Talking about Race

Ryan evoked the "racism of postmodernism" in his post. Admittedly, that is not terminology that I understand, so I will evoke an equally confusing term from sociology--abstract liberalism. Eduardo Bonilla-Silva uses abstract liberalism to talk about the way that many people that oppose affirmative action use the principals of the "equal opportunity" to oppose affirmative action, that is they take away all of the context so they can use the same argument that liberals use in favor of affirmative action to oppose it. Are you uncomfortable with the political tone of sociology, yet? Well, bell hooks other educators that approach teaching from conflict theories of sociology do not care, and I tend to agree with them even if it makes me feel uncomfortable. 

One of the key elements of abstract liberalism is the use of colorblindness, known less ambiguously as colorblind racism. Ryan makes some apt points about bell hooks rather typical orientalizing of the mind/body problem, I think that was a case of her being to abstract about that issue, being an abstract anti-Cartesian. I think in an effort to de-center mind/body dualism see got off her point about race. As teachers, especially in America, we cannot ignore the racial make up of our class and the racial history (and present) of this country. In other words, to simplify what bell hooks is try to seminar to her colleagues if you really care about having a classroom where everyone feels free to contribute TALK ABOUT RACE. 

Exactly, how to do that effectively is something that I have not yet learned. bell hooks talks about learning "codes," so if you ask her she might say something like it takes time and attention. How successful I could be a interpreting those "codes," I can't say for sure. One thing that I struggle with but was reinforced by the first chapter was to avoid temptation to address people as "native informants." Getting non-white students on issues of race is that much harder when every class is dominant by middle class white students with most of the more than willing to conciliate instead of confront the issue. Do you think that bell hooks strategy to get everyone to talk will necessarily result in real conversations about race and class? Is it our role as teachers to make sure these conversations happen and, if so, how do we do it?