Tag Archives ⇒ course

Why would a Quaker do a crazy thing like that?

June 10, 2006
· Martin Kelley

Look­ing back at Friends’ respons­es to the Chris­t­ian Peace­mak­er hostages

When four Chris­t­ian Peace­mak­ers were tak­en hostage in Iraq late last Novem­ber, a lot of Quak­er orga­ni­za­tions stum­bled in their response. With Tom Fox we were con­front­ed by a full-on lib­er­al Quak­er Chris­t­ian wit­ness against war, yet who stepped up to explain this modern-day prophet­ic wit­ness? AFSC? FCNL? FGC? Nope, nope and nope. There were too many orga­ni­za­tions that couldn’t man­age any­thing beyond the boil­er­plate social jus­tice press release. I held my tongue while the hostages were still in cap­tiv­i­ty but through­out the ordeal I was mad at the exposed frac­ture lines between reli­gious wit­ness and social activism.

When­ev­er a sit­u­a­tion involv­ing inter­na­tion­al issues of peace and wit­ness hap­pens, the Quak­er insti­tu­tions I’m clos­est to auto­mat­i­cal­ly defer to the more polit­i­cal Quak­er orga­ni­za­tions: for exam­ple, the head of Friends Gen­er­al Con­fer­ence told staff to direct out­siders inquir­ing about Tom Fox to AFSC even though Fox had been an active leader of FGC-sponsored events and was well known as a com­mit­ted vol­un­teer. The Amer­i­can Friends Ser­vice Com­mit­tee and Friends Com­mit­tee on Nation­al Leg­is­la­tion have knowl­edge­able and com­mit­ted staff, but their insti­tu­tion­al cul­ture does­n’t allow them to talk Quak­erism except to say we’re a nice bunch of social-justice-loving peo­ple. I appre­ci­ate that these orga­ni­za­tions have a strong, vital iden­ti­ty, and I accept that with­in those con­fines they do impor­tant work and employ many faith­ful Friends. It’s just that they lack the lan­guage to explain why a gro­cery store employ­ee with a love of youth reli­gious edu­ca­tion would go unarmed to Badg­dad in the name of Chris­t­ian witness.

The wider blo­gos­phere was total­ly abuzz with news of Chris­t­ian Peace­mak­er Team hostages (Google blogsearch lists over 6000 posts on the top­ic). There were hun­dreds of posts and com­ments, includ­ing long dis­cus­sions on the biggest (and most right-leaning) sites. Almost every­one won­dered why the CPT work­ers were there, and while the opin­ions weren’t always friend­ly (the hostages were often paint­ed as naive ide­al­ists or disin­gen­u­ous ter­ror­ist sym­pa­thiz­ers), even the doubters were moti­vat­ed by a pro­found curios­i­ty and desire to understand.

The CPT hostages were the talk of the blo­gos­phere, yet where could we find a Quak­er response and expla­na­tion? The AFSC respond­ed by pub­li­ciz­ing the state­ments of mod­er­ate Mus­lim lead­ers (call­ing for the hostages’ release; I emailed back a sug­ges­tion about list­ing Quak­er respons­es but nev­er got a reply). Friends Unit­ed Meet­ing put togeth­er a nice enough what-you-can-do page that was tar­get­ed toward Friends. The CPT site was full of infor­ma­tion of course, and there were plen­ty of sto­ries on the lefty-leaning sites like elec​tron​i​ci​raq​.net and the UK site Ekkle­sia. But Friends explain­ing this to the world?

The Quak­er blog­gers did their part. On Decem­ber 2 I quick­ly re-jiggered the tech­nol­o­gy behind Quak​erQuak​er​.org to pro­vide a Chris­t­ian Peace­mak­er watch on both Non​vi​o​lence​.org and Quak­erQuak­er (same list­ings, mere­ly rebrand­ed for slightly-separate audi­ences, announced on the post It’s Wit­ness Time). These pages got lots of views over the course of the hostage sit­u­a­tion and includ­ed many posts from the Quak­er blog­ger com­mu­ni­ty that had recent­ly congealed.

But here’s the inter­est­ing part: I was able to do this only because there was an active Quak­er blog­ging com­mu­ni­ty. We already had gath­ered togeth­er as a group of Friends who were will­ing to write about spir­i­tu­al­i­ty and wit­ness. Our con­ver­sa­tions had been small and inti­mate but now we were ready to speak to the world. I some­times get paint­ed as some sort of fun­da­men­tal­ist Quak­er, but the truth is that I’ve want­ed to build a com­mu­ni­ty that would wres­tle with these issues, fig­ur­ing the wrestling was more impor­tant than the lan­guage of the answers. I had already thought about how to encour­age blog­gers and knit a blog­ging com­mu­ni­ty togeth­er and was able to use these tech­niques to quick­ly build a Quak­er CPT response.

Two oth­er Quak­ers who went out of their way to explain the sto­ry of Tom Fox: his per­son­al friends John Stephens and Chuck Fager. Their Freethe​cap​tives​now​.org site was put togeth­er impres­sive­ly fast and con­tained a lot of good links to news, resources and com­men­tary. But like me, they were over-worked blog­gers doing this in their non-existant spare time (Chuck is direc­tor of Quak­er House but he nev­er said this was part of the work).

After an ini­tial few qui­et days, Tom’s meet­ing Lan­g­ley Hill put togeth­er a great web­site of links and news. That makes it the only offi­cial Quak­er orga­ni­za­tion that pulled togeth­er a sus­tained cam­paign to sup­port Tom Fox.

Lessons?

So what’s up with all this? Should we be hap­py that all this good work hap­pened by vol­un­teers? Johan Mau­r­er has a very inter­est­ing post, “Are Quak­ers Mar­gin­al?” that points to my ear­li­er com­ment on the Chris­t­ian Peace­mak­ers and doubts whether our avoid­ance of “hireling priests” has giv­en us a more effec­tive voice. Let’s remem­ber that insti­tu­tion­al Quak­erism began as sup­port of mem­bers in jail for their reli­gious wit­ness; among our ear­li­est com­mit­tee gath­er­ings were meet­ings for suf­fer­ings — busi­ness meet­ings focused on pub­li­ciz­ing the plight of the jailed and sup­port the fam­i­ly and meet­ings left behind.

I nev­er met Tom Fox but it’s clear to me that he was an excep­tion­al Friend. He was able to bridge the all-too-common divide between Quak­er faith and social action. Tom was a heal­er, a wit­ness not just to Iraqis but to Friends. But I won­der if it was this very whole­ness that made his work hard to cat­e­go­rize and sup­port. Did he sim­ply fall through the insti­tu­tion­al cracks? When you play base­ball on a dis­or­ga­nized team you miss a lot of easy catch­es sim­ply because all the out­field­ers think the next guy is going to go for the ball. Is that what hap­pened? And is this what would hap­pen again?

Visiting a Quaker School

April 18, 2006
· Martin Kelley

I had an inter­est­ing oppor­tu­ni­ty last Thurs­day. I skipped work to be talk with two Quak­erism class­es at Philadel­phi­a’s William Penn Char­ter School (thanks for the invite Michael and Thomas!). I was asked to talk about Quak­er blogs, of all things. Sim­ple, right? Well, on the pre­vi­ous Tues­day I hap­pened upon this pas­sage from Bri­an Dray­ton’s new book, On Liv­ing with a Con­cern for Gospel Min­istry:

I think that your work will have the great­est good effect if you wait to find whether and where the springs of love and divine life con­nect with this open­ing before you appear in the work. This is even true when you have had an invi­ta­tion to come and speak on a top­ic to a work­shop or some oth­er forum. It is wise to be sus­pi­cious of what is very easy, draws on your prac­ticed strengths and accom­plish­ments, and can be treat­ed as an every­day trans­ac­tion. (p. 149).

Good advice. Of course the role of min­istry is even more com­pli­cat­ed in that I was­n’t address­ing a Quak­er audi­ence: like the major­i­ty of Friends schools, few Penn Char­ter stu­dents actu­al­ly are Quak­er. I’m a pub­lic school kid, but it from the out­side it seems like Friends schools stress the ethos of Quak­erism (“here’s Penn Char­ter’s state­ment”). Again Dray­ton helped me think beyond nor­mal ideas of pros­e­ly­tiz­ing and out­reach when he talked about “pub­lic meetings”:

We are also called, I feel to invite oth­ers to share Christ direct­ly, not pri­mar­i­ly in order to intro­duce them to Quak­erism and bring them into our meet­ings, but to encour­age them to turn to the light and fol­low it” (p. 147).

What I shared with the stu­dents was some of the ways my inter­ac­tion with the Spir­it and my faith com­mu­ni­ty shapes my life. When we keep it real, this is a pro­found­ly uni­ver­sal­ist and wel­com­ing message.

I talked about the per­son­al aspect of blog­ging: in my opin­ion we’re at our best when we weave our the­ol­o­gy with with per­son­al sto­ries and tes­ti­monies of spe­cif­ic spir­i­tu­al expe­ri­ences. The stu­dents remind­ed me that this is also real world les­son: their great­est excite­ment and ques­tion­ing came when we start­ed talk­ing about my father (I used to tell the sto­ry of my com­plete­ly messed-up child­hood fam­i­ly life a lot but have been out of the habit late­ly as it’s reced­ed into the past). The stu­dents real­ly want­ed to under­stand not just my sto­ry but how it’s shaped my Quak­erism and influ­enced my com­ing to Friends. They asked some hard ques­tions and I was stuck hav­ing to give them hard answers (in that they were non-sentimental). When we share of our­selves, we present a wit­ness that can reach out to others.

Lat­er on, one of the teach­ers pro­ject­ed my blogroll on a screen and asked me about the peo­ple on it. I start­ed telling sto­ries, relat­ing cool blog posts that had stuck out in my mind. Wow: this is a pret­ty amaz­ing group, with diver­si­ty of ages and Quak­erism. Review­ing the list real­ly remind­ed me of the amaz­ing com­mu­ni­ty that’s come togeth­er over the last few years.

One inter­est­ing lit­tle snip­pet for the Quak­er cul­tur­al his­to­ri­ans out there: Penn Char­ter was the Gur­neyite school back in the day. When I got Michael’s email I was ini­tial­ly sur­prised they even had class­es on Quak­erism as it’s often thought of as one of the least Quak­er of the Philadelphia-area Quak­er schools. But think­ing on it, it made per­fect sense: the Gur­neyites loved edu­ca­tion; they brought Sun­day School (sor­ry, First Day School) into Quak­erism, along with Bible study and high­er edu­ca­tion. Of course the school that bears their lega­cy would teach Quak­erism. Inter­est­ing­ly enough, the his­tor­i­cal Ortho­dox school down the road aways recent­ly approached Penn Char­ter ask­ing about their Quak­er class­es; in true Wilbu­rite fash­ion, they’ve nev­er both­ered try­ing to teach Quak­erism. The offi­cial Philadel­phia Quak­er sto­ry is that branch­es were all fixed up nice and tidy back in 1955 but scratch the sur­face just about any­where and you’ll find Nine­teenth Cen­tu­ry atti­tudes still shap­ing our insti­tu­tion­al cul­ture. It’s pret­ty fas­ci­nat­ing really.

Quakerism 101

August 10, 2004
· Martin Kelley

In Fall 2005 I led a six-week Quak­erism 101 course at Med­ford (NJ) Month­ly Meet­ing. It went very well. Med­ford has a lot of involved, weighty Friends (some of them past year­ly meet­ing clerks!) and I think they appre­ci­at­ed a fresh take on an intro­duc­to­ry course. The core ques­tion: how might we teach Quak­erism today?

This is the pro­pos­al for the course. I start­ed off with a long intro­duc­tion on the his­to­ry and phi­los­o­phy of Quak­er reli­gious edu­ca­tion and ped­a­gog­ic accul­tur­a­tion and go on to out­line a dif­fer­ent sort cur­ricu­lum for Quak­erism 101.

I took exten­sive notes of each ses­sion and will try to work that feed­back into a revised cur­ricu­lum that oth­er Meet­ings and Q101 lead­ers could use and adapt. In the mean­time, if you want to know how spe­cif­ic ses­sions and role­splays went, just email me and I’ll send you the unedit­ed notes. If you’re on the Adult Reli­gious Ed. com­mit­tee of a South Jer­sey or Philadel­phia area Meet­ing and want to bring me to teach it again, just let me know.

Thoughts on a Quak­erism 101 Course

Over the last few years, there seems to be a real groundswell of inter­est in Quak­ers try­ing to under­stand who we are and where we came from. There’s a revival of inter­st in look­ing back at our roots, not for his­to­ry or ortho­doxy’s sake, but instead to try­ing to tease out the “Quak­er Trea­sures” that we might want to reclaim. I’ve seen this con­ver­sa­tion tak­ing place in all of the branch­es of Friends and it’s very hopeful.

I assume at least some of the par­tic­i­pants of the Quak­erism 101 course will have gone through oth­er intro­duc­to­ry cours­es or will have read the stan­dard texts. It would be fun to give them all some­thing new – luck­i­ly there’s plen­ty to choose from! I also want to expose par­tic­i­pants to the range of con­tem­po­rary Quak­erism. I’d like par­tic­i­pants to under­stand why the oth­er branch­es call them­selves Friends and to rec­og­nize some of the pec­u­lar­i­ties our branch has uncon­scious­ly adopted.

Ear­ly Friends did­n’t get involved in six-week cours­es. They were too busy climb­ing trees to shout the gospel fur­ther, invit­ing peo­ple to join the great move­ment. Lat­er Qui­etist Friends had strong struc­tures of record­ed min­is­ters and elders which served a ped­a­gog­ic pur­pose for teach­ing Friends. When revival­ism broke out and brought over­whelm­ing­ly large num­bers of new atten­ders to meet­ings, this sys­tem broke down and many meet­ings hired min­is­ters to teach Quak­erism to the new peo­ple. Around the turn of the cen­tu­ry, promi­nent Quak­er edu­ca­tors intro­duced aca­d­e­m­ic mod­els, with cours­es and lec­ture series. Each of these approach­es to reli­gious edu­ca­tion fid­dles with Quak­erism and each has major draw­backs. But these new mod­els were insti­tut­ed because of very real and ongo­ing prob­lems Friends have with trans­mit­ting our faith to our youth and accul­tur­at­ing new seek­ers to our Quak­er way.

The core con­tra­dic­tion of a course series is that the leader is expect­ed to both impart knowl­edge and to invite par­tic­i­pa­tion. In prac­tice, this eas­i­ly leads to sit­u­a­tions where the teacher is either too dom­i­neer­ing _or_ too open to par­tic­i­pa­tion. The lat­ter seems more com­mon: Quak­erism is pre­sent­ed as a least-common-denominator social group­ing, form­less, with mem­ber­ship defined sim­ply by one’s com­fort­a­bil­i­ty in the group (see Brin­ton’s Friends for 300 Years.) One of the main goals of a intro­duc­to­ry course should be to bring new atten­ders into Quak­er cul­ture, prac­tice and ethics. There’s an implic­it assump­tion that there is some­thing called Quak­erism to teach. Part of that job is teas­ing out the reli­gious and cul­tur­al mod­els that new atten­ders are bring­ing with them and to open up the ques­tion as to how they fit or don’t fit in with the “gestalt” of Quak­erism (Grundy, Quak­er Trea­sures and Wilson’s Essays on the Quak­er Vision).

The great­est irony behind the Quak­erism 101 class is that its seemingly-neutral edu­ca­tion­al mod­el lulls proud­ly “unpro­grammed” Friends into an obliv­i­ous­ness that they’ve just insti­tut­ed a pro­gram led by a hireling min­is­ter. Argu­ments why Q101 teach­ers should be paid sounds iden­ti­cal to argu­ments why part-time FUM min­is­ters should be paid. A Q101 leader in an unpro­grammed meet­ing might well want to acknowl­edge this con­tra­dic­tion and pray for guid­ance and seek clear­ness about this. (For my Med­ford class, I decid­ed to teach it as paid leader of a class as a way of dis­ci­plin­ing myself to prac­tice of my fel­low Philadel­phia Year­ly Meet­ing Friends.)

The stan­dard Quak­erism 101 cur­ricu­lum com­part­men­tal­izes every­thing into neat lit­tle box­es. His­to­ry gets a box, tes­ti­monies get a box, faith and insti­tu­tions get box­es. I want to break out of that. I can rec­om­mend good books on Quak­er his­to­ry and point par­tic­i­pants to good web­sites advo­cat­ing Quak­er tes­ti­monies. But I want to present his­to­ry as cur­rent events and the tes­ti­monies as min­istry. The stan­dard cur­ricu­lum starts with some of the more con­tro­ver­sial mate­r­i­al about the dif­fer­ent braches of Friends and only then goes into wor­ship, the meet­ing life, etc. I want dis­cus­sion of the lat­ter to be informed by the ear­li­er dis­cus­sion of who we are and who we might be. The course will start off more struc­tured, with me as leader and become more par­tic­i­pa­to­ry in the lat­er sections.

Cur­ricu­lum:

What I want to do is have one sol­id overview book and sup­ple­ment it with some of those fas­ci­nat­ing (and coversation-sparking!) pam­phlets. The overview book is Thomas Ham­m’s Quak­ers in Amer­i­ca. Pub­lished last year, it’s the best intro­duc­tion to Quak­erism in at least a gen­er­a­tion. Hamm wrote this as part of a reli­gions of Amer­i­ca series and it’s meant as a gen­er­al intro­duc­tion to con­tem­po­rary Quak­erism. His lat­er chap­ters on debates with­in Quak­erism should be easy to adapt for a Q‑101 series.

Ses­sion I: Introductions

  • Wor­ship
  • In-class read­ing of two pages from Quak­ers in Amer­i­ca (pro­file of Ohio Year­ly Meet­ing ses­sions, p. 1), reflec­tions. (maybe start this class 2?)
  • Intro­duc­tions to one another.

Ses­sion II: What Are Our Models

  • Wor­ship
  • In-class read­ing of two pages from Quak­ers in Amer­i­ca (pro­file of First Friends Church of Can­ton, p. 3), reflections.
  • What are our mod­els? Role­play of “What Would X Do?” with a giv­en prob­lem: JC, George Fox, Methodists, Non-denominational bible church, col­lege. Also: the “nat­ur­al break­ing point” mod­el of Quak­er divisions.
  • Read­ing for this class: “Con­vinced Quak­erism” by Ben Pink Dandelion

Ses­sion III: The Schisms

  • Wor­ship
  • In-class read­ing of two pages from Quak­ers in Amer­i­ca (pro­file of Wilm­ing­ton Year­ly Meet­ing ses­sions, p. 5), reflections.
  • Read­ing for this class: Quak­ers in Amer­i­ca chap­ter 3, “Their Sep­a­rate Ways: Amer­i­can Friends Since 1800,” about the branches

Ses­sion IV: Role of our Institutions

  • Wor­ship
  • In-class read­ing of two pages from Quak­ers in Amer­i­ca (pro­file of Lake Erie Year­ly Meet­ing, p. 7), reflections.
  • Read­ing for this class: “The Author­i­ty of Our Meet­ings…” by Paul Lacey

Ses­sion V: Con­tro­ver­sies with­in Friends

  • Could pick any 2 – 3 con­tro­ver­sies of Ham­m’s: “Is Quak­erism Chris­t­ian?,” “Lead­er­ship,” “Author­i­ty,” “Sex­u­al­i­ty,” “Iden­ti­ty,” “Uni­ty and Diver­si­ty,” “Growth and Decline.” Ear­ly in the course I could poll the group to get a sense which ones they might want to grap­ple with. The idea is not to be thor­ough cov­er­ing all the top­ics or even all the intri­ca­cies with­in each top­ic. I hope to just see if we can mod­el ways of talk­ing about these with­in Medford.
  • Read­ing for this class: Quak­ers in Amer­i­ca chap­ter 5, “Con­tem­po­rary Quak­er Debates,” p. 120

Ses­sion VI: Role of wor­ship, role of min­istry, role of witnesses.

  • Focus­ing on Worship/Ministry (Witness)/MM Author­i­ty (Elders). If the cal­en­dar allows for eight ses­sions, this could eas­i­ly be split apart or giv­en two weeks.
  • Read­ing for this class: “Quak­er Trea­sures” by Mar­ty Pax­ton Grundy, which ties togeth­er Gospel Order, Min­istries and the Testimonies.

Ses­sion VII: What kind of reli­gious com­mu­ni­ty do we want Med­ford MM to be?

  • This should be par­tic­i­pa­to­ry, inter­ac­tive. There should be some go-around sort of exer­cise to open up our visions of an ide­al reli­gious com­mu­ni­ty and what we think Med­ford Meet­ing might be like in 5, 10, 25 years.
  • Read­ing for this class: “Build­ing the Life of the Meet­ing” by Bill & Fran Taber (1994, $4). I’ve heard there’s some­thing recent from John Pun­shon which might work better.
  • Also: some­thing from the emer­gent church move­ment to point to a great peo­ple that might be gath­ered. Per­haps essays from Jor­dan Coop­er & some­one at Cir­cle of Hope/Phila.

Books Used:

  • “Quak­ers in Amer­i­ca” is Thomas Ham­m’s excel­lent new intro­duc­tion to Friends is a bit pricey ($40) but is adapt­ing well to a Q101 course.
  • “Con­vinced Quak­erism” by Ben Pink Dan­de­lion mix­es tra­di­tion­al Quak­er under­stad­ings of con­vince­ment with Ben’s per­son­al sto­ry and it sparked a good, widerang­ing dis­cus­sion. $4.
  • “Quak­er Trea­sures” by Mar­ty Grundy. $4
  • “The Author­i­ty of Our Meet­ings…” by Paul Lacey. $4
  • “Build­ing the Life of the Meet­ing” by Bill and Fran Taber. $4

Con­sid­ered Using:

  • “Why Friends are Friends” by Jack Will­cuts. $9.95. I like this book and think that much of it could be used for a Q101 in a liberal-branch Friends Meet­ing. Chap­ters: “The Won­der of Wor­ship,” “Sacred Spir­i­tu­al Sacra­ments,” “Called to Min­istry,” “Let­ting Peace Pre­vail,” “Get­ting the Sense of the Meet­ing,” “On Being Pow­er­ful” – I find the mid­dle chap­ters are the more interesting/Quaker ones).
  • Silence and Wit­ness by Michael Birkel. I haven’t read through this yet, but in skim­ming the chap­ters it looks like Birkel shys away from chal­leng­ing the Quak­er sta­tus quo. With­in that con­straint, how­ev­er, it looks like a good intro­duc­tion to Quak­erism. $16.
  • “Quak­er Cul­ture vs. Quak­er Faith” by Samuel Caldwell.
  • The Philadel­phia Year­ly Meet­ing Quak­erism 101 cur­ricu­lum. It’s not as bad as it could be but it’s too heavy on his­to­ry and tes­ti­monies and too focused on the Jones/Brinton view of Quak­erism which I think has played itself out. I’ve seen Q101 facil­i­ta­tors read direct­ly out of the cur­ricu­lum to the glazed eyes of the par­tic­i­pants. I want­ed some­thing fresh­er and less course-like.

Uprooting Racism publisher’s note

December 1, 1995
· Martin Kelley

Uprooting Racism: How White People Can Work for Racial Justice, by Paul Kivel.
In 1995, I worked on one of my last books for New Society Publishers, Uprooting Racism, by Paul Kivel. I was both editor and typesetter. It was in my capacity as the former that I wrote this publisher’s note.

 

In this book, Paul Kiv­el is tak­ing on a lot. He’s speak­ing to white peo­ple as a fel­low white per­son about a hush-hush sub­ject: racism. He’s speak­ing with an hon­esty that allows for con­fu­sion and for admis­sion of his own inner prej­u­dices. In an era when many whites express pride of the advance­ment of the civ­il rights move­ment, he asks why so much of our world is still racial­ly proscribed.

Our soci­ety has been built upon a foun­da­tion of racism for so long that it’s become part of the land­scape: always there, sel­dom acknowl­edged. In this book, Kiv­el acknowl­edges and he ques­tions. He asks us where we came from, he asks us what we know. He’s resist­ed the temp­ta­tion to make this a man­u­al of polit­i­cal cor­rect­ness, and has instead allowed us to share our own prej­u­dices with him as we read.

Kiv­el chal­lenges us to look at our place in soci­ety. Just because we’ve begun to unlearn racism does­n’t mean the per­son wash­ing the dish­es of a favorite restau­rant isn’t still African Amer­i­can. Or that the edi­tor of a favorite mag­a­zine isn’t still a white per­son. Or that the taxi dri­ver we hail isn’t still clas­si­fied an ille­gal alien by a gov­ern­ment restrict­ing immi­gra­tion from darker-skinned regions of the world.

Paul Kiv­el does­n’t give us pat answers to these dilem­mas. He knows there will be no point at which we can sit back and con­sid­er our job com­plet­ed. We must con­tin­ue to wres­tle with these ques­tions, and in the con­fu­sion find moments of con­nec­tion and clarity.

Uproot­ing racism is of course a large task, much larg­er than any one of us. But by work­ing in our com­mu­ni­ties, and by engag­ing with our neigh­bors, work­mates, and friends, we can make a dif­fer­ence. May this book inspire and con­fuse you!

Mar­tin Kel­ley, for the New Soci­ety Publishers

June 2016: Found in the Pendle Hill library:2D02AB99-CB27-4A0E-A1EB-DB33AF5F5A7B