Conversation Recap May 6, 2007

The notes today include a proposed schedule of topics from now through the summer!

In preparation for Next Week, when we will be discussing Housing Affordability; a background document was prepared and will be emailed to members. It is very helpful background.

Well wishes to Laurie, who is out sick today.

We went through introductions, and welcomed some new folks.

We discussed the topics at the Get Smart Tacoma conference. Several concerns emerged that are enduring Conversation questions. A draft document will come out in a couple of weeks, and it will be a Conversation topic. One member who attended wrote a description of concerns, which will also be emailed. We also discussed background issues of Tacoma schools governance. Our understanding of news stories coming about the School Board review of the Superintendent was that there was a vote of no confidence in his discharge of the office. Conversation members were encouraged to pay attention to school district issues.

Some Announcements:
· The fair housing center is sponsoring a civil rights tour in Alabama: Montgomery, Selma, the voting rights museum. The trip will be in September, 3rd weekend. Flyers to follow in two weeks.
· June 2nd, there is a breakfast for getting the Bryant neighborhood association together; in the afternoon there is a meeting of the Hilltop Action Coalition. Christina has information.
· May 19, 7:30 pm, 3901 N. 37th, @ the Philbrooks’, Christy and Dan are performing. And Monday, 7:00, a discussion about getting a strong candidate to run for the school board. The announcement stimulated some conversation. Someone shared the observation that, when attending school board meetings, there is “no one that looks like me.” So there is a real opportunity to do something here.
· Eve’s retirement party is coming up June 2, 7:30. She will distribute invitations about details next week, and Conversation members are warmly invited.

The recent Tacoma Climate Survey brought up some issues of interest--through the Black Collective, there is a move to hold a rally at Central before the end of the year. And, there is a way to do something about the window situation at Stewart (before Thanksgiving, it was firebombed, which led to several windows being covered with plywood—and still are). There is an OSHA form that can be filled out. OSHA form 7, revised 9/93, is available online in .pdf format at http://www.osha.gov/oshforms/osha7.pdf, and in html format at http://www.osha.gov/pls/osha7/eComplaintForm.html, which allows you to submit the complaint electronically.

On to Moral and Philosophical questions.

With regards to Stewart situation, we may want to organize a delegation to approach the news media. As an organization, how about we approach the school district, as an official representation of the group. Thursday, May 10, the meeting convenes at 6:30, Central School (8th and Tacoma). We formed a group to do so.

Last week we discussed directions for the Conversation. The V Team, the volunteer leadership team, fills certain positions…. we originally envisioned 6 month commitments, but the transition did not happen and they have done this for a year. We will have a chance by September to fill all of the leadership slots. And, we want to have everyone in The Conversation to have opportunities for leadership. The V Team met and came up with a list of activities to propose to the group. Briefly, they are:

--We will deal with racial apologists this week. Imus v. rappers?
--Next week May 13, we will deal with housing affordability.
--May 20, Keith and others will bring us a Katrina documentary.
--May 27, Rosalind will begin a two-part session on food—including politics and food.
--June 3, continuing with food—food and health, food and well-being,
--June 17, hunger.
--June 24, a picnic on the waterfront. (through the month of July, try outdoors)
--July 1—The issue, we the people, at Peoples’ Park.
--July 8, the new immigrants’ stories. Some of this will be about evolving policies of affirmative action. Trends suggest black students born here are still being left behind.
--July 15, environmental justice, somewhere on the Ruston Way strip.
--July 22, poverty and wealth. The proposal is to go to S. 8th and J st, a small park there.
--July 29, education—esp the rights and responsibilities of parents, help them access the resources that can help their kids in school.
--August 5, continue education.
--August 12, War—what is it good for?
--August 19, spiritual rejuvinization
--August 26, activism and community organizing. Todd Gitlin’s book, Letters to a Young Activist, may be reading material for that session.
--September 2, we will look at workers’ rights.
--Septmeber 9, we will go back to racism, racism 201.

We opened the discussion to this proposed agenda. One suggestion is to have a study group, based on the Conversation, later in the week, so that those who wish to attend church can link with us. One observation about our schedule—the idea of an added piece, rather than rescheduling, is that we run a real danger of losing the people who have made this their time to do this.

We could deal with activism, and invite activists from the Hilltop area to add to the discussion, August 26.

What does it mean to be part of the Conversation? Once you show up, you are invited to participate in the discussions. We had proposed as an early model that the person doing the inviting to a new member to share with them the ground rules for discussion, and the expectations for learning about how it goes, and once one attends for a couple of times, to please feel free to chime in and become an active part.

The church issue came up. We earlier discussed how much like church should we be, and how much unlike church should be. The question is still open. If the group wants something like church, so that people would be focused both on social justice and spirituality, and spirituality for themselves, Dexter is open to that.

Back to the suggestion for a study group, at another time.

On to racial apologies: Don Imus and Rap?

The ‘90s have been called the decade of apologies—Southern Baptists apologizing for their role in slavery, Australian government apologizing for their treatment of Aborigines, Canadians for their treatment of the native peoples, the Catholic Church for its role in slavery, and so on. Dexter read from p. 246 of an essay he coauthored in the book New Approaches to Rhetoric.
“The question of racial apology has been about slavery….” The passage referred to the Clinton attempt at a dialog about race. One piece of this was the Clinton apology for the treatment of African American soldiers during WWII. Many of the apologies during that decade were group apologies. Well, does all of this talk about racism contribute to a reduction of racism? Race was one of the issues some Republican leaders made fun of. Still, talk about this “still captures the American imagination….” The passage included a quote from Trent Lott’s praise of the Strom Thurmond’s 1948 Dixiecrat candidacy. A state representative, Frank Hargrove, a state rep in Virginia, said black people should get over slavery—and he expanded the sentiment by saying, should we ask Jews to apologize for killing Jesus? (not a quote) The comments were offered when Virginia was debating a resolution to apologize for slavery, in preparation for the Queen’s visit. President Clinton proposed an apology for the families of the people who suffered because of the Tuskegee syphilis experiments.

When Clinton proposed that apology, two members of Congress proposed an apology for slavery, but it went nowhere. The United States has made redress for any number of issues—rebuilding Europe after WWII, some kind of redress to Native Americans (inadequate, yet something), for interred Japanese-Americans, and others. But, not for slavery.

Does an apology for slavery offer cover for the nation?

What is an apology of this sort? It contains in part a response to a moral charge, an attempt at redemption, or as part of a plan for change. We have heard apologies that are not apologies—I meant X, and I’m sorry you took it to mean Y. Apologia is the public declaration of a position which is meant to repair the image, usually of a public figure’s image. For both apologies and apologia we can expect to hear a simple denial (I never meant that), or people bolstering, something like ‘I am just like you.’ There is differentiation—don’t look at this thing about me, instead focus on my larger persona, I’ve done good things. Then there is transcendence, in which the speaker doesn’t address the particulars but instead asks to be judged on the larger picture of personal character. Apologies are about saving face. [Irving Goffman talked about stage in life—apologies are often backstage work, backstage where people do the dirty stuff and the cleaning up, while letting the front stage work stays the same.]

When Imus utters “nappy-headed ho’s,” where does that come from, and what do we make of it? Is Imus offering this as something that is somehow of a different status because we can point to some rapper who does this? [Michael Richards might be happy that Imus came along, and fogged the memory of his own outburst.]

A question: framing the racial apologies in the context of face-saving, and we have been doing conversations in terms of social justice…. connect the two, please. OK. The connection is, what does the apology do for the aggrieved party? (the notes above were in regard to the apologizer) If you accept the apology, one of the implications is that the case is closed. There is the Hargrove view, ‘enough already.’ That voice is going to become stronger if there is an official apology. And the apology is perhaps connected to whether there is any restitution attached to it—does an apology repair face for both parties? That is the justice question.

When it comes to a group apology, who is this ‘we’ apologizing? And in political apologies these days, justice seems to be absent. So, proposed apologies for slavery are not passed, let alone the reparations movement. Beware the construction—WWII doesn’t seem so long ago if folks want to praise the heroes, and the civil rights movement seems a long time ago if one is asking folks to just forget about it.

One rapper offered that he does not condone degrading content in music. Some of it is disrespectful, but the personal frustration embodied in some of the comments does not

One member said this is confusing—there is a larger trend about suing people, a penchant to sue others in this country. Why is that? Would it help if the perpetrator would say right out, sorry and here is some compensation right now? Must we always go demand an apology? OK, but recall also that the branch of government most open to the poor is….. the courts. And, paradoxically, it takes money to sue, so it is hardly an open door to change. A critique of our litigiousness may need to be folded into this.

One person said that, for his generation, he is in pain. His generation had to cope with lots of questions—Dick Gregory’s Nigger Bible, the popularizing of ghetto lingo, Langston Hughes ‘what drives me crazy doesn’t bother you, but I’m going to keep talking about it until it drives you crazy.’ It is hard to make the distinction between whether one likes what Dick Gregory did, and whether one is angry about what George Wallace did.

One difficulty of whites making the quick link between Imus and rappers is that it is an imagery that elides something more essential. The rhetoric of naming people as Imus did was not something rappers made up. The names were used by whites, and it is sad that whites are not part of the mass that gets outraged by it.

The truest form of an apology is to act differently.

Did people hear that Imus is suing, that he had a contract that encouraged him to be offensive, and the employers had a 7-second button that allowed them censor really unacceptable things…. and they didn’t. So, the network is on the hook, too.

We should recognize that words have power. We can appropriately look at the intention of an apology—some in the room do not see Imus’ apology as at all sincere, even quite the opposite. And, it is absurd to suggest that hip-hop and rap are responsible for misogyny or racism or violence. The roots of hip-hop were independent and a force for change. Well, we are seeing a corporate version of it now. The use of words can contribute to a system of repression…. and the public discussion of Imus does not seem to get into that at all.

One observer suggested maybe there was always a gangster element of the larger hip-hop movement, and all the things said so far about hip-hop are right on. How do apologies in this—when someone utters something like Imus did, does the apology really change anything? The inner work, the spiritual reconstruction that goes along with the apology, is perhaps the important part. And public discussions of the Imus thing do not get at this.

One observed that the many apologies over the years, even those with the compensation, do not do the job. For example, apologize to Native Americans and reach a property settlement on a treaty…. but the way of life is just gone, and apologizing and transferring some Port of Tacoma land will not bring it back. The Japanese-American internment apology and compensation did not result in a realization of the larger problem….. the roundup of Arabic-Americans after 9/11 was a version of this all over again.

The same beast that pushes Imus is pushing the rappers people disapprove of. Repentance is being sorry, but it is also ‘stop doing what you are doing.’

One offered that Imus and rappers are not the same. Sure they are in the big money media, but shift for a moment to the notion of the artist. Artists, in some major part, point out some of the interesting features of our lives. Somehow there is a loss in having this dynamic in the art. One added later, art should not be hurtful to relationships.

Back to a focus on the notion of apology. There is an element of authenticity that must exist for the apology to reach the harm, and the harmed one. If I step on your shoe, I might ask you about how to make amends. Maybe you say, forget about it. Maybe you say, shine them, please. Outside of that exchange, apology seems like a fiction.

Beware of the dichotomy implied by apology—if there is an apology, that is everything, and if there is no apology, that is nothing. Hmmmm. The bigger issues in the Imus affair are not discussed. We are not seriously talking, in the wider society, about the nature of racism, how it affects real people. This raises the issue of whether racism is supposed to be something everyone has, whether (as one expressed it) it is something that black people do not have because of the dynamics of racism here.

The immediate claim seems to be that rap is responsible for giving Imus this language. Also, let us probe the idea of apology as part of a process. What if an apology opens the way for rebuilding relationships, for repair? And, who makes up the ‘we’ who apologize? Is the ‘you’ in the apology part of the ‘we’? (connect to the Tuskegee syphilis discussion)

One of our number was a Jamaican DJ back in the ‘70s that was part of the roots of hip-hop! Several exchanges focused on the history and content of rap and hip-hop. In the course of this point, we discussed the audience for hip-hop, and the things done by particular artists. Much of this was very lively, a lot of energy in the room. (note the power of art!) And some of the younger members described the large white audience for the music. So the construction of rap being a black thing and the problem being one white guy are diversions from larger connections this episode illustrates. The comments referred to in this paragraph did not all happen at once.

The public Imus discussion seems ‘completely disingenuous’.

Recall Imus has lots of top Democrats on his show. He has always been like this, and this insult on the women playing ball is a hook for a discussion that does not much refer to the long-term existence of this dynamic. Imus has been tolerated, for a long time. His racism has been ignored, for a long time.

We have a culture of disrespect, it is everywhere. It is too normal. Another added that we use “politically correct” as an insult, when there is a large part of it that is simply a matter of being respectful. We circled back to this a couple of times in our deliberations.

One visitor to England said that racism and the popular music are both thriving there. And added it would be nice to send out some good messages to the rest of the world. Several people offered their experiences with artists.

About a year ago, a conversation at the Race & Pedagogy planning meetings, it seemed there was a conspiracy to sustain and support a certain order; and that as creative expression occurs it is appropriated to sustain and support a certain order. One observed that Elvis was not the Creator. Rock, blues, hip-hop, R&B (some dispute over whether Michael Bolton actually claimed he never heard R&B) have all fit into this pattern.

More on the role and responsibility of artists. Among the reasons we have arts—expression of the human experience. Artists express joy, pain…. and some take on power structures, and say things about them. When things are coopted (recall the Elvis and Big Mama Thornton versions of Hound Dog) it is a loss of that energy, and can help blind us.

One member offered a distinction between art and entertainment.

Back to the issue of apologies. Group apologies are problematic…. does my group apology mean the same to all of the ‘we’ inferred? Do all of the aggrieved accept they have received an apology? We should recognize there is agency for the nation when the top official does it. And note that when the Congress arrives at consensus at an apology, some vote against it. It is offered as a starting point.

It is 11:35…. As we talk about art we want to be careful about what we call art. For example, most black expression has not been recognized as art. Mainstream media don’t notice quickly—back to the Elvis example, what black artists were doing for 20 years did not exist in the wider world until Elvis brought it into the living rooms of white America.

How we move toward justice is a thorny thicket. On the reparations issue, for example, maybe only 20% owned the enslaved, all white members of society were invited to participate in the benefits of a society based on slavery. Who gets reparations, and the nature of the connection between harm and compensation, are complicated. The question of who owned, who was hurt, can actually be tracked down. And can the connections between this and current harm visited on people (like the people sitting in Gitmo who were placed there via bounties), need to be continuing topics of conversation.

People, these conversations are about spirituality. Few churches in Tacoma are coming close to talking about some of the justice issues raised in the Conversation.

One person shared that the Get Smart Tacoma conference was a bit frustrating because of what was not said. There was no conversation there, for example, about apology; or about how education has perpetuated institutionalized racism. There were plenty of politicians there, and the audience was on the homogenous side, and no connection to the achievement gap summit, no mention of the Race & Pedagogy conference. The voices for these things were silenced.
How do we get this kind of conversation, this quality of engagement, to a larger number of people? If we believe that more people ought to be here, can we devise ways to make it happen?

And one added a plug for the solo voice—it is often the solo voice, who did not wait for the masses to gather, that individual initiative, that energizes beyond its original location, and brings about a change.

Conversation Recap for April 29, 2007

We began at 9:10, with announcements.

This coming Friday (4:30) and all day Saturday is the education forum, “Get Smart Tacoma,” at Stadium High School. The powers that be will be there, and the Superintendent may be looking for feedback on the district. See the school windows story, below, for an example of why this is an important meeting.

May 9, as part of Tacoma Reads The Pact, Wednesday (probably at 6pm) at King Books there will be a conversation about mentoring kids in choices.

May 18-20 there will be a Native American Pow Wow at Freight House Square.

After introductions, we heard Sonia’s story.

In the question and comment period, we discussed the phenomenon of white families discussing, or not discussing, their connection to slavery. One member observed that the subject is rarely acknowledged.

Another observation: In this land we seem to be very willing to appropriate the music and other cultural features of other people, but are slow to embrace the people who created them.

We had a song from 2012, Keith and Noah, a treat that drew applause.

Housing Affordability Task force in Pierce County, a subcommittee of the county Planning Commission: Thom reported on 22 recommendations for changes in the building code, which have been endorsed by the PC executive and county council. Affordability is defined in terms of individual family resources instead of the market—much of what gets defined as “affordable” is far beyond the reach of poor families. One proposal, for example, is to attach an affordable housing requirement when developers seek exceptions to the code. This is still at the recommendation stage, and is in the negotiation process that leads to actual regulations. On another point, the task force identified a need for 37,000 units of affordable housing in Pierce County. That goes to the Regional Council of Governments for discussion (several communities in the area have a moratorium on affordable housing). The recommendations will be shared with members of the Conversation.

The ensuing discussion brought in several observations about the affordability issue in Tacoma—patterns on the Hilltop, the place of renters in the issue, and the ‘who pays’ question. Tom gave us a very clear description of the commonly used methods of paying for affordability. This served as an example of the difficulty of discussing justice, equity and color in our times. The rules of the economic game are a context for bringing up these ideas. This was a lively discussion that highlighted how complicated this can be.

One story that came up about the costs of the replacement windows at Stewart Middle School. Political pressure makes things happen, and people were invited to get involved.

Dexter went through the questions from last week and grouped them into ten categories. He wanted to bring up one question, and then bring it back to the discussion of what we want to be and do.

One of the questions Dexter raised last week, one of the unaskables, was about guns. The agenda being driven by the NRA (what we need is not more gun control, but more guns) has prevailed thus far. Will this continue? As noted in Bob Herbert’s NYT column this last Thursday, a million of us have been killed by guns since King and Kennedy were assassinated in 1968. There is a movement of mayors who are signing on to an initiative to support gun control.

Another issue has to do with wealth and poverty. We were asked to guess how many responded to a public opinion poll on whether they supported taxes on the wealthy to fund equality projects. 49% said the government should do this, 47% said no.

Consider these possibilities for health care. It is possible to dream about a more equal situation, and it is possible to transform a situation into almost anything. Yes we live in a capitalist society, and it is in this same capitalist country that enacted government policies that made home ownership and college attendance mass phenomena.

That which seems impossible is made to seem impossible because there are forces that do not want us to achieve it. And it seems impossible because we have never seen it done.

It wasn’t that long ago, within the lifetime of many of us in the room, when people that looked like him were not allowed, by law, in many public institutions.

So we come back to those questions: Can we address poverty, health care, guns, homelessness? We can. We begin with our dreams: what we can ask, what we can dream, what we can work for. There is a history of this country that has been made to work based on government intervention. The notion that we should emphasize the fundamental capitalist base has us miss out on some possibilities.

Dexter’s grouping of the questions from last week:
1. peace, violence and war
2. religion
3. US creed: idealism and reality
4. US and world politics
5. Racism
6. Humanity, earth and the environment
7. Activism
8. Poverty and Wealth
9. Education
10. Meta-questions (questions about questions)

These form a template that can become guidelines for how we want to proceed with the overarching question of who do we want to be, how do we want to do it.
We opened up the discussion. The list reminded one person of the Panthers’ ten-point plan. It is reproduced at the end of these notes, as the second appendix.
The discussion produced this: We want to think about a way to proceed with this, to make sure it is open and inclusive, and we want to suffuse it with the idea that deliberation of all of this is at the heart of what we do. For example, of we decide that in two weeks will have a march on Stewart Middle School, an action like that could not happen without deliberation without the possibility for dissent, even encourage it to help sharpen our ideas.

There will always be members of this group who are activists. There are other sorts of approaches that are part of us, too. We want to support members of the Conversation in what we do. The group will need to keep the synergy that we have grown to appreciate.

As a vehicle for deliberation, the list of questions might not have to be all worked into a plan for action. One member noted the structure of the Universal Declaration of Human Rights, which is a statement of principles to which is attached various programs. (It is reproduced below as the first appendix.) Deliberations may produce new things over time. We might think of it as a conceptual safety net that we enact each work—a broader safety net through which people are supported in their various activities. And promulgation, for example, through the news media, may be an important part of this. That raises an earlier question—how do we make what we do available to people. For example, does the Sunday morning work best for us? We talked about it, and we need to include in the conversation people who are not here this morning.

We want to get others involved—for example, if we were to want to march on Stewart Middle School, we probably want the churches involved.

And we may decide, for example, that the Conversation should be of a certain size, and that if we exceed that we can split into more than one—or, to preserve a small group structure within the committee of the whole.

We could rephrase the 10 question categories as a descriptive account of the Conversation.

We may need to be vigilant about taking note of groups that are out there doing things we can support. We might be able to become known as people who are there—the example of the presence of Conversation members at the World Affairs Council, for example. Another connection might be with the Temple Beth El community. We can be part of reactivation of a dialog that has languished for the last generation.

New members might be very interested in a description of what we are; it might also be good to let individuals know about the upcoming topic for a particular week. And perhaps we could add to it a list each week of community resources that help people get active.

We have not had the rotation of volunteers expected before (the V-Team structure of training replacements for the 6-month commitments of volunteers to take charge of various duties).

What are activities we want to do?

Among the things listed: some connection with a variety of religious experiences, perhaps have some programmatic invitation for

One member urges us to retain the mutual aid aspect of the Conversation. For example, the WSHM efforts to enact a more inclusive sense of what Washington is about, or the efforts of some people to work with local government institutions on issues of social justice.

We need to be open and flexible, and preserve the connectedness we have. Individual members have different amounts of time and energy that can be devoted to some of the areas in the list of question topics—some may be able to focus on education, and not a lot else.

One member spoke for some community education piece, such as a quarterly session that reaches out and deals with one or more of the question areas.

It is possible to identify gaps that we can fill in the community, and by filling them establish our identity. Do we want to look at the annual calendar and say, that’s when the Conversation can hold its big event? That worked this year with the MLK jr day event, but note we can only do so many things like that in a year. When we think of education, what kind of identity do we want—one that brings popular intellectual capital to town? Dexter encourages us to have the regular meeting, but also to focus on some definite goals where we put on some program, which involves planning and commitment.

If we look around at what is going on in town, we will see organizations doing things, not all of which works well. Before we step forward with a project, we need to get to know the lay of the land to see what is going on, and make sure we address what we need to and not create unneeded overlaps with existing effort.

With the World Affairs Council and this Get Smart Tacoma initiative, the language seems to be about becoming a culturally rich and actively engaged place. Hmmm, how did these two apparently talk past each other? Is anyone aware of the connections between these? Are there networks of citizens who are working with it, supporting it? The overall goals on the website of the GST group focus on economic development without mentioning social justice, on preparing a skilled workforce without mentioning some of the dire needs we often discuss on Sunday mornings. The grand vision for 25 years seems to be organized by the politicians—the institutions that are there for lifelong learning, for example (three universities in town, a couple of community colleges, etc.) don’t seem to be part of the overall deliberations. Someone mentioned the notion of politicians talking to politicians.

Next year we may decide to do something with World Affairs Council matters. Their planning could be quite different—do we want to be able to get involved in their planning? Get Smart Tacoma has been building for a year and a half…. good…. it is not haphazard. Yet many folks who pay attention to this sort of thing heard about the first time today.

See the following links to the Panthers' 10 Point Plan and the Universal Declaration of Human Rights.

Panthers' 10 Point Plan

Universal Declaration of Human Rights

Also, check out the Get Smart Tacoma website HERE.

Recap for April 22, 2007

Earth Day. WARNING: This discussion contains ideas which may challenge the reader to be an active advocate for justice.

We convened at 9:20 am.
We begin with a reminder about protocol. Everyone gets a chance to speak once before one of us gets to speak twice. Today Thomas is telling his story.

We had brief reports on:
· The recent World Affairs Council session on compensation of performers.
· The 2012 group gathering last night went very well.
· Upcoming Salon at on the 29th about alternative energy, with two hurdy-gurdy players, and a Tacoma City Council member.
· A reminder of the 26th dine-out for life, benefit to Pierce County AIDS foundation.
· The Courage and Renewal sessions on race. Six members of the Conversation were there, next one June 9 on how race affects organizations in the community. Members in attendance had high praise for it.

The discussion after Thomas’ story focused on a point he raised, of young people (defined as under 30) are less politically active and more supportive of the policies of the current Administration. Most of us in the Conversation are looking for some action that leads toward progressive change, and often lament the barriers to it. One example that came up was the energizing quality of the WTO demonstrations in Seattle, in late November of 1999. How to keep things moving? We raised some interesting questions about why organization is sometimes effective, what leads to lots of people showing up at events, and when such movements are effective.

The Moral and Philosophical Question of the Day:

Dexter asks us to consider several issues. Some things beg for our attention.
The Conversation is now a year old. Who are we? What do we, what can we share in common? What is our role? Having been here a year, what is it we have done for each other, for the community?

When looking at this, it is a moral obligation to consider some wider context of where we live. Today is Earth Day, and we sit in the wake of the worst school shooting in the country. About the same day a bombing in Iraq killed a couple of hundred people. The Supreme Court made a decision that might be the first step in prohibiting abortion. The Governor signed a bill that approves domestic partnerships in our state. It appears we live in a time of moral confusion.

What are the askables, to coin a term? What can we ask? In the wake of the Virginia shootings, one of the question we could not ask is about guns. In the White House press conference right after the shootings, before the President spoke later, the spokesperson for the Press Office (Dana Perino) said the president supports gun rights. Congressional leaders echoed sentiments that now is not the time to raise the issue.

In the Middle East, a similar pattern emerged among US leaders—in fear of the big organized interests, politicians are fearful of taking a balanced view of the region, of regarding Palestinians as somehow equal in the situation.

Dexter asked us to come up with questions we want to ask—that is, to begin to ask questions that will help us to remain human in this confusing context. As part of this, never make peace with war, never accept injustice, never accept poverty as appropriate, to never rationalize racism as realistic, to never give up agitation for justice. It doesn’t matter how hopeless, how lonely, no matter how many times you bump your head against the wall…. if it does nothing else, it keeps you human.

The discussion first focused on the apparent actions of gatekeepers who keep questions from being asked. We run into rationalizations that give people permission to not go further. Let’s go around the room and ask some questions that can serve our discussion of what we will be next.
(Note: these will be verbatim, the editing will come later.)

Do we want peace, and what is it?
Why are lives in the USA more valuable than lives of people in other lands?
Why are we sustaining institutionalized racism in the education system?
The news media do not acknowledge killings going on right now, why do we have justifiable killing via regime change and by organizations like the CIA?
Why do we fail to see the smokescreen of distraction whenever the President is on the hot seat, and groups of Americans die?
What does it take for me to be fully human?
Why does Christianity play such a major part in all the things we are talking about?
Do I really care? How do I know I really care?
How can we open ourselves to the suffering of others; what are the ways we numb ourselves to the suffering of others?
What happened to “we the people” with regards to the government? Why is it that because I look white, I am better than anyone else in the world?
How can we reach folks 40 and under with the collective solution to the movement?
Is there something I can do every day to bring the peace I want to see?
How can we reduce or eliminate stereotypes?
What happened to the freedom and justice for all referred to in the Pledge of Allegiance?
Given that humans are predators, mostly, what balance is the most positive in a life of harmony, somehow including the earth and all of its bounty?
Why is there not more talk about young black men, and why they are killing each other at a terrible rate?
How can we deal handle a situation where elected officials need so much money to get elected?
Why is it acceptable for there to be some who are obscenely wealthy, and others who are obscenely destitute?
Who is really in power in this country, and who is pulling the strings of the people who are in power?
Why do we as individuals not accept our innate power, admit to it and act upon it?
Why is it important for us to have control, military bases in everyone else’s country?
With regards to Israel/Palestinians, why is it that Israel can not understand the Palestinian requests for their strip of land?
How do we educators help to get children of all races together and to teach them it is better to be loving thy neighbor rather than to be fighting thy neighbor?
Where do we go with these questions?
Can we discuss the Don Imus situation?
How do I understand the paradoxes in the world and continue the necessary kind of work?
Don’t we know the answers to a lot of these questions? Are they, perhaps, rhetorical questions? Some questions are more geared to inquiry, and to a more action-oriented response. But, then again…. we often think we know the answers to little children’s questions, and have to answer them afresh.
When do we take the personal responsibility to devote ourselves to study as much as we devote to recreation and resting? When will we take the responsibility to address the Portland baseline essays? clarify
What are men afraid of when faced with the power of women? What are adults afraid of when faced with the power of children?
Are we, can we, be responsible for sustaining life?
Is global corporate capitalism just or rational? What is its replacement?
Why are so quick to punish and imprison black children, instead of focusing on their development?
What would the world be like if people saw other people’s children as their own?

A transition to talking about the questions.

Dexter will look at the questions and begin a process of addressing some of them at a time.
Here is a beginning, with an eye toward plenary planning. What do we want us to do? What do we look like? How will we respond to these questions?

Much of the time we will have responses, as opposed to answers that put something to rest.
This week Dexter asked one of his classes to consider the example of sacred texts, a favorite target of deconstructionists. These are texts made to be learned, not to be taken apart. When we raise the critical questions of sacred texts, esp. in front of literalists, the response is ‘but that’s the way God wants it’. For example, in the ‘Husbands obey your wives’ phrase, he asked the students what came next—it was If you don’t know the Bible, you don’t know the text that most informs cultural life in this country. Say what you want about conservatives and evangelicals, but they know the text better than the critics. The next phrase is, ‘Husbands, love your wife the way Christ loves his church.’ So, this knowledge of the texts takes the sting out of the admonition to obey. You’ve got to know the text. If you want to engage with conservatives who derive the power of their argument from the text, you have to know the text. Christianity is implicated in all of this, because Christianity is a central piece of US culture.

The discussion turned to asking what is the role of religion in our society. If we take the route of explaining it as a natural history—that people had reasons for coming up with theologies—we will find ourselves in trouble.

If we do the interpretation of Virginia that it is about personal responsibility, and that the laws that were not enforced, does not put a person out on a limb. Compare the response in the UK after their big school shooting about a decade ago. Hard to raise that in the USA. It is easy to not be out on a limb in the USA, just don’t ask those questions.

Back to the question of how we approach these issues.

The V-Team meets to talk about where to go next, so this is an open question to us. How do we address these questions, how do you want this to proceed? That is what we are asked to discuss for the rest of the meeting.

Wherever people hear about the Conversation, there is a very positive response about the idea.

In a way, The Conversation provides some spiritual sustenance. And we should make it clear why we are here, who else we want to be here.

One idea: The people who should be here are local community folks, who live nearby; and state representatives from this district.

One idea: There is an openness and trust shown the members, and the discussions here sustain us each week. More than one of us said they hear and learn things here they don’t get anywhere else. The Conversation, several said, is unlike anything else. One of us put it this way: I need meaningful conversation in life. And it is conversation each of us gets to participate in. Several mentioned that the personal stories are important to confronting what we think about others. Another one of us said that the discussions we have move us, and support us to get out and do something. This is the place where we get to ask difficult questions, and be with others who do it. Many of us want us to be activists, and want more activism. This is the weekly call to arms, a time to look squarely at how we want to live, at our connection to the education of the young, a place to do something with our indignation at forms of injustice. Face it: this group is important to many of us. It calls us to be honest, and to look into things anew. There aren’t enough people in everyday life who talk about all the things we do, and we value it. For most of us, it appears to be an important source of hope.

It appears we value both conversation and action, and that the two are fundamentally linked. Conversation is, sometimes, action—it provides us with the equipment for living.

Over the next couple of weeks, let us have a fundamental discussion of what we are—the time we meet, the topics we discuss, the procedures we use, and what we do with the list of questions. We need to find a way to nourish the personal touch among the people who come here. The relationships matter, and that is a big reason why people show up. And, we need to discuss programming. What is it we do, and will do?

People who change the world often set out simply to follow their own conviction, and the changes come out of that.

Recap for April 15, 2007

Intros-

Janice Miller-Director of Housing development and head of Salishan Project of THA

Rosalind’s Story

Michael Mirra-THA Presentation about Salishan

Largest housing project. Largest redevelopment in history of Tacoma Dome in 2011ish 200 million.

Ambitious in development and in social justice goals.

History:

Built in 1942 very fast and in some ways viewed as temporary. 2000 units. Started as emergency war-time housing—shipyards (Holly Park, Rainier Vista, and High Point, in Seattle and West Park in Bremerton).

Started redevelopment era with 855 units. Tearing up as well as down. One of first racially integrated communities—known as a gateway community for necomers. Public housing is more hospitable to groups that the private housing market won’t serve.

New Salishan will include 1200-1300 new units of which 350 will be for purchase.

Creates mix of renters and owners, mix of incomes, home ownership by low income. No Mc Mansions. Partners are Quadrant Homes and Habitat for Humanity (about 20 homes) and 11 homes preserved from original and will be sold to low income families.

Over 100 of relocated families moved to homeownership.

Salishan is a Hope 6 development important program but somewhat controversial because people relocated could not return. In Salishan, increase in units affordable to relocated families.

THA “Social justice organization with a technical mission”rent determined by income.

Traded public housing units for Section 8 units because gov’t has never paid to maintain public housing where as Section 8 has money for maintenance.

Partners: 2 senior “high-rises”(Korean Women’s Assoc., American Baptist Homes of the West), Kimi and George Tanbara Medical & Dental Clinic (Community Health Care),

Various types of community space - Family Investment Center, Education & Training Center (MDC) WSU, TCC TPS in this building. Childcare, culinary arts program that will run a deli in the building.

Services are necessary companion to housing. People are coming to the housing authority as most needy and vulnerable in order to stabilize, prosper and also be more competitive for housing dollars.

Other community assets are: Lister school, Blix, Roosevelt, McIlveigh,, Salishan Shine Project: parks with recreational equipment, outdoor gathering places

Perspectives are different when talking about public housing versus other attempts to make housing affordable.

Residential involvement:
Design meetings architects
Relocation Plan Salishan Residential Council -Relocation and Reoccupation Plan

Want to live in new Salishan? If no got a Section 8 voucher. If yes, want to stay and move around during construction, or move out temporarily. Tried hard for the rest to only have to move once during construction. Some people changed minds on interim. Preference if can’t move everyone back at once. Seniority, family has a disabled member, person is a senior. Phase one had 60-70% people who used to live in Salishan.

Tried to have jobs done by minority/women-owned businesses – goal was 22% total is actually 37% local spending on materials etc.

Phase I is done, ribbon cutting on Int’l Center rentals are complete and occupied and homes are sold.

Phase II underway—construction to finish by 2009

Phase III on shelf while seek funding fro infrastructure

Tax credit partnerships own actual homes, not THA. Rich people invest so they can get tax credits. MMA is one of the main investment syndicators who have 2 or 3 major corporate investors.

Tax credit financing doesn’t make housing affordable to lowest income people. What makes housing affordable for Salishan are other layers of subsidy—namely Public Housing dollars and Section 8 dollars.

Have lost lots of public housing. Tacoma has fed rural poverty by eliminating assests available to low and moderate income. How address the trend, in light of social justice mission.

It’s true that public housing is decreasing because it’s not sustainable, but when focus on number of units rather than how they’re financed, you see that Salishan will have an increase in units affordable to the neediest families.

Waiting lists—3500 on Section 8, 2500 on public housing list.

Difference between need and capacity:

Housing wage=what you have to make to afford a rental unit on private rental market. In Tacoma $15.15 median income for rental families is $10.

Number of sheltered and turned away from shelter in Tacoma 3,000 and 7,500 turned away.

If talking about food it would be widespread malnutrition with pockets of starvation.

How many past renters are owners now? 17-20. About 100 others purchased homes elsewhere.

Dexter--one of the reemerging issues in public discourse is cross and crown—sacrifice vs reward. MLK said the nation has the capacity and the resources to end homelessness. Yet for some reason we are moving in the opposite direction. Salishan, while making a good faith effort, it’s only a speck in the big picture. Challenge to us is can we go to a place of really dreaming big? About solving the problem of homelessness in the country?

Dick--Find natural allies to come up with policies that challenge the way our society is structured.

Eve—ours is not the task of fixing the entire world all at once but to stretch out

Charhys—good to use models that work and replicate community by community. It will be a more grass roots effort because it’s a revolution and it’s not going to be funded.

Tom--We have the capacity but we also are dealing with a design that was never intended to build community. If we are going to build community we have to get at design—both that which exists and that which we want to see.

Dexter—we need to sort out who we are. Can be a place where the Michael Mirra’s can come and talk about the piece that they do and we can have a conversation about how we multiply what we do. How do we grow our numbers? But we multiply our effect more if rather than try to grow here, we encourage similar groups to develop at the places they are.

Finally, we ought not to be naïve—“the devil is in everything” and we have to “stand on the crooked and cut straight”. Be shrewd and practical.

David—“Why People Hate Americans” chapter—the hamburger and other American viruses.

Announcements:

11:30am - Sharon Schauss, 02-06 work done at Foss at World Affairs Summit. Went from 1/3 of students receiving achievers scholarships being college ready to 98% and how they did it. UWT Carwein Auditorium.

10:30am on Friday - Conversation 45 min. in Museum of Glass auditorium. What is the responsibility of a community toward its artists—should they be paid at a program such as this summit? Keith S, Charhys, Luke, Eve, Dexter, others?

Fri. Eve. Dexter speaking A. Phillip Randolph, Seattle Chapter annual dinner. 6pm

Charhys and Keith 8PM TSOTA next to Djembe Soul on Broadway Side

My Sister’s Pantry 1st and 3rd Monday and 4th Sat. from 10:30-12:30 1st Congregational Church @ 209 S. J St.

Eve— April 22nd--2nd of 4 part workshop by Courage and Renewal “Action and Inaction in Dealing with Racism—9am – 1pm Bush School in Seattle. Need people of color.

June 9 – How Does Race Impact the I organizations and Institutions of our Community

Sept. 29th Bridging the Race Divide

All will culminate in a weekend retreat.

Dexter Gordon received an Equal Justice Award from Fair Housing Center of Washington

June 18-20 Take Back America Annual training conference opportunity to send someone who wants to step up and either run a campaign or run themselves.

Keith B. this Sat. 21st 2012 event One Heart Café All Ages doors open at 7:30

April 21st Langston Hughes Film Festival Rosalind’s “Tootie Pie”

Dr. Lara Evans “E-Racing: When Race and Gender are Missing from the Classroom”

Conversation Recap for April 8, 2007

Thanks again to Sid for taking notes!

We convened at 9:15, Happy Easter everyone.

Keith shared his story. The discussions that ensued touched on what parents give to us. We also continued with a topic from an earlier week, the way teachers are also role models. The role models have to come from someplace. There have always been cross-cutting issues here—one member told of a shift to integrated schools, a not so many years ago, when parents were afraid of what it might mean to send kids to these places where they were formerly not welcome. We didn’t so much reach clarity on the issue of the important of African-American kids having African-American teachers, but we approached some of the complications. And one story came up that pointed out the critical importance of having a high quality school available, a kid from a tough family situation has such a better chance, given that institutional support. Another important kind of institution was a place folks could meet, get to know some other peaceful souls, build some friendships. One thing that emerged is this special quality about Keith, the demeanor of peace. One sample quote: “Why wait until I’m a millionaire to help someone?”

Dick Mansfield was asked last week to do a presentation, and brought some handouts today. He began with the idea of the power of listening. There are ‘non-listening behaviors’ about which he prepared a handout.

The structure of the talk: He handed Dexter a list of questions, to serve as a device for bringing out these points. The overall purpose of this is to give a theory of the importance of listening, present a theory of “what humans are really like” that may aid us in listening. Some questions from the audience suggested that we did not all latch onto this approach to discourse. Consider it as a list of alternative assumptions about human interactions.
· First, a bit about the limits of human rationality. People don’t think well when they are hurting. Hurt can come from a lot of places.
· Perhaps we need to reconceive of human intelligence as creative, as being able to come up with new responses to situations. To be creatively flexible might mean coming up with just the right response for a given situation.
· He is not talking about suppressing symptoms of distress patterns.
· Inherent characteristics of humans include all humans have a natural feeling of love toward one another; that all humans are vastly intelligent in ways that have not yet used; that a joyful life is possible; that cooperation is a basic feature of interaction with others.
· Humans make repetitive mistakes, have miserable relationships, and so on, largely because we are hurt early and often in life.
· Some of these sources of damage are oppression, a contagion of the hurts of our parents.
· The early, natural intelligence of humans is shut down through hurts, and he guesses that it reduces our capabilities to a small fraction of what is possible.
· Humans can recover from hurt, it seems, by coming into contact with folks who are open to the possibilities of love—for example, what most of us feel when holding a newborn baby. The trembling of fear is another path to it, perhaps. Talking with others is a path to getting to the natural processes that seem to be built into humans.

Then the presentation shifted to “guidelines to being in a listening partnership.”
The nonlistening behavior handout suggested things to pay attention to while engaging with others. The list included giving a lot of directions on what the other should be doing during a conversation, making judgments about the other, insufficiently attending to the feelings of the other in the conversation, engaging in more laughing or other behaviors than the other, interrupting, and so on. Many of these add up to patiently listening to others, to trying to genuinely understand the other person on their own terms.

We were asked to break off into dyads and to practice some of the items above, starting with some questions he suggested.

We went through the discussion process he described to us, and as your note-taker was part of the groups in the listening exercise, there are not notes from it. I will ask Dick to send the handouts from today’s session, and include them in the notes below.

Among announcements, one report was from the UPS Race Reading Group. One format they have used, that might be brought to The Conversation, is to discuss whiteness, and what it means to be white. In order to have that conversation they divided into groups that are conventionally labeled white or nonwhite, went into different rooms for the discussion, and then reconvened to see what each had come up with. They also did the same discussion technique on what it means to be a man and a woman in the USA. Their next (and last) meeting is April 19 @ 7 pm, upstairs in the UPS Student Union building. We were reminded that Tim Wise speaks and writes on white privilege, and Dick has made a DVD available on one of his presentations.

Christy treated us to a very powerful song.

Notes submitted, respectfully, by Sid Olufs.

April 1, 2007 Recap

Chrestina told her story and then Dexter told his. We spun off on a discussion about education from this point.

Discussion of how differently education is viewed in the Caribbean and in the US —tension between purposes of schooling in US—train children of the masses to fit into economy vs liberation of the mind, democratization.

Comment made about one of the legacies of slavery in US is if you were found to be educated you could be killed. Still living with that wall in mind about education not being for “us”.

Another comment was made that there have been alternative currents in Black education. During Reconstruction, for example, and school was focus of legal fights of Civil Rights movement.

Comment about how sport is used, particularly in education, i.e., college. Playing sports becomes something to think about making a living at. Sports, like drugs, can be a way to get ahead.

Alternatives: Popular schools, Freedom Schools, community education projects, i.e., Seattle Young People’s Project.

Where are these things in Tacoma? How can we help our youth learn how to navigate their schooling so that they can use it for liberation rather than assimilation?

Distinction between education and schooling. Typical school = bottom of school has the remedial classes (mostly black & brown), middle floors are mixed and top floors are the AP and honors classes. (Mostly white).

On the other hand, everyday life is assimilation and the education system we have, while it needs to change, It’s what we’ve got and we need to teach our kids how to use it.

April 26th Pierce County Dine Out for Life. Local restaurants give at least 10% of proceeds

UPS Poetry Slam 5-7PM today. In basement of Student Union

5-7pm in the Rotunda on Tuesday, Students for a Democratic Society is hosting a presentation bout the Port of Tacoma Protests, storytelling, video footage, etc.

April 21st and Apr. 9th next Racism Workshops by Courage & Renewal 206.633.2888. $25. Encouraging people in this group to participate. Held at the Bush School. Can attend all 4 sessions or only 1.

Robert Meyer from Seattle has a drum set to donate to any organization that works with youth. The set is here in Tacoma.

Dick has a DVD called Stolen Futures re wise investing for seniors.

Next week Dick will lead us on a journey about listening and it’s place in social justice work.

Conversation Recap for March 18, 2007

Thanks to Sid for taking notes!

We began, a little late, with introductions.

Marla shared her story. Applause all around at the end. The ensuing discussion turned brought up the ways we encounter unpleasantness, and several people shared that early events in life shape us—sometimes in ways that take decades to work with. Race intersects so many social categories, kids tap into them, and reproduce these patterns laid on them by the adults.

Eve began a discussion of the question, “If not the WASL, what?” The question came from an earlier discussion—not everyone was here during the education conversations of a month ago.

The WASL is the system of Washington State tests, or Assessment of Learning. It is an assessment tool that was geared to meeting the accountability demands of parents and business people, of an education system that is increasingly a concern (the word ‘mystery’ was used) to them. We have a dual system where public school students are subjected to WASL, but private schools are not subjected to it. Teachers tell us that the WASL drives teaching, since so much rides on the test scores of students. In a sense, the pressures are backwards.

Among the perceptions of what is at stake: The two tiers overlay a class system, where the people who are making the demands are largely sending their children to private schools who are not subject to WASL. One of the real difficulties is it sorts out marginalized youth, and further marginalizes them. There is a recurring dynamic of focusing on public education to prepare people for responsible social positions in the labor force. At times this runs into another dynamic, a democratic impulse.

The classroom pressures from WASL are strong. It is, post “No Child left Behind,” an annual event (not in all subjects) except for the 9th grade. Districts and individual schools need higher scores, and improving scores. For example, districts seem to engage in subtle methods of sorting kids for taking the test.

Before WASL there were national standardized tests, and part of the push toward the WASL was to get more performance-based indicators of student learning—such as the writing requirement. The cross pressures are very difficult. Without the tests it is difficult to know how students are doing, and perhaps one thing driving it was frustration among policy makers at the stark differences between scores of white and black students. The grade level expectations of the WASL drives classroom activities, and, if not a focus on the content of the test, but a focus on the list of grade level expectations. Laudable learning objectives were part of the development process. But so were other things.

Some group members questioned the discussion focus on the WASL. If teachers are increasingly focused on WASL the many other ways of students finding out about their performance and how to learn are emphasized less.

A first-year teacher shared how the official position (“don’t teach to the WASL”) and the school of education values run into conflict with budgetary realities. About March, the messages change—well, we had better not get low reading scores, we will lose Grant X funding….

If could do portfolios during the years that the WASL doesn’t count, it would help. Sad to see this emphasis on training students vs. educating students. Students in the public schools are also considered to be the potential soldiers, workers.

One artifact of a standardized test is the variety of teaching approaches that may be appropriate for the range of student needs. There is a mix of systematic pressures, and individual teacher pressures, working at the same time. Another layer of the issues raised is the presence of students with a wide range of learning disabilities.

More on teaching to the WASL—there are teachers that understand the grade level expectations, and structure curriculum appropriately. There might be teachers that, as the test looms, start to ‘cram’ for whatever reason. These are very different classroom dynamics. Perhaps what people should be more concerned with: there are curriculum materials being forced on teachers, decisions are made elsewhere about how to teach reading and writing. Very restrictive programs, and they are being forced upon, mostly, the high poverty schools.

A couple of people brought up an interesting idea: Many subjects might better be taught as foreign languages. Math, reading, writing, speaking skills, and so on—we have examples, in the room, of people who were not well-served by the school system. But, of course, that would call for a different approach to organizing classrooms.

Others emphasized how we know a lot about different learning and cognitive styles… but the collection of incentives appears to push this aside. Among the difficulties with this is that special needs students are too much on their own. Some in the room shared stories of how, in their time, there was room for the individual tailoring of some part of education that made the difference. They see little such flexibility in today’s system.

There are pressures for individual parents to take their kids out of schools.

WASL is here to stay for the near future, it is clear to everyone in the room. We need to be informed about it, and the more parents who know about it, the better. It is possible to look at parts of it at the website of the WA Superintendent of Public Instruction.

The notion that our school system was once a clearly structured thing, geared at teaching us basic skills for living and working, is a myth. That’s not why or how it was built. The expectations are evolving. One important contribution to this was the collection of material at the Race & Pedagogy conference. Link this up with data about the preparation of African American students for dealing with the high school experience. The discussion noted above, about different cognitive needs and styles, fed into this as well. There is a real, crying need to deal with the way WASL affects African American kids right here in Tacoma. One example—some Asian American kids in town go to schools at night to prepare them to do well in the school system.

One idea is to focus on the way schools of education in the area teach subjects like reading. One reason to do this: The future teachers need to be aware of what is going on.

It is a gift to have a parent who drums into a child, it is your responsibility to do well, to take notes, to prepare yourself for particular lessons, and so on. That is a piece of the puzzle.

How many of us have a personal story about this: We remember a special teacher who made the decisive difference. We were lost, and they turned things for us. Several people shared such stories.

And it is a responsibility of teachers to construct lessons that draw out students. It is hard to understand what is in the heads of school kids. One teacher told the story of, at the end of a lesson, a student had fixed on something said about something that happened in college. The student asked, “You went to college?” The kid did not know all of his teachers went to college, and assumed no African Americans went to college.

Another idea is to spread the word that we are not succeeding in serving significant groups of students, in particular young African American males.

We discussed ideas at a lot of levels of analysis—addressing the issues will call for multi-layered approaches. The group is heading toward the idea of getting something done.

Check out the Mimms Academy; it is a place that needs help right now. They need a building, for example. A couple of people shared interesting stories about it—finding ways to connect with students who were completely lost by the school system. For example, a budgetary issue connected to this is that public money is contingent on the students being counted as enrolled, and FTE lines assigned, with the attendant issues of accountability. The point is: There are models like this out there, and they need public and political support.

Remember that small groups of dedicated citizens can make a difference.

A summary of some practical suggestions:
· Living with the WASL requires discussions of it. Parents and other citizens need to understand what is going on.
· People involved in this conversation about WASL (and other things) can enlarge it. For example, the failure to serve young male African Americans is a subject the people here can keep alive—writing letters to editors, op-ed pieces for the newspaper, going to principals offices, going to school board meetings, bringing it up when the people in some other room are talking about education, etc. One addition to the list: Beware of the conversations that imply that some people, you know who they’re talking about, just don’t have it to succeed in math or other tough subjects. Speak up, there is no math gene, there is no genetically linked math inability.
· Teachers have special knowledge about the situation. They can cross over the line to give better information to school boards—a safer way to do this, perhaps, is to attend school board meetings of other districts. They probably do not get very much in the way of experienced, critical voices.
· Teachers and community members can keep asking what the people collecting the data are doing with it.
· One idea: It would be good to have a set of supplementary classes for African American kids, staffed by teachers that can connect with the students, to deal with the specific ways these students can be encouraged to do well. Another example mentioned for such a resource—the Seattle Young People’s Project. It sounded like a very promising model. Some of these places of learning can be created. Look up the Mimms Academy. Find out about and spread word about summer academies. Evergreen/Tacoma does things. Check out Safe Streets Community Schools. We need to assemble a list of such volunteer & organizing opportunities.
· We also need to assemble such a list for the students.
· If this group can encourage people to pay attention to the performance of the Tacoma Schools superintendent, and put some pressure on school board members—and perhaps attempt to influence who has the job, and what policies are enacted. Discussions of particular policies—such as a proposed test to gauge readiness for algebra—can bring in a voice that question them.
· Maybe we can all put a little pressure on Dexter to publish the proceedings of the Race & Pedagogy conference.
· We will discuss the possibility of a conference on the subject. Among the questions to consider is, which students would we want to focus on? Let us not let this deter from the currently available opportunities for volunteering.

Courge and Renewal, which started out as Courage to Teach, is having a retreat on racism—March 31, 9-1, at the Central District Senior Center. Call 206-633-2888 to register. Click HERE for details.

Respectfully,
Sid Olufs

Conversation Recap for March 11, 2007

Questions folks are grappling with:

Challenging aspects of presenting notions of race in different contexts. How much of flat response is due to style of presenter and how much due to denial and inability to relate?

What do statements like “I don’t see color” mean?

“I don’t see color” is part of privilege—if black cannot go outside without seeing white people and knowing that you have to process their reactions as white people. Part of how people bond and share intimacy is to share not only the joy but the pain. When you say I don’t see color you’re saying I don’t want to acknowledge your pain.

It was mentioned that while lots of people state that they are mixtures of various ethnicities, no one ever says “I’m mixed with black”. A response was “we’ll have to wait for reparations, LOL”

There was some discussion about Barak Obama’s candidacy and the “controversies” around “is he black enough for black voters or too black for white voters” and such.

A short description of a model was shared describing interactions between agents and targets of oppression and how they evolve based on the development of each.

White people have to call other white people on racism

When the whiteness in seats of power is challenged, there’s a warfare response that’s completely unacknowledged. Don’t want to share power.

Reaction about comments like “some white people.” White people don’t experience being grouped by race.

There was some discussion about how to develop and practice allyship—good to have examples—i.e., a heterosexual person taking the cause of the homosexual, the white person being the “race guy”.

Various members shared anecdotes about racialized encounters. It was shared that it’s useful to note the difference between being a racist and acting in a racist way or perpetuating racism.

Talked about the Port protests, arrests, police brutality, City Council etc.
It was noted that they don’t arrest us when we’re at the Federal Bldg. But the most violent response occurs when action is occurring at the point of mechanisms of power—i.e., military shipping points.

Conversation Recap for March 4th

We had a very different kind of discussion this week, generated by an open question which had been prompted by a member’s concern over recording, (print and audio) of concerns about privacy. Some said that they had been entirely unaware that the stories or any other part of the Conversation had been being recorded. Others pointed out that the things we talk about could get people targeted by those representing the power structure many of us challenge. Examples were given of how key words can be traced and some gave personal examples of how they had been targeted for the stances they’ve taken.

Some felt that a certain level of panic had been generated by the question and others expressed that they wanted to live whole lives and not be concerned with safety from scorn or derision for their beliefs. Several made a point about how attempting to live a safe life meant also that that life would be circumscribed. The group generally fell into three categories of feeling about the conversation being recorded and put on the blog:

1. those who mainly have concern over the personal stories being made public
2. those who are also concerned about being possible targets because of what they may express (unable to get hired or maybe even fired)
3. those who have no problem with either their stories or the group discussions being broadcast

Several of us longer-term members gave the history of how we came to have a blog and to have proposed recording and posting audio on it. Sometimes very dynamic conversations would get continued via email during the week between Sundays but since some members were not necessarily totally email savvy in terms of keeping their address books current or using “Reply All” and so forth, some people would get left off of threads and then be confused. Dexter suggested that we have a blog so that these conversations could continue in a central place. Also, those who missed a meeting could “catch up.” Then we thought, what about simply recording the conversations and posting them? Then people could really capture what went on without the filter of whoever was summarizing and posting written notes.

Ultimately, the group came up with the following as an agreement:

We should have a handout available at each meeting with the mission of the group and the fact that we are recording:

1. Personal stories—if a storyteller does not want to be recorded, the recorder will be turned off.
2. The moral/philosophical question/framework of the day.

The group discussion will not be recorded. General summaries will still be produced and posted to the blog without names. We still do not know what we might ultimately do with the collections of stories, but we will not post or otherwise disseminate them in any form without the storyteller’s consent.

We also talked some about the need to take the mystery out of the infrastructure of the group, i.e., V-Team, mission, etc. We talked about the V-Team and the need for volunteers. We’ll send the Conversation document out again with V-Team roles, etc. so folks can weigh in. We may already have a successor for our Agenda keeper/Purveyor of Arts, Letters and Epicurean Delights and we came up with a new role for which we already have a leader and that’s Keeper of the Protocol. Also, we had a volunteer to help with conversation recaps.

The Angela Davis appearance at TCC was discussed—Conversation well represented. Crowd very affectionate. Speech was casual but heartfelt and interactive..

Current greatest passion is prison industrial complex. Not a vanguard of 60’s but an image was created of her. Autobiography is recommended as well as “Jury Woman” written by the foreperson of the Angela Davis trial jury.

Announcements:

March 12 (”New Orleans Monologues” by C. R. Bell”) TAG 7PM It’s free.

Charhys and Keith rocked it at the One Heart Café

TCRP Kick-off was wonderful and sets the tone for the collection of stories as an ongoing effort

Stykers for Iraq at Port of Tacoma. Protest at 11th and Milwaukie. Check HERE for updates.

Next Salon is day before the Monologues at 801 S. Cushman. Heather Carawan’s film about growing up at the Highlander School will be shown.

One Heart will have featured performers of all types every 3rd Sat. March 17th Abyssinian Creole will follow a poetry slam at 7:30

March 8th The War Tapes showing at Rick and Claudia Finseth’s home at 13524 15th Ave South (Parkland)

Chrestina has a film about Rwanda if folks are interested, perhaps it could be shown at the Conversation.

Conversation recap for February 25

Colleen’s gave us her story.
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Mona’s Life of Social Justice

Go back in time to influences – once severe beating from father and had to be taken out of the family.

Intersection of dysfunctional family and Irish Catholicism. Irish Catholicism is unique-being so tied up with Irish nationalism

Took LOVE from Catholicism. Ended up developing an incredible relationship with Frank (dad)—he told her things he hadn’t told anyone, ever. Violence in his life, becoming a father before grown, steeped in alcohol trying to cope.

Volunteered at Purdy—listening to the pain and the stories.

State Teen Health Forum—6 years ended up putting one on at Annie Wright which ended up getting them to change their Life Skills curriculum.

Came to Evergreen-Tacoma. Now a “recovering white person” as a result. Learned so much about white privilege. Used to think their was such a thing as reverse racism, that laws on the books are real. Honest dialogue with fellow students. Have a choice to retreat back into corner or take a leap of faith. Anyone engaged in social justice work will get their nose knocked off. Now working with Sekou Shabaka—Youth coming out of incarceration—tell their story using hip-hop, poetry, art, etc.

On TESC-President’s Diversity Fund committee

Present plan: Student of Color Conference for Tacoma Youth. March 18th afternoon tea to brainstorm 3PM Mona’s House.

Believe doing work of civil and human rights has to be connected to some sort of spiritual journey because it’s not head stuff it’s heart stuff.

Marti--a lot of us on this journey had issues in our childhood that makes us reflective and able to listen and to read people.

Ieisha-yes a lot of us go through trauma and that often results in wrath (not anger). Would like to know what it is that folks have done or process they’ve gone through to get rid of the wrath or use it in a different way.
Colleen—has channeled the wrath—into the kids she works with.
Mona—goes back to the Catholic thing—really believe in forgiveness and also cursed with eternal hopefulness. Believe in the good in balance of power. Refuse to live in the dark. Use what brings you joy—music, whatever fills your spirit, other wise vicarious trauma and opening wounds from past.
Tom—agrees—have to have joy to balance the rage and have a place/space to rejuvenate.
Eve—recognizing it is a good step—can use the rage and wrath in good ways.
Mona—writing is very powerful, ritualistic things, stones in water, dancing, hot bubbly baths with scented candles and wine and chocolate.
Colleen embrace past. Would be who am without having walked the path walked.
Julia—these life experiences are not always packaged pretty but always lessons.
Marla—have had to learn to allow self to experience joy.
Mary—all have had things to overcome. Good to realize you’re always a work in progress. Inspiring to hear how others have come through things
BJ—“Happiness is an inside job”
Crestina—life is continuing education.
Charhys—in summer I have no problems. In winter, feel vulnerable reminded of being homeless. Try to do meditation—let thoughts pass through.

Dexter—Had planned to be here last 2 weeks but daughter down with stomach flu. Will be here but perhaps not every Sunday, because of personal challenges. Watched 2 films yesterday—“Road to Terabithia” and “Truman Capote”. As we contemplate the challenges of doing good in the world, these two films may help us. One is about imagination, creativity and engagement--death and keeping memory in imagination. The other is about how experience of dealing with murder and death literally took TC’s life. He never wrote another book in 20 years until his death.Living with knowledge of mortality is useful. US culture tells you can do anything and thus you set out to do everything, including creating nirvana in your everyday lives when you really can only create nirvana in Terabithia.How do we expand the dynamic of what we do here? Start a conversation. In your church, in your organization, etc. about justice. How can we encourage ourselves? Think about our own mortality and the mortality of others, even the rich and powerful. No system will last forever. You have enough support from here to make a difference.What came out of this conversation today: we’ll do good and do well if we support each other, if we keep trying and if we acknowledge that life is a struggle and if we rejoice and rejuvenate and return to the scene of our trauma. A way to return can be making sure “this doesn’t happen to another person”. When you think about the experience of people who live within the limits of scarce material yet remain hopeful in contrast to many with more than enough who are unhappy, you should focus on the positives of life and allow yourself to be ”kissed by the sun.” I know I’m one who carries a “blues” mentality—somber persona. Please do not mistake that for I’m always unhappy. That’s not my experience. Work to function outside of your element because life will throw that at you.Social problems are dynamicSocial solutions are dynamicSocial subjects are dynamicReceive praise with care as you should be prepared for the experience of being assailed. Aristotle encouraged balance and moderation in all things, always a sense of balance even in the way we receive praise and blame.

Dalton—growing up in Trinibago—when it rains, people stop and stand under shelter because rain doesn’t last very long. Learned to kiss the rain here in the NW. Have to face your demons. Once you have you realize they are not really the demons they thought they were.
Tom—I revel in where I am. Always in awe of what the natural world has to offer.
Dalton-grandmother’s statement—“there goes the moon—God bless my eyesight”

Charhys and Keith B.took us out with—Life is Short, Life is Long—Life is Right, Life is Wrong. A beautiful story a very sad song, Until it gets over it just keeps going on.
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Announcements

April 21st Ebony Fashion Fair

Pam Bridges’ daughter J’Nai More Music at the Moore. Friday night March 2nd 7:30pm Whne buy tickets from Pam, J’Nai gets some proceeds

Wed. 12 noon Angela Davis at TCC ***FREE***

Wed. evening 5:30-8 TCRP at History Museum. ***FREE***

1st and 3rd Sat. 2012 hosts open mic 7:30-12, not just poetry not just music, but story telling or readings.

Single Payer Health Care Bill-Susan is collecting postcards to legislators from 25, 26, 27, 28, 29, 31 dists.

Marti—anyone with a child or grandchild or other child they care about—who’s never had a horse experience and wants to, please ask.

Nordstrom has scholarships for high schoolers

Kristy and Steve playing on March 9th at place called Mocha Moon in Steilacoom on S. Tac. Way

Conversation Recap for February 11

Our conversation this week really centered around education and youth.

First, new folks were introduced. Debbie Olson (Tim Olson’s wife)-Oneida invited
BJ Bailey also invited by Oneida and Julia Harris.

Next we heard Susan E’s Story—thank you Susan, we’re glad you’re a part of us.
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Announcements:

Mary-Thanked for card.

Steve- Wed. meetings to organize event on 4th anniversary of Iraq war. 7pm Wed. at Assoc. Ministries 13th and I St. Folks who’d like to join planning efforts welcome.

Tom-reminded about Ebony Fashion Fair. April 21st at 7pm at Mt. Tahoma H.S.

Regina- Black History Celebration sponsored by the Sankofa Club at Evergreen-Tacoma Sat. Feb. 17th 2-4 Keynote will be Dr. Maxine Mimms and a possible surprise guest Adefua, spoken word followed by reception with food.

Tom M. Feb. 28th at 12:30 at TCC Angela Davis will speak.

Tom H. Tacoma Civil Rights Project Kick off Feb. 28 event 5-8pm at Washington History Museum.

6th Annual More music at the Moore—Pam’s daughter J’Nai will perform as part of this production. Tickets $15 and if purchased through Pam, 15% will go back to J’Nai to help defray costs of continuing education.
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2nd half of movie, “Black Is, Black Ain’t and discussion:

Large group discussion:

There are differences that make a difference the film makes a point of showing how some differences are used to make a difference that should not make a difference

Young people aching for an equal chance—“no one told us not to be in a gang. We have to tell the next generation so they don’t end up like us.”

3 essential questions—

How to we challenge the youth in a way that they will here it?

How do we get past us and them?

How do we encourage community involvement?

Teachers in the group-does the education system address the needs of the issues the youth raised in the film?

Pam-would you think that a school targeted by a major funder to reform, would you think if that school turned away big money to target the achievement of African American kids because they don’t want to engage in the professional development it would take to learn the strategies to help these students learn? Teachers filed suit against the district when being forced to take the money.

Judith-Can’t put too much burden on teachers, though some are problematic. So much of the day is dictated and teachers are becoming more powerless. What can we actually impact?

Kristeanna-1st year teacher came in very idealistic—if on improvement list, have to get scores up 20% or lose money—and if lose money, get to keep the 14 year old computers.

Amy and Dalton—goes way beyond the teacher-it’s a societal thing. If you’re down, you have to work so much harder to get back up, (credit score, bank loans, kids/schools “low performing”). Need to embrace children as children and not TV characters.

Tom M.-teach at TCC and Pierce-appreciate Judith’s comments about teachers being part of a larger system.

Laurie-Tacoma Urban League Academy experience and teacher burnout differences. Conservative Right or political spectrum teachers burn out on kids “not motivated” “disrespectful”, “academically unprepared”, “too many personal and family problems”, etc. Progressive, Left of political spectrum burn out on system “school admin. Bureaucracy hinders teaching what kids really need to learn”, “constant fight over so called standards”, “high-stakes testing makes authentic teaching and learning nearly impossible” etc.

Tom H. Seriously challenged by what Laurie reported. We’re at a crossroads and we are in charge. It’s the system AND the children. We change the children by our engagement and living with them-change the system by our authority—the people who make the laws are us.

Dick-Our example as a group and as individuals is moving us toward an ethos of asking for a different kind of society. Questioning capitalism and thinking globally.

Amy-So passionate about public education-one of the last frontiers of social justice work. I think about how to empower kids to understand access to power. Motivation is very key.

Crestina-15 years ago on the Hill, had a conference on education and presented to the Sec. of Health, Ed. and Welfare. We should start asking our state leaders to be here to talk to/with us.

Mary- Question of education ever being done, or only occurring in school, or commitment from elders ever being over, Society seems to be set up to say “aha—you failed-game over”. Some say—“some kids just can’t succeed, stop trying.” But we are it—maybe we need to act more.

Keith-sent kids to private school-everyone knows everyone. Kids disruptive should not be in school.

Magda-In terms of they are us-I would like to be a they. If you are a title 1 school can come to history lab free or reduced.

Regina-Let them learn in a way that’s enjoyable. Show films, then they might start to read. Teach in different ways. Let kids see that they have something to offer.

Rosalind-at the store and heard 2 teachers talking about the superintendent. If a bad character who’s appointed, how do we get rid of him. Need to start with the school board they are elected.

Judith-public education means our duty is to teach everyone who shows up regardless of their abilities or attitudes. Need to be careful about how kids who act up are perceived. Need to find out why. One thing is kids need to feel they are seen for who they are. Complex issues.

Sid- Have been over the literature and written about it for years. The best book about the issues is Kozol's "Shame of a Nation".

BJ- kids need to be healthy. Can’t teach them unless they are healthy. We need to investigate where we are with basic health care for every child. There is legislation currently in the works.

Dalton-Where we really need to start, is everyone of us needs to go out right now and get involved in some kid’s life. Volunteer. Dalton has a child he reads to every term. Very bright, can read but very distracted. Last week said “I miss my mom and dad” “They’re in jail.” Also, stop and think for a moment how we each got where we are. Who influenced us, and how did they do that?

Crestina-disabled children are a concern—for example seizure disorder. Stereotyped as less capable. Need to be willing to accept kids for who they are.

Keith-correct a mis-impression-one of the reasons I come to this group is because of the teachers. Of course Bellarmine is not a solution for the country. I agree with Dalton—I’ve been remiss in the sense that Diane Powers asked the group to come read to kids at McCarver and I’m going to go do that. Believe in public education.

Tom H.-endorse all the suggestions. Did have an opportunity to interview the 3 candidates for superintendent, gave feedback. Not surprised at the complaints and criticisms being voiced. When you start out castigating everything that came before that’s a problem. He said to everyone to go to the school board and tell them what we know and if we don’t we are falling down on our responsibility.

Mona- it takes a village. Leadership needs to come from we the people. We need to think about community education, open up here a chance for the community to see videos, like the Highlander School. They need to see that all people can make a difference. We need to dismantle white privilege, the system. Collectively it is we the people.

Amy- liked what Dalton said about going into schools to volunteer. It is easier to go into elementary schools but she encourages you to go into high schools as well. They need you too.

Regina-Birney Elementary “A Time to Learn” Need volunteers to help with math and reading Metro Parks bldg. 7102 S. L St. Mon-Fri 3-6pm Contact Regina Husbands 475-0341.

Pam-After 30 years in education. It really does take a village and yes, it is about responsibility—everyone’s-- students need to take responsibility, parents, school system, society. Any question about I as an individual can make a difference just call any school and ask how you can help. It’s a national dilemma. Have seen some progress, we do understand some things about cultural competency, for example.

Laurie- You have to care about the kids. They will learn from you if they believe you really care.

Tom H. Race & Pedagogy Conference taught us something about how the system is built to enhance a certain set of people. Think about what we’re up against.
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Last week, Tom shared with us 2 areas of state and national policy we all need to keep a close watch on and hold folks' feet to the fire on. One is Gov. Gregoire's State of the State speech in which she outlined her priorities. Read about it here. Also, the Democratic Party, when it retook the Congress, pledged itself to a 100 Hour Agenda. We are fast closing n on that 100 hour mark. We need to a) hold them to their promise to focus on these issues and b) get them to understand issues we want them to focus on that may not be part of their 100 Hour Agenda. Read about the agenda here.

Conversation Recap for February 4

We heard Steve's story. Once again we are reminded how special it is to share these small samplings of our lives with each other.

Judith brought an issue that she needs support with. An experience with her students 9-10 year olds. Been studying famous African Americans, goal was to learn about unsung ones, not just MLK and Rosa. Knew it was a difficult time—had seen pictures of angry mobs, etc. Showed them the film “Mighty Times: The Legacy of Rosa Parks" and her concern was that it depicted in a fairly raw and uncompromising way, the lynchings and police brutality etc. and perhaps it was too strong for the age group. Was it too much?

Commentary could probably be best summed up in what Tom said:

Risk is high when on edge—risk is lessened when it is shared. What is sense of shared journey with colleagues? Idea that you’re the only one who might ever give students an educational experience like this is troubling. Show kids you care about their feelings and be honest that you’ve worried about it.

Film-“Black Is, Black Ain’t” Marlon Riggs (part 1)

Discussion:

Dealing with the intersections of racism, sexism and heterosexism is challenging to navigate. For example, black women feel the need to support black men on the racism question but also to chellenge them on their sexism and so forth. Tom made the point that truth and honesty, especially to self is key. A comment was made by Luke that he was conscious of the fact that sometimes perhaps white people should not be present during some of these conversations. He wanted to be respectful of the idea that being privy to sensitive conversations among people of color about cross oppressions is a privilege and that basically as white people we should be willing to step out of the conversation at times if asked.

We'll conclude the film this Sunday.

Announcements:

February 17th open mike at One Heart Café at 1117 Broadway 8-midnight. Noah, Charhys, Keith etc.

Monday the 5th is Watada’s court martial. Big event at Ft. Lewis exit 119.

Workshops on Arts in the Classroom $75 each contact Luke for info.

Tom-Ebony Fashion Fair April 21st 7PM Mt. Tahoma High School Benefits the TUL it is the Guild’s fundraising event. Dr. Dorothy Anderson is new TUL president.

Tacoma Civil Rights Project-capturing the story here at home. Put in place at WA History Museum. Feb 28th a preview.

Tom is working to get the product produced by Bates on the MLK event so that we can share it.

State of the state address-giving to Laurie to disseminate. Watch what people say they’re going to do. Dems had 100 hour agenda. A lot of it has to do with what we talk about here.

Kristy-Salon at Colleen's house Rosalind's New Orleans Monologues 1-4 benefiting UFPPC 3901 N. 37th Sunday Feb 11th.

Luke-TAG is in real trouble-support if can. A real show is coming up called “Proof”—go see it.

Tom-message about TAG is confused—on one hand fiscally is great but on another—needs help and help asked for is ticket sales.

Laurie-Meeting about bringing a food co-op to the Hilltop. Feb. 21st at Allen Russell Bldg. on 14th and MLK. 5:30-7. Check out this site for more info on the initiative and scroll to "Let's Talk About Food Coops....

African American pre-legislative day happened, actual legislative day is happening Monday Feb. 12th in Olympia.

Details on MLK Event

Click on image to view larger version

Martin Luther King Jr.: "Why I Am Opposed to the War in Vietnam" Sermon at the Ebenezer Baptist Church on April 30, 1967. Click HERE
to read and listen. Truer words could not be said if they were spoken today about the Iraq war.

Conversation Recap 12.24

Mary’s story

Steve sings Big Floppy Shoes song

Moral/Philosphical Question—

Love, the Beloved Community and Peace On Earth

Whatever our past experiences with respect to Christmas, one aspect that we can focus on is that it is a story of Peace On Earth and Goodwill Toward All—ideas that can resonate with any faith tradition.

Dexter repeated some of last week’s talk on love as a way to transition into talking about peace.

MLK article (The Current Crisis in Race Relations) made 5 points in laying out the argument for non-violence.
It is not a method of cowardice or stagnant passivity.
It does not seek to defeat or humiliate the opponent.
It is directed at the forces of evil, not those caught up in the forces.
It avoids not only external violence but internal violence of the spirit. At its center stands the principle of love.
It is based on the conviction that the universe is on the side of justice.

Goal is creation of peace-the goal is the creation of love-the goal is the bringing into being, the Beloved Community
Ø Available
Ø Accountable
Ø Trusting

Tell the truth to each other-honey w/ medicine, in Jamaica they say “taste your words” while the Bible says “speak the truth in love”

Is peace the absence of war or violence or is peace the presence of justice—the presence of goodwill?

People want peace and leaders want war. What are we, The People to do for peace?

Tragic/Comic, looking at life through the blues but still with hope (Cornel West)

Guard our souls against becoming a ideologues (persons who love you to death and then, when disagreement, hate you to death tomorrow).

What do you believe and why do you believe it? What informs and governs why you believe what you believe?

John-poem “If in your heart you make a manger for his birth, then God will once again become a child on earth.”

Laurie- how do we become the people we’ve been waiting for,(referencing the new Alice Walker book?

Tom-self-work resonates, challenged by how to work externally

Tully- love and peace words are tossed out so easily—I love this scarf, I love that movie, etc. Also hate. What do these words really mean?

Dick—love is the natural way we feel for one another when we are not hurt by a class based economically oppressive society. Boldly share this point—we have a system that creates this dysfunction in all of us. Get courage from loving one another in this group

Eve- From The Hopi Elders Speak

Marti-Reagonomics cut taxes create debt-- debt pays interest to banks-rich get richer. To cover up, war in Granada. Bush 2 same thing, would have to have a war to cover. War is used as a tool to distract us and to train us not to speak out. Live a life of courageous love not just comfort.

Steve-admin. So disingenuous in discourse with the American People. Tools (education system, TV). Julia’s message of looking inside yourself is worth taking seriously. Part of solution is acknowledging that there is a them and an us.

Mary-Pogo “We have seen the enemy and they are us” Trees fell and then were cleaned up and still lots of trees. This is not the end of the world. Only do that which is possible—within your sphere of influence. Can’t accept we and them—none of us is getting out alive.

Sallie-in terms of the balance in the struggle, the only thing that works is love. It’s actually pragmatic. With violence, someone loses and then wants to right the wrong. Agree with the us and them and it’s all us. Struggle is balancing these 2

Magda—Navajo Dine-5 worlds, destroy the world and each time then what stands is the earth

Laurie -articulate a vision capable of inspiring even those caught up in the destruction of the planet for profit that there is a better way.

Steve—acknowledge the us vs them in order to make them US.

Magda-example of Cuba that a small can resist a large. Public financing of voting. On voting day the children get out of school and take the votes. Don’t have capitalism. Cuban people say “we love you. We don’t love your gov’t and sorry that you don’t have a democracy.

Dexter—hope that nothing like an “us and them” thinking here. Problem is when you build that internal cohesion in then, once you’ve “won”, there’s a new struggle with those who lost. Agree with Steve that we need to challenge those who use the façade of us/them, but we have to propose a larger, better vision. Working on self can be problematic because it reinforces the American individualism that is such a big part of the problem. We can make a different world. We can make a better world. S. Africa “could not fall” but yet it fell.

With respect to what we can do, we ARE doing it. Not planning for it, not getting ready for it, this IS it. If nothing else, bear witness.

Updates on MLK Event
Fundraising is coming along. Various people volunteered for things still needing doing.