Aufgabenblock II

Outline what the author says about the issue of colorblindness and how to address it.

(30 BE)

Analyze how the author conveys her message. Focus on structure and use of language.

(30 BE)

Choose one of the following tasks:

3.1

Discuss whether the cartoon is an appropriate illustration to be published with the blog entry by Austin Channing Brown.

See the Problem?

Wahl, Andrew (2008): See the Problem?. Offthewahl.com. 09 July, 2024.

3.2

You are studying at an American high school, which celebrates Diversity Day with a festival. You are invited to give a speech, assessing the importance and possible ways of dealing with questions of diversity in school.

Write the speech.

(40 BE)

Austin Channing Brown: CTRL + ALT + DEL

There is no shortage of confusing and misunderstood topics when it comes to race. The

preferred terminology for describing black people (or should I say African American), the

perpetual assumption that Asians are immigrants, that forgotten chapter in American history

where arbitrary borders changed the citizen status of people groups, and so on. When these

topics come up, most people readily admit that there is much more learning that needs to be

done. But there is one topic that seems to constantly and consistently elude us –

colorblindness.

It seems many still believe colorblindness is the key to solving racism. Believing in the notion

of colorblindness sounds like this, “I don’t even see color,” or this, “But we are all the same,”

or this, “I’ve never looked at you as a (fill in the blank)”. These statements are usually followed

by a sugary example of our sameness and ends with a quote by Martin Luther King Jr about

character not color being what really counts. And it all sounds pretty good, until you run into

someone who refuses to let you forget their race, “If you can’t see color, you can’t see me.”

Simple. Hard-hitting. This statement typically stops the syrupy language that was flowing just

a few seconds before. While I completely agree with wanting to be seen (and that being seen

includes my race), we have not really given people the opportunity to unpack the complexity

of colorblindness as a concept. So, I am going to try to address it on an interpersonal level

today, without writing a whole book on the topic!

Ctrl – The first thing we have to do is get the myths surrounding colorblindness under control.

Myth 1: Colorblindness is the only option for recognizing my humanness. Believe it or not, it is

possible to notice my race and still see me as human. Too many people have bought into the

myth that to see color is to erase my humanity, my character, my individuality. When actually

my race can give you clues into who I am, if I am given the chance to explain why my race

matters. Myth 2: To not be colorblind is to be racist. Consider this, when I walk into a room and

a man notices that I am female, I do not call him sexist. When a friend says my grandmother’s

silver hair is beautiful, she is not being ageist. When I ask my Uncle if he is having trouble

getting his wheelchair through the door, he doesn’t shout "Ableist"

does not make you racist. Myth 3: Seeing color is seeing stereotypes. There is no question

that stereotypes about POCs are rampant – news segments, movies, magazines, family

members, politicians – stereotypes are everywhere. However, just because we are spoon-fed

stereotypes like toddlers, doesn’t mean we have to behave like toddlers. We can, in fact, reject

stereotypes. Have you ever seen a child refuse to eat mushy green peas? Toddlers reject food

with a-t-t-i-t-u-d-e. We can do the same with stereotypes – recognize them for the mushy green

peas that they are and refuse to consume them. We can allow people to define racial

significance for themselves.

ALT – But how do we do that exactly? Well, first we need an alternative to colorblindness. I

would like to suggest we become color conscious instead. To be colorblind is to ignore or

disregard race. Color consciousness is to be aware of race, to no longer disregard it as

meaningless or minute. People who are color conscious are comfortable noticing difference

without ascribing superiority and inferiority to those differences. They can appreciate cultural

differences and the diversity of thought, perspective and experience that race brings to the

world. Color conscious people refuse to ignore race because they are too busy exploring it for

all its beauty, quirkiness, and yes, messiness.

DEL – So we must delete this positive notion of colorblindness from our psyche. I don’t want

to ignore that God gave me chocolate brown skin, thick hair, and a rich culture – you shouldn’t

ignore it either. And let’s be honest – colorblindness doesn’t really exist. No matter how often

I try, every time I stand in front of a group, have them close their eyes, and ask if anyone has

forgotten what color I am – the answer is always the same – nope! So rather than desperately

trying to disregard what you can clearly see, open your eyes wide and delve into the

significance of my race with me.

(747 words)

Brown, Austin Channing (2013): CTRL + ALT + DEL. (09.07.2024)

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Note:
Our solutions are listed in bullet points. In the examination, full marks can only be achieved by writing a continuous text.

Colourblindness means ignoring a person's racial background, which is often seen as proof that you are not racist.
$\rightarrow$ an important issue that is insufficiently discussed
$\rightarrow$ unrealistic as the colour of a person's skin cannot be overlooked
wrong to consider all people as identical
$\rightarrow$ ignoring the fact that race is a crucial aspect of one's identity
$\rightarrow$ doesn't contribute to the elimination of racism or stereotypes

Definition

misconceptions about colourblindness have to be cleared up
$\rightarrow$ workshops and awareness
openness to cultural and ethnic differences needs to be valued and respected
non-judgmental image of skin colour needs to develop
positive image of colourblindness has to be eliminated as it leads to racism and is the source of underlying racism

Addressing colourblindness

The author Austin Channing Brown highlights the complexity and misunderstandings surrounding race-related issues. He sets the scene by acknowledging the general acceptance of the need for greater education on these issues.Brown points out that while many people recognize the need for more education on racial issues, colorblindness remains a pervasive yet misguided approach. He introduces the central idea that acknowledging and seeing race is crucial for understanding and valuing individual identities.

Introduction

Creating a bond between reader and writer

addressing the reader directly:
$\rightarrow$ "(or should I say African American)" (l. 2), "fill in the blank" (l. 10), "Believe it or not (l. 20), "And let’s be honest" (l. 46)
$\rightarrow$ "If you can’t see color, you can’t see me." (l. 13)

colloquial language
$\rightarrow$ e.g. "and yes" (l. 43), "nope!" (l. 48)

direct speech:
$\rightarrow$ "I don't even see color", (l. 9), "But we are all the same," (l. 9), "I've never looked at you as a ..." (l. 10)
$\rightarrow$ questioning widely held beliefs

metaphors:
$\rightarrow$ indicate the common and hypocritical approach to colourblindness: "a sugary example of our sameness," (l. 11), "the syrupy language that was flowing" (l. 14)

one-word-sentences:
$\rightarrow$ "Simple. Hard-hitting" (l. 14)
$\rightarrow$ indicating the importance of the statement made before

Arguing for a different approach to colour

rhetorical questions:
$\rightarrow$ "Have you ever seen ...?"(l. 32), ""But how do we do that exactly?" (l. 36)
$\rightarrow$ inspiring the reader to rethink and answer the question by himself

spelling a word:
$\rightarrow$ breaking a word by its letters highlights its importance "a-t-t-i-t-u-d-e" (l. 33)

Main Body
Use of language

eye-catching heading to attract attention from the reader, making the reader curious and providing a clear line of argument concerning
unusual heading and correspondence between the headline and the three paragraphs by starting with the references to keys on a computer keyboard: "CTRL + ALT + DEL" (cf. headline; ll. 19, 36, 44)
Functions of Keyboard Keys:
$\rightarrow$ Ctrl: represents controlling myths about colorblindness
$\rightarrow$ Alt: suggests an alternative to colorblindness
$\rightarrow$ Del: calls for deleting the notion of colorblindness
writing common assumptions in italics to make them stand out more for the reader and underline misconceptions even more:
$\rightarrow$ "Myth 1: Colorblindness is the only option for recognizing my humanness."(l. 20)
$\rightarrow$ "Myth 2: To not be colorblind is to be racist." (l.24)
$\rightarrow$ "Myth 3: Seeing color is seeing stereotypes." (l.28)
myths are underlined with everyday examples for more comprehension:
$\rightarrow$ "Consider this, when I walk into a room ... not make you racist."

Structure

The author delivers her message about the weaknesses of colour blindness through a well-structured argument, clear language, and understandable examples. By using an engaging headline, underlining myths in italics, and using real-life examples, she makes her arguments easy to understand and persuasive. The structure guides the reader from identifying the problems to considering solutions, making the arguments both accessible and effective.

Conclusion

3.1

Both the cartoon and the article "CTRL + ALT + DEL" by Austin Channing Brown strongly criticise the widespread misconceptions and ignorance in society about race in the US. By drawing parallels between the issues raised in the cartoon and the article, from different perspectives, to determine if the cartoon is appropriate as an illustration for the article post.

Introduction

the cartoon features three white people of different ages, genders, and socioeconomic statuses, symbolising a broad range of white America
$\rightarrow$ status can be interpreted from their clothing

each white person says, "I don't see race as a real problem in the U.S." reflecting a common misunderstanding or denial of racial issues
the final panel shows a black man asking the viewer, "Do you see the problem?"
$\rightarrow$ is a direct challenge to the audience to recognise the problem of denying racial issues

effectively criticises the widespread ignorance and denial of racial issues by white people and highlights the failure to recognise and address systemic racism

Main Body
Analysis of the Cartoon

both the cartoon and the article critique misconceptions held by white people
cartoon focuses on the denial of racial issues, while the article addresses the flawed concept of colourblindness
African Americans in both of the posts point out racial issues and emphasise the need for awareness and action.
cartoon illustrates how denial leads to inaction, while the article explains that colour blindness prevents a practical approach to solving racial problems
The aim of both is to convey that ignoring race or "colour blindness" does not solve the underlying problems but rather reinforces them.
By creating a visual appeal, cartoons can attract readers who might not engage with an article post alone, increasing the reach of the message.
The cartoon highlights the widespread ignorance of racist issues and deepens understanding of the points made in the article.

Similarities

The blog addresses colourblindness and the nuanced effects of ignoring race, while the cartoon addresses the denial of racial issues more generally and directly.
blog assumes that white people are aware of the problem but are taking the wrong approach (colourblindness)
cartoon suggests a conscious ignorance or lack of knowledge of racial issues
In the blog, the white people's behaviour is portrayed as an attempt to show respect and acceptance through colourblindness.
cartoon shows an unwillingness to recognise and deal with racial issues
Blog offers solutions and ways to deal with the problem of colour blindness, while the cartoon raises questions and encourages reflection without offering explicit solutions.

Differences

While the cartoon and Austin Channing Brown's blog post share similarities in terms of criticising misconceptions about race, their approaches and emphasizes differ. The direct addressing of racial issues in the cartoon could lead to some confusion when paired with the blog's discussion of colourblindness, which could detract from the clarity of the blog's message and its impact. Nevertheless, the cartoon can effectively support the blog's message by appealing to a broader audience and visually depicting the widespread ignorance of racial issues.

Conclusion

3.2

Hello everyone,

It is an honour to stand before you today to celebrate Diversity Day, a day dedicated to recognising and appreciating the rich diversity of cultures, backgrounds and experiences that make up our school community. Today I want to talk about the importance of diversity in our school and how we can embrace and celebrate our differences to create an inclusive and harmless environment.

Introduction

diversity helps to promote mutual respect and understanding
interaction with different backgrounds breaks down stereotypes and prejudices
promotes empathy and compassion
society is more and more multicultural
$\rightarrow$ variety of races, ethnicities, genders, religions, and cultural backgrounds
contact with different cultures and perspectives broadens our horizons

Main Body
Promoting respect and understanding

diversity enriches the learning experience
unique viewpoints, skills, and knowledge improve discussions and deepen learning
projects benefit from diverse ideas and innovative solutions
exposure to different cultures, languages and histories broadens our world-view

Improved learning experiences

promote diversity through literature, history lessons and exchange programs
offering special education courses and training programs
$\rightarrow$ for students and teachers to promote communication, raise awareness, and prevent discriminatory behaviour
organising events such as Diversity Day and project weeks to highlight the importance of inclusion
ensure a diverse staff to set a positive example and provide students with different perspectives

Ways to Approach Diversity in Schools

Dealing with diversity is a task for society as a whole, not just for schools:
$\rightarrow$ families, communities, workplaces, and governments...
media and businesses already focus heavily on diversity Schools are part of a larger effort to promote inclusion.
recognizing individual identities may lead to expectations of special treatment
$\rightarrow$ schools need to balance individual needs with fair treatment for all students

Challenges of diversity

To summarise, promoting diversity in our school enriches our education and prepares us for the world. Whilst it is a major issue in the media and in business, it is of paramount importance in our school. By integrating diversity into our teaching schedule, providing training, celebrating events for all, involving parents, and supporting all students, we can create a truly inclusive environment. As we celebrate Diversity Day, let us commit to making diversity an integral part of our school community.

Thank you.

Conclusion

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