In this article Dipti Desai brings
into question the ways in which schools choose to address racism and their ineffectiveness.
Desai explains that many schools simply celebrate diversity and culture without
delving into the real issues behind the problem. In actuality, these types of
anti-racism programs attempting to make their students more culturally aware actually
disillusion the teaching and student body. Students and faculty are lead to
believe they are celebrating the diversity of others but the real problems
below the surface are not being addressed, inequality is still present. The types
of diversity celebrations and anti racism policies most schools have in place actually
promote a colorblind society and despite the views of many individuals a color
blind society does not address the root of the problem it merely makes whites
more unaware of the actual problems occurring. Desai encourages art educators
to tackle the topic of racism and colorblindness head on in the classroom.
Teachers should allow students to look at these topics critically, discuss them
in an appropriate environment, and respond to these topics artistically. The
type of work that will be produced can then allow for the rest of the school community
to grow in their opinions and ideas when it comes to racism and a colorblind
community.
In the video included in this post,
the spoken word artist addresses the same idea as Desai, the idea that
colorblindness has become a way for many whites to brush racism under the hypothetical
rug; instead of discussing the idea that people may, to some extent, be
unknowingly or even knowingly propitiating racism and using the fact that “they
don’t see race” as an out. In the video the artist references examples from popular
media and addresses societies’ misconceptions. After watching his video the
ideas of Desai solidified in my mind and the affect visual culture plays in
perpetuating inequality became more real. This video could even stand as an
example of the artwork Desai wants teachers to foster in their students.
I have had a number of definitions
for what it means to not be colorblind through the course of my interaction
with the word however; none of my definitions ever seems to really sum up the
idea of what it means, not being colorblind. In retrospect, my definitions all
held some truth but were still wrong. I thought it meant recognizing someone’s cultural
background or differences and then years later after revision I thought it
meant recognizing the struggles that other races encounter.
My definition of not being color
blind has once again changed as a result of this article and maybe this time I
am right or maybe this time I just took another step towards what it really
means. The new definition I have come up with seems to be a combination of my
two previous definitions but taken a step farther. Not being colorblind means
recognizing that individuals have different backgrounds, skin colors, and beliefs.
It means taking that knowledge and understanding how those differences might
affect their lives and the ways others treat them. It doesn’t mean that you
have to treat someone differently it just means being aware of the ways in
which other races may have different experiences throughout their life and even
on a daily basis based on their skin color. Getting rid of colorblindness in
schools can start in the art classroom with projects just like the spoken word
video. These can then spread across campus and open a dialogue that would have
otherwise been suppressed.
Desai, D. (2010). THE
CHALLENGE OF NEW COLORBLIND RACISM IN ART EDUCATION. Art Education,
63(5), 22-28. Retrieved
from http://search.proquest.com/docview/749642186?accountid=13158
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