Join Us for Our Annual Human Rights Awards Cookout

Sunday, June 15, 2014 at 1:00 pm to 3:00 pm
Mill River Recreation/Park, Rt. 63, North Amherst 

Join the Amherst Human Rights Commission at their annual Heroes Awards celebration honoring Amherst students grades 5 to 12. 

Town is providing burgers and hot dogs and veggie options, and all the trimmings and beverages.

Bring a potluck dish--salad, or other side dish-- or dessert to share.

Help us celebrate the 2014 Amherst Human Rights Commission Human Rights Heroes Awardees:

Alejandra Garcia
Angela Ononibaku
Aidan Urschel
Austin Ross
Camila Carpio
Mae Moskin
Saliim Saulsberry
Taj Torres
Tristan Cox
Yeji Lee

Voices from the Community

“Talking White”: How Racial Superiority Seeps Into Our Language
by
Christopher Peck
University of Connecticut


Racism is still alive, but some wish to declare it dead. Intellectuals, politicians and TV personalities discuss racial oppression like it’s an endangered species. The denial runs deep; and its roots cling to the foundation of our society: language.


Whenever I ask another white person how they would define racism I get a vague, disjointed and vastly different answer each time. For some, even mentioning racial difference is taboo. Others say racism is illustrated in separate water fountains and sitting in the back of the bus. It happened a “long time ago” and we’ve moved on. Others rant emphatically that racism is when white people are “passed over for a job they gave to a less qualified black guy.” I firmly believe that’s the most persistent impediment to racial equity and justice. Nobody knows what racism is.


We should not lose sight of the symbolic weight that language carries. Whoever controls language holds the power—the power to possess the right answers, to declare oppositions wrong and to alter and diminish the meaning of others’ experiences. This leads directly to the delusion and entitlement of white students. They respond defensively when their worldview is questioned and deflect responsibility because their superiority has been validated by their education. Because we as a society have failed to define racism for them they not only refuse to acknowledge the impact of race, they reinforce the cycle. It represents our nation’s attitudes of ignorance and disregard towards the plight of people of color as a whole that we do not have an impenetrable meaning attached to the word racism. And yet, there are symbols sustaining white supremacy, loaded with racist implications engrained in our everyday speech.


As a white man, I won’t pretend that I hold all the answers. Instead I’ve chosen to develop a compassionate ear. I’ve spent the latter third of my life listening to testimonies from people of color. Unsurprisingly, they have profound things to say about how growing up with darker skin has impacted them across all institutions. While their experiences may differ, there’s agreement on the source of their struggle. The People’s Institute For Survival and Beyond has generated this definition.


Racism—n. Racial prejudice + institutional power. A system of oppression maintained by institutions and cultural ‘norms’ that exploit, control, and oppress People of Color in order to maintain a position of social supremacy and privilege for white people.


It is important to emphasize then that although a white person can be discriminated against individually based on their race, racism is specifically the upholding of white supremacy at the expense of people of color as a group.


The next definition I will share from the People’s Institute is one regarding Internalized Racial Superiority:


n. The acceptance of and acting out of a superior definition, rooted in the historical designation of one’s race. This process of empowerment and access expresses itself as unearned privileges, access to institutional power and invisible advantages based upon race.


As I alluded to, language becomes like the post office worker for delivering this “superior definition.” And our school system has become the USPS of racist codes.


Subtle racist codes were rampant during my high school days and still are from what I’ve observed. As someone socialized as white, I understand how white people are conditioned to not think of themselves as “white.” Race was a non-issue, until a person of color brought it up. My teachers would use the term “race card” as a way of “stopping conflict.” Any racial grievance was unsubstantiated.
Another notion that enforces white supremacy is how white people depict “affirmative action.” Too many college-bound white students see scholarships designed for so-called “minorities” as unjust. Their parents coddle them with accusations of “reverse racism” as the reason they “lost their spot,” instilling the impression that they deserved admission. The statistics don’t support this hypothesis that white students are “losing” spots. White women are the number one beneficiaries of “affirmative action.” The aim of the legislation is not limited to racial quotas, its goal is overall diversity. It’s an unfortunate linguistic consequence that an admirable aim like diversity has been stained by white supremacist discourse as a buzz word for social engineering. Blame is placed on diversification for economic downfall and unemployment. Why would trying to include a range of perspectives, backgrounds and knowledge lead the workforce into decline? As progress has marched on, racism has evolved. The way in which white people express their racism has morphed into this coded language. Except the targets of this hateful rhetoric, and their allies, are not fooled.

Often these codes will be conveyed as compliments, shrouding the stereotypes they are legitimizing. A white youth will tell their black peer that they “talk white.” That white student will further explain that they mean their peer “talks properly,” and “sounds smart.” In other words, to be black is to be improper and uneducated. “Ghetto” still pops into my head after hearing it too often during my suburban upbringing. Its historical meaning as a noun has been warped into a violent adjective. To describe something as “ghetto” is to suggest it is of lesser quality. You’re implying that something looks or functions as if it’s “off the streets.” It’s also a label similar to “hip-hop” that can be attached to any trend or style that is attributed to the black, Latino or urban community. Essentially, it gives white kids an excuse to differentiate their material wealth from that of children of color. Even while more white, middle class teenagers are consuming hip-hop music, clothing and culture than any other racial group, language does them the favor of distinguishing their social superiority. “Black” is just a fad to them, not a rich and tumultuous history of perseverance and innovation. And THAT truly says it all.

Voices from the Community

While this is not yet a newspaper article it is written by Jared Schy, a graduated UMass, Amherst student, who wanted to share his thoughts:

I was reflecting today and in recent weeks...I'm the type of person public "education" was designed for, white, male, upper middle class---they nearly kept me insulated enough to unquestioningly become a member of the ruling, or at least managing class, until one teacher had the foresight to suggest reading some books on poverty, which in my hyper insulated Newton existence, opened my eyes to a lot of things I'd never considered before.  And actually, it was taking the SAT's for the second time--can you tell this is an upper middle class town?--in Somerville opposed to Newton that gave me the concrete context to open my eyes and awaken me to the stark differences in just about everything only 11 miles away...

But school was supposed to "work" for me. I see myself in the curriculum and history, I am undeservedly praised for things students of color, girls, and poor/working class kids are likely not; I am not treated as a suspect or a criminal and teachers look the other way should I take part in any "suspect" activity, etc, etc, etc... But let me say honestly what I feel I about my experience in school looking back... IT WAS SO F#%+ING BORING!!!  And I can honestly say beyond reading, I learned little of any value beyond basic study habits.  And despite our school being 'ram you down the throat college prep savvy (kill me)', I hardly learned how to write until sophomore or junior year of college.

Let me tell you the things I did learn...I learned how to accept white supremacy and believe that feeling uncomfortable around people of color (or any diversity be it class, race, sexual orientation) is natural. I learned that it didn't really matter if what you're doing is interesting, but that you have to sit through these boring f#%+ing classes anyways and LOVE the mind numbing boredom. I learned to nearly unquestioningly imbibe the absurd middle class/white values my town cultivates us to adopt; learned to loathe learning foreign languages; learned how to be a real pain in the ass to all my teachers and fellow students (a positive really, since I wasn't arrested for it...).  I learned how to cheat really well in all my classes, but especially Math which, from seventh grade on when they began teaching it in ways I could not completely understand, I lost my interest in and confidence in myself to do it. Even though since I was a kid, I was the kid who loved math, who took pride in my ability to figure out how many minutes left in an hour faster than anyone in my family.  I learned that learning was this artificial thing that only our teachers could give us access to and that did not occur outside the classroom...the list could go on (there are useful and positive things but the list is WAY shorter)...

I loved building with legos, being outside, going camping, reading...few things which were available in school....I always loved doodling in high school and middle school, I was an amazing doodler; when I began college I completely stopped doodling.  Looking back, I realize I was such a talented doodler because it was the only way of coping with my insanely boring classes. I guess I've been lucky to have had more engaging classes during college. 

Let me tell you what I, and most kids in school, whether of color, poor, white, rich, miss...I missed opportunities to learn with my hands and be outside, to discover the joy of learning at my own pace, driven by my own interests--the passion that surges from staying up all night reading, or the joy of discovery at new intellectual, emotional breakthroughs with thoughts I've been having, to learn about the world from critical perspectives that begin with my own personal life experiences and move out from there; to learn that learning is an inherent quality of human nature and so is curiosity and that in fact we are learning all day, every second, all the time.

Racism and Awareness

The topic of racism has been front-page news lately here in Amherst. The attacks against Ms. Gardner were extreme and are getting most of the press. But as Ms. Gardner is the first to say, it is the day-to-day institutional racism that is the larger concern. 

There are many efforts going on to try to address this and we need more or better efforts. But this is not easy. Kids and adults come into our school system with baggage they picked up in our community. Somehow we need to all help unload that baggage.

One problem we face is that many people - mostly white, but some people of color - think the words racism and racist do not describe what we are. I would ask you to consider this definition of racism, which is one of the best I have read:

“Racism, however, describes patterns of discrimination that are institutionalized  as ‘normal’ throughout an entire culture. It's based on an ideological belief that  one ‘race’ is somehow better than another ‘race’. It's not one person discriminating at this point, but a whole population operating in a social structure that actually makes it difficult for a person not to discriminate.“ 
- Kali Tal (Google “Why there's no such thing as ‘Reverse Racism’” for more)

Another problem is that many whites tend approach this topic with a mixture of fear and guilt. There is no need for that and it is not helpful. 

What we need to do is be aware. Be aware of our thoughts about people of color.  Be aware when someone serves us first instead of the person of color standing  next to us. Be aware when the honors math class we sit in is all white, when half the population of school is non-white. Be aware that Blacks account for 14% of marihuana use but constitute 31% of marihuana arrests. Be aware when we look around at Amherst Town Meeting and see a largely white set of faces. And perhaps most of all, be aware that you cannot stand in the shoes of a person of a different race. So ask questions, don’t give answers. 

And be aware that with increased awareness comes the responsibility of doing something about what we see. 

Rick Hood
Member of the Amherst School Committee

Special Human Right Commission Meeting

Wednesday April 2, 2014, 6:30 pm, Amherst TOWN HALL 

Agenda:

To review recent events that have occurred at the Amherst schools and consider an HRC response to these events
To consider whether the Commission wants to take a formal position regarding the drone petition submitted for the Town Meeting Warrant.

Amherst Human Rights Commission Receives Proclaimation

Amherst Commissioners and NAACP members receive proclamation from Gov. Deval Patrick for celebration of the first Public Black History Month assembly in the state.  NAACP member Judy Brooks conceived the idea and Commissioner Damon Mallory spearheaded this event held on the steps of Town Hall on the Amherst Common Saturday, February 22, 2014 from 12–12:30PM. 

Front row left to right: Judy Brooks-NAACP member, with Human Rights Commissioners Sid Ferrierra, Damon Mallory, Kathleen Anderson-Commissioner and Amherst Area NAACP President, Gregory Bascomb.  Back row left to right: State Rep. Ellen Story, State Sen. Stan Rosenberg.

See more photos of this event on our Facebook page.  And remember to "Like" us.

Celebrate Black History Month on the Amherst Town Common, Saturday, February 22, 2014 Noon to 12:30

Sing the Black National Anthem, “Lift Every Voice and Sing”  with us on the Amherst Common to commemorate our appreciation and history with local community members and students. Bring your copy of this song and lift your voice! 

Lift Every Voice and Sing
Lift ev'ry voice and sing,
'Til earth and heaven ring,
Ring with the harmonies of Liberty;
Let our rejoicing rise
High as the list'ning skies,
Let it resound loud as the rolling sea.
Sing a song full of the faith that the dark past has taught us,
Sing a song full of the hope that the present has brought us;
Facing the rising sun of our new day begun,
Let us march on 'til victory is won.
Stony the road we trod,
Bitter the chastening rod,
Felt in the days when hope unborn had died;
Yet with a steady beat,
Have not our weary feet
Come to the place for which our fathers sighed?
We have come over a way that with tears has been watered,
We have come, treading our path through the blood of the slaughtered,
Out from the gloomy past,
'Til now we stand at last
Where the white gleam of our bright star is cast.
God of our weary years,
God of our silent tears,
Thou who has brought us thus far on the way;
Thou who has by Thy might
Led us into the light,
Keep us forever in the path, we pray.
Lest our feet stray from the places, our God, where we met Thee,
Lest, our hearts drunk with the wine of the world, we forget Thee;
Shadowed beneath Thy hand,
May we forever stand,
True to our God,
True to our native land.