Witnessing for Racial Justice Shelly Tochluk Elements of an Anti-racist Practice

Workshop Orientation Recognize urgency and its effects Focus on self –We are our most essential tool –Action born from deep well of knowledge, skills, and capacities Focus on community –Shared understanding/approach

Goals Introduce the witnessing model Examine four elements necessary to develop an antiracist practice Explore workshop series to enhance recognition/skills related to confronting racism and privilege

To begin… What word or phrase comes to mind when you think of the word WITNESS ???

Why do we need this model? Three publicized –Racist –Unconscious –Guilty One goal –Ally Learning curve as Chasm

What is Witnessing? A helpful bridge Move from bystander to witness position Bystander vs. Witness

Elements of Witnessing Building Knowledge –Do we know enough to identify racism and enactments of privilege? Building Skills –How can we respond constructively? Building Capacity –Do we have the psychological/emotional strength to put our skills into action? Building Community –What support do we have to keep working on refining our practice?

Building Knowledge What types of knowledge do you need to be an effective ally, challenging racism and enactments of white privilege?

Building Knowledge 1. History of racism/white supremacy 2. History of resistance to racism/white supremacy 3. White privilege 4. White racial identity 5. Building an anti-racist practice 6. Our roots, cultural histories 7. Intersections of race, class, gender, sexual orientation, ability, etc.

Building Knowledge Strategic, ongoing group process –Identify problematic statements heard –Research information related to subject areas –Co-create counter statements and develop justifications –Share new ideas for clarity, correctness, and accountability –Document results of learning for future reference, publication, or distribution

Building Skills

What skills do we need in order to use the knowledge gain? –Practiced responses to racism –Listening skills –Non-oppressive communication practices

Building Skills Practiced responses to racism –Identify common situations where racism or white privilege have been experienced –Consider context (ex. power relationships) –Determine the most effective approach –Role play in small groups –Engage in practice rounds on a regular basis

Role Play Scenes Racism is not a problem anymore. Just look at how many people of color we see in positions of power now. Making decisions that take race into account is just wrong. We should be beyond all of that. We’re all part of the human race, so paying attention to race just creates problems.

Building Capacity Even when we know what we should do, we often find ourselves unable to act in the moment.

Meditation Draw an image or write some words that reflect the way you experience emotion in challenging situations like the one you recalled

Reflection Pair Share: –What thoughts or emotions arose for you during the meditation exercise? –How might your emotions get in the way of you being able to effectively use your knowledge and skills as part of your anti- racist practice?

Discussion Group Share: –How can emotions get in the way of our ability to use our knowledge and skills? –Why is it important to have a place where our emotional responses to racism can be discussed openly and honestly?

Gremlins Emotional triggers Conflicting and confusing feelings Questions about personal racial identity Decrease confidence Inspire anxiety, anger, or defensiveness Silence us Take control

Working with Gremlins Example #1: Hearing a racist remark from another white person reminds me of when I believed that myself. I’m so glad I don’t believe that anymore and am angry that others don’t seem to care. It makes me want to lash out at them to shake them up and make them feel bad. Example #2: I don’t feel comfortable being called white, and when white people make racist remarks, it makes me frustrated that I’m associated with them. So, I try to distance myself from any white person who is like that.

Working with Gremlins First Step –Identification –Create an image of your gremlin Consider: How does your gremlin stop you from successfully using your antiracist knowledge and skills?

Working with Gremlins Second Step –Create a transforming relationship with your gremlin Consider: –What would help that gremlin get our of your way? –What feelings or thoughts do you have that need to be worked through?

Building Community Imagine a focused, continuing community within your organization that develops and practices their knowledge, skills, and capacities together –What would this feel like? –How would this be helpful?

Witnessing Whiteness Leadership Development Staff development –“You can’t teach what you don’t know” - Gary Howard Personal reflection –How skilled are you at confronting racism, privilege, and avoidance techniques used by people around you? –What type of training/practice does your staff need before you can honestly expect to see change in your organization?

Witnessing Whiteness Grouping Choices Race-Specific Affinity Groups vs. Multiracial Groups Affinity Groups –Help white people build leadership skills in antiracism –Reduces burden placed on people of color to “train” white people –Reduces anxiety around fears of making mistakes Multiracial Groups –Opportunity for people of color to express needs and desires for support –May reinforce pattern of people of color feeling injured and exhausted by constantly teaching well-meaning white poeple –Can create a feeling of inclusiveness and community building

Witnessing Whiteness Additional Considerations Layers of training, Ongoing process –Staff training –Community programs Cycles to extend/practice learning Learner becomes teacher Power dynamics –Board members, Directors, Supervisors, Staff, Community members Recognition of personal style Goal –Educate and invite into dialogue/exploration? –Punish and push away?

Witnessing on campus Accountability Relationships with people of color Anti-oppressive practices Communication skills Self-reflection and transformation

Witnessing Whiteness Resources Website: Witnessing Whiteness: The Need to Talk About Race and How to Do It Workshop Series Companion curriculum 11 workshops, 2 1/2 to 3 hrs each Deeper exploration of issues discussed in book Includes facilitator notes, guidelines, support documents

Workshop Series Reflection Website:  How would the ideas explored in the workshop you are reviewing support the development of a witnessing community in your chapter?  Who could facilitate this in your chapter?  What type of development process might you need to get ready to do this?

Workshop Series Feedback  How could this series be useful for your chapter?  What types of additional supports would you need?  What comments/reflections/suggestions would you like to offer?

Witnessing Whiteness Resource Implementation Website: READ - Witnessing Whiteness: The Need to Talk About Race and How to Do It Workshop Series Implementation 1. Facilitation/Leadership Team 2. Staff Development Cycle 3. Community Group Cycle

Contact Information Website: All workshop agendas and resource documents available for download at no cost on the website. Shelly Tochluk, PhD Mount St. Mary’s College