Me and White Supremacy — Book Club Summary

“Me and White Supremacy is not a book you read, it is a book you do.” (Layla Saad 2020)

Engaging in this book is a choice to show up and do deeply personal work. In order to set up the conditions for people to read this book was slightly different from our other two books. Me and White Supremacy unpacks key terminology and ideology that underpins society that has systematically oppressed and privileged groups based on race. For faculty and staff who took up the work to read, reflect and journal, the impact of this book has been felt through a personal and collective process of learning and unlearning.

In this article, we will summarize some of the key themes in the book through the reflections of teachers guided by the following questions:

• What is your biggest takeaway from the book for your personal practice?
• What is one thing you see as an opportunity for Montcrest to address?
• How can we continue to foster learning around antiracism and decolonization at Montcrest?

What is your biggest takeaway from the book for your personal practice?

We all have a responsibility to be aware of who we are in the world and take responsibility for addressing inequitable systems, particularly those within our control. As affirmed by the subtitle, combating racism, changing the world and becoming a good ancestor, is arguably a large portion of the purpose of education. In a school setting, we have a great opportunity to address this through the curriculum and who we are as role models, teachers and leaders. The book concludes with an invitation for individuals to craft their own statement of commitment. As this coincided with crafting Montcrest’s Statement of Commitment to Equity and Inclusion, it was an ideal opportunity for the Montcrest team to reflect and commit.

Here are some of the commitments from the team:

• I am committed to showing up for this lifelong antiracism work because I want to see a difference in our political and cultural climate. The lives and livelihoods of BIPOC, gender non-conforming, disabled, neurodiverse people matter. As an educator, I have the opportunity to spark change in brilliant young people which can further create change in society.
• I am committed to showing up even when I make mistakes by learning about them and from them and finding a way to correct the error that I made for the betterment of our community.
• I am committed to uplifting, supporting, and centering BIPOC/gender identity/neurodiversity by seeking out, listening to and learning from diverse voices and perspectives.
• I am committed to showing up even when I make mistakes by being willing to own my mistakes and the underlying ignorance or privilege — then do the work of apologizing and self-educating.
• I am committed to continuing my lifelong antiracism/anti-oppression education by making time and space to learn, reflect and act.
• I am committed to challenging racism in other people with white privilege by helping others do the work for and on themselves.
• I am committed to uplifting, supporting, and advocating for neurodiversity by changing the narrative from deficit to strength while not diminishing the challenges people may face.
• I am committed to amplifying underrepresented voices, stories and perspectives.
• I am committed to continuing my lifelong antiracism/anti-oppression education by further engaging in reading, researching and engaging in conversations both in my personal and professional life.
• I commit to being open to learning more about experiences that are different than my own.
• I am aware that my privilege shapes my view of everything and also aware that my privilege is so deeply ingrained in me that I am blind to its effects.
• I commit to speaking up and having difficult conversations even and, especially when, oppressive statements are made solely among people of privilege, (i.e. It doesn’t matter because no one can hear us).

What is one thing you see as an opportunity for Montcrest to address?

As a place of employment for a range of faculty, staff and leaders, we also have a responsibility to take action in our policies, procedures and daily operations.

“Examine our policies through an equity lens.”

“Assess where we have been and our progress and look for ways to keep learning as a community — speakers, building networks for concrete allyship.”

We are taking action through our unbiased hiring process, developed last year. This process, while still being iterated on, has hugely impacted our approach to hiring and the sense of belonging reported by many new team members. The process has moved us forward in a more fair, equitable, inclusive and just approach. We also recognize the opportunity in how this learning may apply to our admissions process.

Continuing to work with the community members and external consultants is helping us develop more inclusive and equitable policies and procedures. This process will include auditing what exists and exploring possibilities for improvement. This work addresses every aspect of the school from our facilities to the days of significance.

How can we continue to foster learning around antiracism and decolonization at Montcrest?

In order to continue to foster learning, we recognize that,

“It is important for the whole school to gather and do this learning together.”

Doing this learning together includes having shared experiences as well as taking on other forms. The Montcrest team engaged in a Kairos Blanket Exercise to launch the school year. This personal yet collective learning experience is one way we are embarking to unpack our own privileges and biases. Continuing to work with the facilitators, both indigenous and allies, we look forward to sharing our work to decolonize the curriculum in the future.

In order to make real progress, we will encounter challenges. We will own our identities and approach the work with integrity, respect, responsibility, courage and compassion.

“In the book, I quote Martin Luther King Jr. and his letter from a Birmingham jail. He talks about [how] one of the greatest stumbling blocks to progress is actually the white moderate who doesn’t see themselves as the problem. But through their silence, through their inaction, through saying, “Wait,” they actually uphold white supremacy.

I wanted to write this book as a process for people to walk themselves through these issues and ask themselves, “How does white supremacy show up in my life?” Because white supremacy is playing out in your life and in your everyday interactions with people in your life.” (Saad, 2020, https://www.npr.org/2020/07/06/887646740/me-and-white-supremacy-helps-you-do-the-work-of-dismantling-racism)