“We have been taught that ignorance and hate lead to racist ideas, lead to racist policies,” Kendi said. “If the fundamental problem is ignorance and hate, then your solutions are going to be focused on education, and love and persuasion. But of course [Stamped from the Beginning] shows that the actual foundation of racism is not ignorance and hate, but self-interest, particularly economic and political and cultural.” Self-interest drives racist policies that benefit that self-interest. When the policies are challenged because they produce inequalities, racist ideas spring up to justify those policies. Hate flows freely from there.”
From the blog Rise Up for Students (a blog about education and equity in the Pacific Northwest) by Matt Halvorsen
A point that stuck with me since first coming across this article…
“alongside that (the) pledge (of U.S. allegiance), if it’s something that remains important to you — let’s also pledge our solemn respect and remembrance of the past and present by acknowledging that we are living, working and schooling on stolen land.”
Check out his work and his engaging insights…
The practice of land acknowledgment dates back centuries (at least) among indigenous communities, and is more common in the mainstream in Australia, New Zealand and Canada than in the U.S., but it is a growing movement here as well. The idea is that before an event — whether it’s a school day, a sports game, a meeting or even a family meal — you take a moment to name, thank and consider the people whose displacement allows you to be where you are. Whose historical trauma makes it possible for you to thrive as you do in the place you live?
Education: Teacher Diversity
By Njoli Brown
Almost every conversation about the remedy for Black-White academic achievement disparities includes a recommendation for recruiting and retaining more Black teachers. For those who do not know, the number of Black teachers has been on a steady decline for the past half century. Today Black teachers comprise less than 7 percent of the U.S. public school teaching force. – Larry Ferlazzo –
The right conversation is being had about the importance of students of color being able to see their own faces in the teachers and administrators of the schools which they attend. Not only does it provide a reflective opportunity in which learners can imagine themselves as keepers of knowledge but it also infuses the school with academic participants who can integrate an empathetic element to the environment of academia.
But as importantly should be had the conversation about the positive impact of white students seeing teachers and administrators of color in authoritative positions and as educative resources in their institutions both in and out of predominately minority communities. The houses of education should be countermeasures against racial and intellectual isolationism.
There is no statistic which shows a lowering of achievement in schools where this is the case. In fact, when these educators are included, not as tokens (and I would never underestimate this potential pitfall), but as developmental assets, school communities inevitably benefit. They produce more well rounded and culturally aware individuals with greater functionality and preparedness for a society which, in its current rate of integrative evolve, will either blossom or fail depending on its capacity to capitalize on its growing diversity.
*Share your thoughts…
Black, Brown, Colored: Education
By Njoli Brown
In Wisconsin a school asked its student body to list “3 good reasons for slavery” (along with three bad ones).
Another school, in South Carolina, decided to take its students on a field trip for Black History Month. Activities included: picking cotton and singing slave spirituals…. Yes, you read that correctly.
It was only this February 2019 when a school in northern Virginia thought it would be a good idea to teach about the Underground railroad by playing a “runaway slave game.”
There’s no way around it. There are some people who are too damaged to keep from letting their racism shine through. That being said, you don’t have to ride that train.
Before even starting though, as the adults in the room, this work needs to begin with teachers and parents—deepening our own understanding of the history, paying attention to the broader context, considering the children’s developmental age, and clarifying goals in doing this type of education.
On the site Teaching Tolerance are provided a list of “key concepts” which it seems would be important to consider and reconcile with before jumping into the deep end of a conversation about the racial, social and economic foundations of slavery with your young people.
- Slavery, which was practiced by Europeans prior to their arrival in the Americas, was important to all of the colonial powers and existed in all of the European North American colonies.
- Slavery and the slave trade were central to the development and growth of the economy across British North America and, later, the United States.
- Protections for slavery were embedded in the founding documents; enslavers dominated the federal government, Supreme Court and Senate from 1787 through 1860.
- “Slavery was an institution of power,” designed to create profit for the enslavers and break the will of the enslaved and was a relentless quest for profit abetted by racism.
- Enslaved people resisted the efforts of their enslavers to reduce them to commodities in both revolutionary and everyday ways.
- The experience of slavery varied depending on time, location, crop, labor performed, size of slaveholding and gender.
- Slavery was the central cause of the Civil War.
- Slavery shaped the fundamental beliefs of Americans about race and whiteness, and white supremacy was both a product and legacy of slavery.
- Enslaved and free people of African descent had a profound impact on American culture, producing leaders and literary, artistic and folk traditions that continue to influence the nation.
- By knowing how to read and interpret the sources that tell the story of American slavery, we gain insight into some of what enslaving and enslaved Americans aspired to, created, thought and desired.
I wanted to provide a few start up resources for those of you who are genuinely interested in teaching about historical and modern day slavery in a way that is held in empathy and authentically speaks to the trauma of the institution. There are tremendous amounts of materials out there and hopefully some of these act as an inroad and inspiration.
A list of 60 books recommended for the classroom and as background reading for parents and teachers on the history of slavery and resistance in the United States. This lists provides materials relevant for all ages, from child through YA to adult. These aren’t just books to drop in a room but to act as a catalyst for art projects, writing projects, debate and discussion. I’d also refer you to this article from the Chicago Tribune “Slavery In Children’s Books: What Works?”
2. The Passage — Researched & Written by Fern Lewis / Directed by Dale Gooding
An animation which explores the slave trade and the journey of the Trans-Atlantic voyage. Wonderfully written and narrated. This is not “G” rated. There are some deeply emotional themes here. It is a film you should pre-screen in order to determine the appropriateness for your class’ age range and prepare for the depth of conversation needed to to process it.
“What we don’t know about American slavery hurts us all.” From Teaching Tolerance and host Hasan Jeffries, Teaching Hard History brings us the lessons we should have learned in school through the voices of leading scholars and educators. It’s good advice for teachers, good information for everybody.
4. The ABCs of Black History
The history of African people did not begin with nor did it end with slavery. It’s just important to educate on the continuance of this journey, acknowledging the identity of a people as more than just their epochal social status.
Do you have more resources to suggest? Drop them in the comments.
“It is of crucial importance for every American to understand the role that slavery played in the formation of this country, and that lesson must begin with the teaching of the history of slavery in our schools. It is impossible to understand the state of race relations in American society today without understanding the roots of racial inequality – and its long-term effects – which trace back to the ‘peculiar institution.”
– Henry Louis Gates Jr., Harvard University Professor, author America Behind the Color Line –
By Njoli Brown
One of the most powerful things we can give to our youth is the realization that they have an actual capacity to effect change. In my autumn projects in Brooklyn and the Bronx I decided to utilize concepts from civil engineering to develop
a sense of the importance of design in the nature and timbre of a community. But even more importantly, the objective was to mature the capacity to critically evaluate our environment to recognize ways in which it could be changed and/or supported.
The process was collaborative and grounded in the work of establishing leadership skills, common values and collective empathy. Through discussion, writing, movement and art we dove deep into the most difficult work of putting language to our ideas, debating and, at times, compromising.
We concluded the project by creating an interactive public gallery wherein participants could post questions as a pathway to research and activism.
Article by Christophe Verdot
Well respected in the martial arts community, our brother, Christophe, has chosen to speak about his personal journey with healing and veganism. These opinions are particularly his own and based on his path and experiences. Hopefully it gives us all some inspiration to ask questions, do research and work toward a practice of self-care. Thanks for letting us host you here on OnBlast!
Martial artist and vegan still sounds counter-intuitive for many people in 2016, seeing martial artists as strong men who practice violent fighting arts and vegans as weak, skinny, long hairs who worship flowers and birds. But this is far from a full reality. My reality is quite the opposite. I’m just a simple person like anyone else but I make sure to understand what I do and why.
I started martial arts around 8 years ago, as I arrived in the Philippines where I still live today, at that time I wasn’t vegan, in fact, I was a junk food lover and a meal without meat wasn’t a meal to me. Like many, I was like that because society formatted me that way.
After several years my body started to fall apart… I was focusing on working out and martial art training (on Pekiti-Tirsia only at that time) but wasn’t giving any particular attention to my body and how I was fueling hit. I ended up with 4 bulging disks, a misaligned cervical column, narrow vertebra disk space etc. At that point I started to think differently. After seeing many different specialist (Osteopath, Chiropractor, Physiotherapist, Surgeon etc.), after countless cracked bones and PT sessions with no, or only short terms results, I decided to take a different path. If no one was really going to be able to help me and most of them giving me the same advice (from “do more work out” to “stop everything”, “put ice!”, “no! ice is for the dead, put warm!” etc.) then I would study my case myself!
I started with lot of books and research on anatomy and back problems. This lead me to see the body as a whole and treat it as an entire chain as opposed to what most were doing, trying to simply remove the pain on the specific tender area. I understood that flexibility, mobility and motor skills were the key point and all work together!
After meeting my friend Nico, a strength and conditioning coach in Philippines, I started to follow the work of Tim Anderson called “Original Strength.” It was very interesting in that it focused on basic motor skills. As he explains, babies start crawling then move to quadrupedal to end up standing. All of these steps are very important as they build the necessary strength from one to another! Going back to these kind of exercises was definitely helping me along with following Pete Egoscue’s work “Pain Free Living.”
I worked for almost a year on motor skills with my friend, Yut, who was an Olympic athlete in Japan. II started from zero, relearning the proper mechanics of walking, skipping, running etc. It wasn’t easy at first and I felt really stupid not even walking correctly! But finally I found what was, for me, the perfect way to combine all that in a very fun way, Animal Flow. It mixes mobility, motor skills, flexibility with quadrupedal exercises as a main base! I went deep into it, traveling to Switzerland to practice and learn it. Recently I became the first Animal Flow instructor in Philippines. Animal Flow is also perfect to develop strong stabilizer and postural muscle; a must do in your weekly routine.
All this is to say that learning to understand, why and how, is the best way to progress, either in martial arts or other parts of our lives. Some doctor had gotten to the point of saying I should stop everything, never carry more than 10% of my body weight, no more contact sports, etc. I’m glad I listened to myself and did my own research. This all, additionally, improved my martial arts practice like nothing else had. Good body mechanics are always the best whether you swing a stick or throw a punch / kick. It all depends on good mechanics.
What about veganism? Well… that was part of my healing and progression… I’ve now been vegan for 2 years. After my dad passed away from heart attack at age of 65, knowing that his dad also passed away from heart attack at age 55, and that this can be hereditary, I naturally started research how to lower the risk and I was very surprised to find that meat consumption was one of the main causes, especially red or process meats! I realized how other associated products were bad for human too, such as milk, which is definitely not suitable for human consumption… and from all the research I came across (ie animal cruelty, meat industry conditions and exploitation) I didn’t want be part of all that anymore. We now know and have scientific proof, along with tons of examples (athletes etc.) that we don’t needs meat to live and perform at the highest level, so why should we continue?
When you you first become a vegan, you might be extremely affected by your new awareness of the violence and suffering caused by animal exploitation. You tend to think the entire world should be vegan tomorrow. I’ve been there too, then, with some distancing my mind changed a bit. I still believe the world, one day, will be mostly vegan as it is the only way to preserve our planet and unsustainable to feed everyone on meat. But now I fight a different fight to stop the stop spread of false information. No, we don’t need meat to live well. No, vegans don’t lack vital nutrients and aren’t weak, etc. because of this nutritional choice. I also advocate for the availability of more vegan options in restaurants, groceries and so on. We should at least have the possibility to choose! When you truly go vegan and start reading the ingredients of everything you buy you realize that many industries are putting animal products everywhere, from bread to the french fries in MacDo for example. This is absolutely unnecessary.
The vegan diet made me feel a lot better inside, mentally and physically. I eat mostly raw and it is incredible the amount of energy I get from it and how my performance has increased. I’m now 37 years old and have never been this physically active and this fit in my entire life. I now teach Pekiti Tirsia Kali 3 to 4 times a week but also go to boxing and BJJ classes along with learning Filipino Silat and even beginning to work on Zhan Zhuang postures. Not a single day without practicing and all this is powered only by plants ! It has now been almost a year since my back was last messed up. Previously it was a regular occurrence about every 2 months.
My take away advice is to research and try to understand if you want really move forward or fix a problem, applying martial arts philosophy to diet (protect the weak, don’t harm or kill if not necessary) and to my health (do your own research, study and take care of yourself at all time) . With all this, a martial artist’s journey is very personal and each one should do what is right for her or himself.
Guro Christophe Verdot is originally from Bordeaux, France and has made a home in the Philippines since 2009 to train in and teach the Filipino Martial Art of Pekiti Tirsia Kali. He established Pekiti Tirsia Kali Global City after receiving his Guro rank from Tuhon Rommel Tortal on May 06 2012. He is now Guro Dalawa under Tuhon Bill McGrath and Pekiti-Tirsia Global City is an official Pekiti-Tirsia International School.
Contact and infos : http://pekiti-global-city.com/
By Njoli Brown
I was graciously invited by FICA Seattle to facilitate a conversation on how cultural orgs can effectively engage in social action. In Seattle there are a large number of groups which participate in the ethnic/cultural arts of Latin america, Africa, central – SE Asia and so on. But, aside from the artistic endeavor, how many make the determination to actively and positively effect, in profound and long term ways, the communities within which these arts were sustained through centuries of struggle and an infusion of intellectual, emotional and spiritual energy?
The first thing that came to mind for me was a discussion on the spate of ongoing disturbing events throughout our communities, but it seemed that the first step needed to be a deep dive into “identity.” One of the most common falsely held presumptions in groups is that, “if we’re all here then we’re all ‘down.’ ” But before getting to the “what” we’re doing, there’s a lot of figuring that has to go into the “why” so that when it becomes difficult and laborious there’s a foundation that we’re working from in common. I give FICA a lot of credit for often trying to provide opportunities for critical evaluations of itself by its members.
How does this collection of people see itself? Does the collective mission align with each individual’s personal mission? Are we willing to lose members if we determine the mission is of tantamount importance? From where are we garnering vital information and through what lens are we evaluating it? Do the actions we hope to take stay true to the missions we’ve established for ourselves? Etc, etc. There is a lot to be said for a group which decides to wrestle with itself and deal with the discomfort of recognizing the failings, doubts.. the humanity of all its members.
There is a long history of misdirected actions which can often times do more damage than help. Often times these are a result of not establishing all the predetermination that will provide you with the fortitude to stay in the process for the long haul. Simultaneously, there are advocates who have, at times, been discarded without a dedication to the difficult conversations which provide soil for effective growth and leadership. I hope to hear more from the participants of this recent forum, to hear if they found worthwhile takeaways, if there are plans for next steps, suggestions. I also hope that other groups will make use of the currently aroused energy to figure out how they can utilize their organizations as nuclei for positive change.
*Gratitute to co-facilitator, Jabali Stewart, and to Mestre Silvinho (FICA Seattle), Leika Suzumura and Chelsea Rae for getting the ball rolling.
By Njoli Brown
Today during our LEAD session we talked about the role that vision can play in transforming things that we do for ourselves into tools we can use to support our communities. Such an important thing to remind our young people that service isn’t always a grandiose thing out of reach in our everyday. Look for ways to use their passions and interests as the vehicle for engaging their generosity and empathy. http://ow.ly/i/lyefa
By Njoli Brown
I was recently having a conversation with some other martial arts instructors of various styles. One of the things that came up was the fact that, for the most part, along with the physical stimulus that training provides, one of the things that’d kept us involved for so long was feeling a sense of richness through involvement with the people and ideas of another culture. Now, I don’t want to say that this is or must be an interest for all students. But for us, in common, it’s been an integral part of our practice and, as such a priority in our instruction.
So how do we convey that to our students? As importantly, how do we convey that in a way that doesn’t diminish the reasons that each individual has for investing their time and energy into an activity that often has no reward other than that which the participant gleans?
Is it timely? Sometimes a moment presents itself. Perhaps a situation occurs, a movement or idea reveals itself and, in this time a historical or cultural reference is the perfect framing feature. It might give context for a way of doing things or for the evolution of a concept. It might, as well, give some insight into the mindset of those figures who had, at times, practical reasons for the design of their craft.
Is it enriching? For many students, having a deeper knowledge of the practice to which they have dedicated themselves gives them a greater sense of purpose. They come to see themselves as guardians of ideas and, in the most fortunate of instances, as researchers who dispel myths and contribute to the archive of developmental resources.
Is it relevant? Class isn’t the time to bloviate about all of your past accomplishments, about the awards you’ve won or the opponents you’ve beaten. Check yourself and, if it isn’t in service of the practice maybe keep it til you’re out having a drink with your buddies. Remember that your stories and the ideas they convey become part of the culture of your school as well.
Integrating history and culture into the practice of your students takes a real sense of scope and a strong concept of what you hope for your community to embody. You are shaping values in subtle ways. It can be tremendously enriching or it can be the “turn-off” that pushes hard training students out the door. Done well, it turns your students into teachers and re-creates the story as a living thing.