxious to remind black of their place in American actively sought opportunities to reinforce white dominance.”
1954-1968: Civil Rights Movement – the Martin Luther King era – hind sight is always clearer than foresight or even the present – these survey results tell a lot about the mindset and beliefs of Whites, even though they were very aware of the state of race relations in our nation:
Harris Survey (Aug 1966)
“I’d like to ask you if you were in the same positions as negros, if you think it would be justified or not to march and protest in demonstration?”
46% Justified
54% Not Justified
“All in all, do you feel the demonstrations by negros on civil rights have helped more or hurt more in the advancement of negro’s rights?”
85% Hurts
15% Helped
“Tell me for each man, if in your opinion, you think he is helping or hurting the negro cause for civil rights….. Martin Luther King?’
36% Helping
50% Hurting
14% Not sure
Subpopulation: White response
Methodology: Conducted by Louis Harris & Associates during Aug 1966 – based on personal interview with a national adult sample of 1250, Sample size is approximate. As reported in the Washington Post. Data provided by The Roper Center for Public Opinion Research.
NOTE: I follow Michael Harriot for his pointed, clear, concise takes on racism in American as well as American History – the following is one of his rants specific to what we don’t teach in public schools – it is meant to be slang, casual and confrontational.
START Quote:
Michael Harriot – @michaelharriot – Sr. Writer at TheRoot.com, writer at Amber Ruffin Show, author of “Black AF History,” board-certified wypipologist (look it up), last real Negus alive
“If we don’t talk about race, not only can’t we understand American history, but if we don’t understand the complex problem of race in America, one can only surmise that current disparities exist because some people are lazier, dumber and more violent than others (I can’t say who).”
“This version will also mean people will THINK they know history because they got good grades in Social Studies, but they will have no idea that they’re really ignorant to the truth.”
And here’s the crazy part:
THIS IS ACTUALLY HOW HISTORY IS CURRENTLY TAUGHT! Social studies is the only subject in the American education system that damn near EVERYONE is taught wrong.
When you took advanced math in college, you didn’t learn that 2+2=8 .
Your English professor didn’t have to explain that question marks didn’t exist
But I’m America, you have to actually UNLEARN LIES to understand history.
And if you think you weren’t lied to, ask yourself this:
Why do you know Christopher Columbus’ name?
Seriously. Forget about whether he was good or bad. Why does every child in America know his name?
Because they told us a LIE that he discovered America. We know it’s objectively false but kids STILL KNOW HIS NAME.
NOTE: In actual fact, Columbus did not discover North America. He was the first European to sight the Bahamas archipelago and then the island later named Hispaniola, now split into Haiti and the Dominican Republic. On his subsequent voyages he went farther south, to Central and South America. He never got close to what is now called the United States.
But that’s not what we’re doing right now. So, let’s say CRT actually taught that ALL white people are privileged & America is racist…
Now think about the extermination of the indigenous people.
Or the violent theft of their land
Or Black people’s labor
Or Reconstruction
Or Red Summer
Or the Civil Rights movement
Or all the economic disparities, social inequality and political barriers that still exist…
If you use legislation to create a system that protects ALL white kids from simply having to LEARN the history that Black and indigenous people actually endured…
Then aren’t you PROVING that CRT was correct this whole time?
When Lincoln ran for president, did he promise to end slavery?
36% correctly picked ‘no’
What percentage of the U.S. populations in 1860 were slaves?
25% knew the correct answer was 13%
What was the main cause of the Civil War?
52% correctly picked ‘slavery’
Based on so many of these polls, it appears that those who oppose CRT often understand the basic causes of systemic racism – but they also deny the ‘weight’ of those same causes – is it because they aren’t really trying to outlaw CRT? Or are they’re trying to outlaw the truth and continue with the misinformation?
The misinformation is rampant:
And one of the most widely used textbooks in the country, The American Pageant, describes the human trafficking of the Trans Atlantic slave trade as “immigration” and says slaves helped out with “chores” on “agricultural plantations” – the same text revers to the Civil War as The War for Southern Independence.
A textbook from Connecticut taught fourth graders in 2016: “Compared to other colonies, Connecticut did not have many slaves. They often cared for and protected them like members of the family. They taught them to be Christian, and sometimes to read and write.”
Virginia’s slave code strongly forbade slaves from reading, owning guns and traveling. But here’s what Virginia’s 4th-grade textbooks were teaching kids until the 1970s:
“Early in Virginia history the General Assembly made laws closely controlling the Negroes. However, the las were not fully enforced. Any slave masters did not like to have the state government meddle in what they considered their private business. They managed their servants accordingly to their own methods. They knew the best way to control their slaves was to win their confidence and affection. Many negroes were taught to read and write. Many of them were allowed to meet in groups for preaching, for funerals, and for singing and dancing. They often went visiting at night and sometimes owned guns and other weapons.”
Is this a historical lie intended to make white kids feel good about Virginia’s use of slavery?
Test books across the nation commonly “soften” reasons for Whites and Blacks migrating and relocating:
“Movement of some white Americans from cities to suburbs was driven by a desire to get away from more culturally diverse neighborhoods.”
“Some people wished to escape congestion and crime of the city.”
“Many Negro families migrated to better climates than Southern States offered.”
“Whites and Negroes often relocated to remain in step with advancing the American dream.”
Textbooks also produce gross disparities of history from state to state:
Texas textbooks state, “…white Southerners opposed Reconstruction because of tax increases as well as racial resentment.”
California textbooks state, “…includes primary-source quotations form black historical figures about while resistance to civil rights.”
Both state’s textbooks state, “…breaches of racial etiquette led to lynching after Reconstruction. But California, makes is clear that the perpetrators of lynching’s also hoped to discourage black political and economic power.”
“In Kentucky’s 1983 curriculum, they actually had a film that showed slave life in Kentucky was not “as bad as in other areas of the South. Then they did an exercise where the kids pretended to be slave masters.”
Most southern states, up until the 1970s taught that Slavery was:
“…one of the earliest forms of Social Security in the United States.”
Alabama high school textbooks excused violence against Blacks because:
“Many Alabama white men believed that they could not depend on the laws or the state government. They wanted to get government back into the hands of men they felt knew how to run it. “
Alabama textbook 1980:
Plantation Life:
“Now we come to one of the happiest ways of life in Alabama before the War Between the States. This is life as it was lived on the big plantations. As we have said, there were large numbers of small farmers and not many big plantation owners. The kind of like these few plantations owners made for themselves has lived on in song and story to become part of the history of the Old South. Some people have large plantations because cotton raised on the rich river valley lands was worth a lot of money. The owners raised thousands of bales of cotton big plantations with Negro slaves to help with the work.”
Truth is important – truth is important to more than just textbooks.
Text books laced with misinformation are only one layer of many challenges people of color endured – there were laws – lots of laws – local and state laws took on the flavor of Jim Crowe – laws prohibited Black people from playing checkers with white people – using a parking space reserved for white people – being buried next to a white person – using the same telephone booth as a white person – entering the same door as a white person – marrying a white person.
Black people could not buy tickets to white-only venues where Black people performed – or eat at white-only restaurants where Black people cooked – or dance on American Bandstand – or have their records played on white radio stations – or use the public library – or swim at public pools.
We haven’t even touched racist policing, unjust court systems, wrongful convictions lynching’s, failed prison systems, arrest/bail loops, redlining, employment gaps, unfair economic strategies, unequal education systems, broken healthcare, etc., etc… we all know this list is painfully long – how can this not be systemic?
All history has shameful components – all nations struggle with failures of the past – but this nation is supposed to be different – we claim to be able to grow and improve from our past – we’re profess to be the land of the free – we poke our finger in the chest of other nations and scold them for human rights violations.
Again, for emphasis – based on so many polls, it would appear that those who oppose CRT often understand the basic causes of systemic racism – but WE continue to deny the ‘weight’ of those same causes – is it because they aren’t really trying to outlaw CRT? Or are they’re trying to outlaw the truth and continue the misinformation?
… is that who we really are?
Remember, there is always great gain when wrongs are acknowledged, addressed, and learned from.
Kevin's Thoughts 