Color Blindness vs Color insight

 In “Colorblindness is the New Racism", Armstrong and Wildman argue that colorblindness,the idea that ignoring or overlooking racial and ethnic differences promotes racial harmony, perpetuates racism and privilege instead promoting change and equality. They say that before any change can be made, we must understand and include privilege in conversations about discrimination. This is similar to Alan’s Johnson’s point, that we must make an effort to recognize it, give it a name and then be willing to talk about it. 

Armstrong and Wildman go further and introduce “color insight” as the way to begin having conversations about privilege, race, discrimination. Although they make clear it is not the antidote to racism, it does offer ways to have useful conversations and social interactions that are insightful. Within the chapter, Armstrong and Wildman outline a process for introducing color insight into education and list 4 steps in their process, including a classroom activity for step. 

Step one is to create an environment where race and privilege can be discussed. The observation exercise offers an objective way for students to observe others, increase awareness of their own privilege, and then reflect and share with the class. 

Step two is to examine the systems of privilege and the classroom exercise is to create a power line. Becoming aware of one’s own privilege, even when also experiencing discrimination, helps us to realize that it isn’t always one or the other. Although we all belong to a system weighed down by institutional oppression, individually, our identities often place us in both privileged and unprivileged categories and not recognizing this further masks our ability to have thoughtful conversations. The power line exercise highlights the overarching systems of privilege and how it relates to identity categories.

Step three is unmasking perspectivelessness and white normativeness. Armstrong and Wildman suggest purposely adding race to hypothetical situations, as often times the people pictured in these ‘hypothetical situations’ are thought of as white. By doing this, students become aware of and understand the the privilege and racial implications of specific events.

The last step is to combat stereotyping by looking for the ‘me’ in each individual. Recognizing that we all share space in categories of identity that allow us to find ourselves both privileged and not privileged, helps us to see that it affects all of our lives. The classroom exercise about sharing information about one’s maternal grandmother highlights the importance of our own histories in understanding ourselves and appreciating the commonalities and differences of those we interact with.

Mellody Hobson’s Ted Talk about ‘being color brave, not color blind’ further discusses the importance of talking about racism. Hobson, Armstrong and Wildman agree that color blindness is ineffective in challenging racism and discrimination. They also agree that difficult conversations, self-awareness, as well as the awareness of others, are ways we can begin to deconstruct the systems of oppression around us. Hobson’s ‘color brave’ is Armstrong and Wildman’s ‘color insight’. When Hobson says “invite people into your life who don't look like you, don't think like you, don't act like you, don't come from where you come from, and you might find that they will challenge your assumptions and make you grow as a person…” She is speaking to one of the most simple things we can do to promote change. 

This website has great ideas for teaching about race https://www.learningforjustice.org/classroom-resources/lessons