“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.”
Marial Arts: Sarong
By Njoli Brown
As a common accessory in the lives of many Indonesians and people of Southeast Asia, the sarong is a true “everyday carry” and in addition to all its utilitarian purposes, with training, lends itself to inclusion in the tools of self defense.
The use of flexible weapons (ie sarong, belt, messenger bag) is a true exercise of the “timbangan” (scales) concept wherein the hands work in opposition to each other in o
rder to create tension and power. It requires a coordination of the two hands, an understanding of the tool and a practice in both softening and sharpening power.
In the headline image my mentor, Tuhon Kit Acenas (of Kali Mundo), instructs me in the use of the sarong countering the knife. I’m continually amazed at the creativity and ingenuity that deep comprehension of a practice can bring.
Capoeira Angola with families is more than an opportunity to cartwheel and kick. It’s a practice that integrates physical, emotional and historical learning. It takes all of those things we learn (or don’t learn) in schools and puts them in the context of real lives and real people. And, yes, there are cartwheels too…
I hear a lot of commentary that some of the classical elements of PTK don’t have the same amount of relevance as the more contemporary iterations. I look at elements like “seguidas” as vocabulary which enhance my “Tri-V” practice. The difference between “I want water” and ” I want a glass of cold water.” The more familiar I am the greater capacity I have (with practice) to integrate it into my applications, both sparring and otherwise. The 3rd set of “seguidas” focuses primarily on stick grappling. Not as a work unto itself, but to familiarize us with positions and opportunities so they are more recognizable when they arise or when we are able to tactically maneuver ourselves into that range. #msmb #kalimundo #ptta #ptkwf #webelieveinlife #ptk #kali #fma #grappling #silat #capoeiraangola #health #wellness #fitness #mixedmartialarts #selfdefense #martialarts #fighttraining #sparring
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 –
A short interview by Aperture with Tuhon Kit Acenas of Kali Mundo.
It’s been such an honor to have Guru Robert as a teacher, facilitating my silat journey. His patience, humility and deep understanding have been as engaging as his skill and I figured it’d be a pleasure to get his take on just 5 Questions about his ideas on teaching his student journey.
Robert Hilliard of Kuno Silat talks back to 5 Questions from Njoli Brown at NoPaper.
I’ve been around martial artists my entire life. I had two brothers that studied Okinawan karate. They where basically my first teachers. When they would see me and my friends imitating martial arts moves, they would came and make corrections. Occasionally they would let us spar with them. This would typically end with me and my friends on our backs, or a bit bruised up. The younger of my two brothers, who was actually a black belt, had a friend who was opening a Kung-Fu school in a local community center. My brother thought that would be good training for me, so he enrolled me and another of my siblings at the school. I trained there until I finished high school. After college, I ran into a friend that was studying Wing Chun. I loved the efficiency of that system and trained for over ten years. After that, I was introduced to silat by a neighborhood friend. I was instantly drawn to it’s effectiveness and completeness.
My experiences have been varied. I try hard not to look at them through the lens of good or bad, but as learning opportunities. I’ve had some teachers that were, what some would consider heavy handed, while others were nurturing and accommodated. Early on, some of my teachers pushed so hard that I got injured during training. When this happened, they would frankly state that it was not the training methods that caused the injuring, but my lack of conditioning, etc. Those were unpleasant experiences, but they taught me to listen to my body. It also taught me that good teachers don’t push their students beyond their physical limitations. I should note that those experiences happened while I was studying others systems. The vast majority of my experience with silat have been incredibly positive.
As an instructor, I try to create a warm and welcoming environment where people can come to class, work hard, and enjoying their progress. I teach my students that success in martial arts, or life for that matter, is not a straight line. It’s okay to struggle and fail as long as you are “failing forward.” As far as my student’s aspirations go, I want everyone to be ambassadors of the art and have confidence in their ability to execute what they’ve learned with confidence in class or in the street, if need be.
I manage my personal practice by making sure that I carve out time during the day to train all aspects of the art. I learned that it’s easier for me to train early in the morning (around 5:00 am). Of course, you can’t train everything in the system in one day, so I focus on certain aspects throughout the week. The jurus (forms), I train everyday. I also try to make sure that my general fitness is good. I’ve also learned to listen to my body, so I don’t train when I’m sick or injured. Instead, I give my body time to heal.
To make things relevant in my daily life, I use the two basic principles of silat: adat and hormat. Adat is how you conduct yourself. Hormat is respect for all around you. As a instructor, I believe that I should be a mirror for my students outside of class as well as inside.
Robert Hilliard is a student of Senior Guru Tim Anderson and a long time promoter of this Indo-Dutch system of silat as Head Instructor of Kuno NYC. He additionally has an extensive background in Wing Chun. Robert brings his classes alive by consistently imbuing them with a community feel while committing his students to a highly technical and detail oriented practice.
Semangat Baru is the name of our specific style of Pukulan Pentjak Silat. It translates to “New Spirit” and reflects our new way of viewing and teaching the ancient art of Silat. We operate free from any kind of “secrets” or “martial politics” that can become attached to coveted knowledge. The style itself focuses overwhelming an opponent with strikes, while finding leverage points to take their balance and ultimately subdue them.
Silat is a collective word used to describe martial arts originating from South East Asia, such as Malaysia and in our case Indonesia. Pukulan is a word that means striking. In this case denoting a silat system that places a heavy emphasis on hitting. Pentjak is generally considered to refer to the movements and performance of forms where “Silat” is an expression of those motions for use in combat. So “Pukulan Pentjak Silat” could be seen to mean something like “Striking form based Indonesian Martial Art”.
*Special “thank you” to Jelena Antanasijevic for the photos.