Faculty moderators step up to dismantle racism

In July, Dr. Carrie Hutchinson and Dr. Donte Newman introduced and moderated online webinars focusing on the present and historic damage racial injustice has perpetrated on communities of color, why it continues to occur, and ways in which all of us might work to implement positive change.

Hutchinson’s "Disrupting Racism: Foundations for Allies Seeking to be Accomplices" focused on identifying common roadblocks experienced by people with racial privilege who want to fight racism. Newman’s “The America We Know” series; co-facilitated by Interim Coordinator of Equity, Diversity, and Cultural Competency Roxane Byrne; is a monthly offering for the “racially inept to the racially competent” that brings together marginalized voices to critically examine racial injustice in America. The professors weighed in on these conversations and why they are crucial in implementing change, especially in our campus community.

Why, in your opinion, is the conversation about race important for staff and faculty at SBCC? How might our students of color benefit?

Hutchinson: The conversation about race and racism is important for everyone in our society, and SBCC is not exempt. Given SBCC’s critical role in educating our students, serving our community, and modeling best practices for diversity, equity, and inclusion, the conversation about race is just as important here as it is anywhere, perhaps even more so. Students of all races benefit when SBCC faculty, staff, administrators, and other students gain racial literacy- that is, the ability to understand the impact of race in our society and hold meaningful, well-informed discussions about it.

Newman: It’s incredibly important to have honest, open, and transparent campus conversations about race because all of SBCC employees unconsciously hold implicit racial biases. We all hold hidden biases because of our socialization in a society that preferences dominant groups over non-dominant groups. It is through honest conversations where we can begin to radically rethink how we think about employees and students of color on our campus.

How have current news events (George Floyd killing, mass protests) added to the urgency of having these discussions with campus staff?

Hutchinson: Having these conversations on our campus has always been urgent. Racism is a public health crisis that causes ongoing psychological trauma and premature death for people of color. This crisis has been urgent, and ignored, in the United States for over 400 years. There is no greater urgency now, there is just the perception of greater urgency by people with racial privilege who were not aware of the urgency before, or who chose to ignore it. While feelings of urgency are compelling people with racial privilege to take action, their sudden interest is often partnered with behaviors that can be re-traumatizing for people of color who have been aware of and addressing this urgency for years. Harnessing this new energy in ways that honor the ongoing movement and center people of color is a critical part of this work.

Newman: Police violence against black people has always been an urgent issue for black faculty, staff, and students. The police murders of George Floyd and Breonna Taylor haven’t changed how SBCC’s black employees talk about police violence. We’ve always talked about police violence. However, talking about racialized police violence as a campus is important because it can determine (a) who/what we see as the issue, (b) how we think about the issue, and (c) what we do about the issue.

Comment on the format of your presentations. In what ways were your chosen formats effective in authentically conveying messages to your audiences?

Hutchinson: The presentation was delivered over Zoom with PowerPoint delivered alongside my video image. This allows the information to be absorbed by people with different learning styles and helps keep information organized while still being personable. There was time for discussion at the end to make sure all voices were heard. Because of the time limit, I offered participants to contact me with questions, and after the presentation I received numerous follow up emails with additional questions.

Newman: The America We Know web program has featured black and brown panelists and a black-woman guest speaker. Moderating panel discussions and engaging guest speakers are effective formats because they expose our audience members to diverse voices, diverse experiences, and diverse sets of knowledge.

What feedback have you received (positive and/or negative), and do you plan to do more presentations?

Hutchinson: I have received an incredible amount of positive feedback. I deliver similar presentations on a regular basis as part of my community involvement in racial justice and I am delighted that SBCC is on board with these educational opportunities for our faculty, staff, administrators, and students.

Newman: I have received positive feedback from faculty, staff, and students. The common thread in their feedback is that our campus should continue having conversations about race and racism. The America We Know will be a monthly web series that critically examines systemic racial injustice.

Describe a "roadblock" a white person might have in doing racial justice work on campus and in the community. How might they overcome this?

Hutchinson: One of the greatest roadblocks is believing that being “non-racist” is enough to dismantle racism. Non-racism is a form of complacency, and ignores the internalized racism we are all socialized into, by merely existing in American culture. Racist ideology is embedded in systems across our culture including our schools, healthcare, criminal justice systems, entertainment and media, workplaces, and so much more. It cannot be avoided. Claiming to be non-racist is a refusal to acknowledge the pervasiveness of racism in our culture and therefore acts a barrier to dismantling it. Dismantling racism requires active participation by learning about and engaging in antiracism every day.

Newman: One roadblock a white person might have in doing racial justice work on campus and in the community is rejecting the idea of meritocracy. Meritocracy is the idea that one’s position in society is based on abilities. The idea of meritocracy is ahistorical and counterfactual because it renders racial identity irrelevant to one’s position in society. Author Mikki Kendall articulates that “Americans love the myth of meritocracy more than anything else, because it lets us ignore the reality of the impact of bigotry.” Rather than acknowledging how systemic forces function to economically and academically oppress people of color, meritocracy is used to justify racial disparities in income, wealth, and education. White people can overcome this roadblock by educating themselves: reading books, scholarly research, and articles by authors of color or listening to podcasts, audio books, and video journalism by people of color.

Describe your hope for the main takeaway(s) of your presentation.

Hutchinson: People with racial privilege who are newly interested in racial justice must identify our mutual interest and personal stake in dismantling systems of oppression so that we approach this work as though our lives depend on it, because they do. We must work under the leadership of people of color who are at the forefront of this movement, while identifying the ways in which we can leverage our racial privilege to best partner in a multi-racial coalition for our shared societal liberation.

Newman: My hope is that people will feel empowered and more confident to learn about racism, talk about racism, write about racism, challenge racism, and practice anti-racism to dismantle racism.

Anything you'd like to add?

Hutchinson: For white people interested in learning more about how to get involved in racial justice in ways that are effective and accountable, please visit sbsurj.weebly.com

Newman: Read Hood Feminism by Mikki Kendall, White Rage by Carol Anderson, and On the Other Side of Freedom: The Case for Hope by Deray McKesson.