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Welcome! Interfaith’s Multi-City Racial Reconciliation Coalition is excited to announce the launch of “Making Our Faith Places Safe Places,” an anti-racism curriculum developed by more than 40 diverse faith leaders. We invite you to join the 15,000+ congregation members and counting to engage in the training during the Gandhi King Season of Nonviolence. This is an excellent time for faith communities to come together to address Racial Reconciliation.Recognizing the importance of exploring racism and making places of worship safe for all, local faith leaders of the Evangelical Christian, Episcopalian, Catholic, Baptist, Lutheran, Methodist, Jewish, Muslim, Bahai, and Sikh faiths came together and created “Making Our Faith Places Safe Places.”We invite you and all local faith communities to engage in this training during the Season for Nonviolence, the 64 calendar days between the memorial anniversary of the assassinations of Mohandas K. Gandhi on January 30th and Rev. Dr. Martin Luther King, Jr. on April 4th.? The Season for Nonviolence teaches that, “every person can move the world forward in the direction of peace through daily nonviolent choices and actions.”This document is intended to provide guidance for the Racial Reconciliations: Faith Places, Safe Places presentation. While we know that each leader will take a slightly different approach within their community, we felt that it would be helpful for everyone to understand the intention for each slide. We also offer additional resources for the faith leader.We hope to continue to improve this guide and welcome your suggestions and feedback. Please feel free to reach out to Mary Ferro, at Interfaith Community Services, mferro@RACIAL RECONCILIATION: FAITH PLACES, SAFE PLACESPresentation GuideGENERAL INFORMATIONTimeframe: This presentation takes approximately 1.5 hours, excluding discussion time. It could be presented in a ? day retreat format, but it may be best to present it over several sessions. This allows plenty of time for discussion and time for reflection between discussion sessions. The sections of the presentation provide some natural breakpoints for the sessions.Setting Expectations: Before beginning, it is always important to set ground rules for the discussion. One thing you should consider is when and how you will take and address questions. For example, when presenting on-line, it may be easiest to have people enter their questions into the chat section. Then you or your co-presenter can review the questions and respond at an appropriate time. Another thing to consider is whether you need to remind people of meeting norms. For example, meeting norms often include things such as: Listen and do not interrupt others, no shaming or blaming others, and to attack an idea, rather than another person, when there is a difference in perspective. OPENING THE PRESENTATIONOpen each session in keeping with your faith tradition, that might be with prayer, meditation, or just a moment of silence. The training is a journey meant to educate/inform but also to open the minds and hearts to understand and love all others. Our faith place is a safe place for all voices. The presenter should also frame this discussion in the work of the faith community, as part of ongoing education series, as a call to create a safe space for all within the community. Throughout your discussions, we pray you will find space for expression of thoughts, ideas, and feelings. SECTION ONE: INTRODUCTIONThis section is intended to be a soft opening to the discussion. It provides an opportunity to create a safe space where all views can be heard, without judgement. It also introduces some basic neuroscience that explains how “racism” can be part of our subconscious and how we can reprogram our thoughts and feelings about race and others. Finally, it discusses how all faiths honor the golden rule to love others. Slide 1: Title of PresentationSlide 2: VIDEO: Dr. Rev. Kadri Webb’s welcome and introduction In this introduction, Dr. Webb asks everyone to have an open mind, to be vulnerability, to be honest, and to bring not only your mind but your heart to the discussions.Slide 2: DISCUSSION: “Do you consider yourself color blind?”This is intended to get the conversation started. Depending on your group, you may get a variety of responses or a collaborative response. We have heard some say that they are color blind since they treat all people equally; others mention biases that they have from childhood; and others express the importance of understanding differences. This questions essentially leads us into a discussion on seeing differences and understanding biases.SLIDES 4-6: An introduction to the subconscious mind and how it influences our perspectives.Slides 4: VIDEO. Dr. Jenny Harkleroad, Understanding the Subconscious MindThis video opens the discussion on the subconscious mind and how it influences our perspectives. It addresses three secrets to understanding the mind: (1) That you have a Conscious mind, (2) that you have Subconscious mind and (3) that you can reprogram your subconscious mind. At the end of the video, she asks the question, “Are we born racist?” She discussed this and then says It does not really matter.It is about how we choose to act and live and reprogram our brain. Slide 5- 6: These slides include quotes from neuroscience that discuss how we are born with predisposition to fear what is different and yet skin color should not threaten us.Slides 7-9: Why and how racism should be addressed by faith Communities together. Slide 7: This slide shows the Golden Rule and demonstrates how it is shared by diverse faiths. The shared Golden Rule for the diverse faiths can be illuminating for those who may not be familiar with the doctrine of other faiths. This slide also provides an opportunity to verbalize how your faith beliefs teach your members to treat others. Slide 8: This slide indicates that the video in Slide 9 is a conversation among Christian faith leaders. We invite you to listen and then discuss how this relates to your own faith’s perspective. Slide 9: VIDEO. A Group of Local Christian LeadersThis is a group of Christian leaders who discuss racism. For non-Christians, it can be useful to understand their views. In brief, this video addressed the sin of racism and suggests that is a morale issue rather than a political issue. They also say that God is calling us and challenging us to do more to address racism. Each pastor discusses some of the ways they consider this call with their faith community.In video, it is stated that racism is not a political issue but a morale issue. Some participants may challenge whether this is a political discussion, it may be, but not a partisan issue. There are several ways to address this type of comment and your approach will differ based on your discussion group. Here are a couple of suggestions. First, this is a great opportunity for you to refer to the presentation opening where we were called to come with an open mind and an open heart to this presentation. Second, you may suggest that we need to listen and discuss the rest of the presentation before we judge that is it too political. You may suggest that this presentation offers an opportunity for all to view and discuss the same information and to form bridges across political lines. Please consider creating your own response.Slide 9: DISCUSSION: Your Faith’s Believe on RacismThis video can provide a great opportunity to address your faith’s beliefs on racism.SECTION TWO: RACISM AND ITS IMPACT PAST AND PRESENTThis section helps us to define racism and references some blatant acts of racism. Slides 10: Naming, Framing and Explaining Racism. This slide is an introduction to Section Two and says this it is important to address racism by naming it, framing it, and explaining it. Slide 11: This slide provides a definition of racism and it is notable that racism is typically directed toward a minority. This proposes that racism is practiced by the majority. SLIDES 12-16: This section discusses the effects of racism. Slides 12-13: These slides discuss past theories and beliefs that provided the foundation for (mis)identifying racial differences and racism. They also describe how societies’ acceptance of race and racism were the foundation for horrific acts on target groups. Slides 14-15: These slides references some of the horrible and destructive acts against humanity due to society’s acceptance of racism. Slide 16: This slide denotes racism in California and San Diego County. This is not something that just happens elsewhere. We have seen eugenic sterilization, slavery, and internment of Japanese Americans in California. At this point, It may be also helpful to point out that racism is a daily event for many Californians. If you do not have any examples in mind, here are a some experienced by our presentation development team.A well-dressed black man goes to a BMW Sales center to buy a vehicle. He noticed that no sales agents approached him, though they approached other customers. When he finally can speak to a sales agent, the sales agent seems to doubt his ability to buy a vehicle and lacks the typically enthusiasm an eager sales rep. Later, the man returns home makes the decision to buy a specific model. He calls the sales agent several times, but his calls are never returned. The message was clear. Fortunately, he visited another dealership and received the service he expected. He now enjoys his new BMW.An African American middle school student was assaulted with racial slurs daily by a fellow classmate. After the issue is brought up to the principal, and witnesses validated the situation, the issue was not addressed in a satisfactory manner. The school administrator suggested that the victim change classes or switch schools to avoid the perpetrator. The perpetrator was spoken to by administrators but was not punished in any way for bullying or creating a hostile environment for other students. The bullying continued so the parents knew they had two choices; (1) take legal action and have their daughter relive the situation during the legal battle or (2) leave the school. For the mental well-being of their daughter, they chose the latter option. Their concern is that the situation will continue to negatively affect others at the middle school. A middle-aged woman in a local grocery store asks a black teen not to bag her groceries. The teen steps away and the women asks a white teen to bag her groceries. Slides 17: DISCUSSION: Past actions/discussions and their influence on your views.This slide reminds us that we all are products of our pasts and that beliefs and past actions can and do affect our responses today. Are there examples of actions or discussions that you witnessed as a child that inform your behaviors or views on different people in the past or today?Slide 18: DISCUSSION on Epigenetics and Family Memories. This slide introduces and defines epigenetics. It is included because it is another way to understand that “being color blind” is a way to ignore or deny the experiences of Blacks, Indigenous, or persons of color (BIPOC). If someone experiences or is a decedent of people who experienced slavery, genocide, or terrorism that can affect them today. This may be an opportunity to ask your group: Is there is an event or family story that affects you, maybe it is a smell, a song or a movie that will bring back memories, good or bad?Are there things that have been passed down over generations in your family? Some examples, there may be ways of parenting, ways of interacting within the family and with those outside the family, approaches to financial management, or ways of talking about successes or losses. Additional resources on epigenetics--Can Trauma be Inherited? and What is Epigenetics? -- are provided at the end of this guide.SECTION THREE: STORIES OF SUBTLE AND BLATANT RACISMThis section provides videos where individuals talk about their experiences with racism. Both blatant overt racism and subtle covert acts of racism that provides an opportunity to discuss the differences. It also allows for a discussion of how you might respond if you witness unjust treatment of others. If time permits, this section could be presented in the same session as Section Two.Slide 19: VIDEO: Rev. Carol Brooks’s Personal Stories of RacismRev. Carol Brooks shares two stories and offers her hopes for the future. The first is a story about how she talked and played with two little girls during the first day of a multi-day train ride. The next day, the girls asked her about her racial/ethnic identity and after she said she was a negro, they returned to their mother and did not engage with her again. She also tells a story of her son’s perception of whites as a young child and how she discussed that there are good and bad people but that cannot be determined by the color of their skin. She tells how this affected his view of race. Carol them says that it takes a change of heart to change thoughts and she proclaims her hopes for the future. Slide 20: DISCUSSION OF VIDEO: Subtle and Blatant RacismThis slide allows for a discussion about the differences between subtle and blatant racism. Participants may also be able to provide examples of subtle and blatant discrimination based on their gender, religion, or disability, The video also opens the discussion on how children learn about racial differences from their parents and other adults. Besides the questions listed on the slide, you may also be interested in opening the discussion with other questions such as the following. What did your parents teach you about racism and discrimination? Who or what has taught your children about racism? What did they learn? Supporting Quote Nelson Mandela: No one is born hating another person because of the color of his skin, or his background, or his religion. People must learn to hate, and if they can learn to hate, they can be taught to love, for love comes more naturally to the human heart than its opposite.Slide 21: VIDEO of Joy DeGroy, Cracking the Codes to Racism, A trip to the Grocery Store.This video tells the story of two women going through the grocery store checkout, one behind the other. The 2nd person, who is with her daughter, is treated very differently than the first due to the color of her skin. The mother has real concerns about the negative effects this incident has on her daughter. She also talks about how the lighter skinned women, who looks white, was able to confront what was happening. Slide 22: This slide helps define the difference of blatant versus subtle covert racism. Slide 23: DISCUSSION OF VIDEO: Racism and Its Effect on Children and AdultsThis slide helps lead to a discussion about the Video in Slide 21. Other possible discussion questions include:What do we teach our children and what does society teach them? What does your faith teach, are the lessons of faith the same in word and deed?What would you do if your saw this happening to another person? Would you watch in silence or step up to address the issue?Can you share an example of when you spoke up to address unequal treatment of others? Or a time you advocated for fair policies for all?SECTION FOUR: INSTITUTIONAL AND SYSTEMIC RACISMThis section discusses institutional or systemic racism. It starts with a video that discusses Interfaith Community Services and racial differences that are seen daily. Other examples and data are provided throughout this section. The section wraps up the presentation and allows you to begin a discussion of what you and your faith community can do to reframe the discussion on racism, take actions to address racism and to provide support and love to all. Slide 24: VIDEO: Greg Anglea and Veronica Blea, Racial Disparities discussion In this video, Greg Anglea, CEO and Veronica Blea, Director of Supportive Services, Interfaith Community Services discuss their experiences at Interfaith Community Services. This begins our discussion on identifying racial disparities in institutions. Greg Anglea and Veronica Blea discuss the demographics of Interfaith clients and how this differs from the general population as well as the differences in client expectations, sense of entitlement and behaviors. Veronica shares that white clients are more confident and are more willing to advocate for themselves than clients of color. It is important to note that confidence is not necessarily representative of capabilities or drive. People in authority need to provide opportunities to people of color.They address inclusion and representation of BIPOC within Interfaith’s work force and how that impacts the upward mobility for BIPOC. There may be an opportunity for discussion after this video. What surprised you about the data and examples provided in this video?Another story about an Interfaith client that illustrates what Veronica was saying. A single Latina mom of four who had an accident at home that caused her to miss six weeks of work. She came to Interfaith for rental help due to lost wages. The case manager learned from her employer she could have applied for disability pay but did not. Her employer raved about her as an employee who had been there for several years. The case manager learned and shared with the client that she should apply for a promotion. Not only had she not thought she could get benefits while medically unable to work, but she had also never thought that she would be promoted. She put in the paperwork for the promotion and received a promotion to a supervisor position. This woman was simply glad to have a job and since she never saw other BIPOC in management, she never dreamed that she could take on a management position. Now she can be an example to another BIPOC to seek a deserved promotion.Slides 25-26: Systemic or Institutional Racism. These slides define systemic or institutional racism and how it can be unseen. Many institutions practice business as usual and that can mean that old ideas and practices can continue without question or even notice unless someone identifies the practice and questions its validity in a contemporary world. Change is often difficult for humans and we will fight to keep the status quo even when it is harmful. Additional resources on systemic racism and defining racism can be found at the end of this guide.Slides 27-28: The following slides provide examples of institutions that have and still practice discrimination. It is important to note these institutions are vital to the health, safety, and wellbeing of all citizens. Examples of disparities in health care are provided. Additional references on discrimination in Healthcare are provided at the end of this guide.Slide 29: This slide addresses systemic racism in the educational system. Reference to a brief article, Ideas for Confronting Racism in Education, is provided at the end of this guide.Slide 30-32: These slides discuss systemic racism and disparities in housing and wealth. This shows how long-term systemic racism has created disparities in the accumulation of wealth and continues in disparities in earnings. Disparity in net worth is a concrete measure of long-term discrimination and inequity of opportunity for BIPOC. Extra resources, A look at Housing Inequity and Racism in the US and Systemic Racism Explained, are provided at the end of this guide.In the next portion of the presentation, we discuss the power of protests and the current racial disparities in the criminal justice system. At this point, you may want to continue directly into this topic. However, you may also choose to pause at this point so that the group has time to reflect on the example of systemic racism. Possible discussion questions include:What are your thoughts/feelings on the data and examples of systemic racism?Are there any examples of systemic racism that you are aware of or seen? Supporting QuotesMarian Anderson: No matter how big a nation is, it is no stronger than its weakest people, and as long as you keep a person down, some part of you has to be down there to hold him down, so it means you cannot soar as you might otherwise.Slide 33: This slide is an introduction to the often difficult and painful examination of recent conversations and actions around Law Enforcement and the death of blacks by officers. This issue and the recent demonstrations have been seen in the media a lot but are not necessarily discussed within the faith communities. This can be a difficult topic to discuss and as we have seen in the media the statistics can be manipulated in many ways. Therefore, we want to discuss the history of demonstrations and outcomes before we dive into the challenging topic.Slide 34-37: Demonstrations as Instruments of Change. These slides examine demonstrations as instruments of change. Many find protests and demonstrations to be disruptive and oppose both but they have been part of the democratic process in America throughout our history. Demonstration, where a small minority use the events to destroy property or to raise violence, clearly can be very harmful and are not supported herein. Yet peaceful demonstrations, can serve the greater good to illuminate needed change. Slide 38: DISCUSSION: Demonstrations as Instruments of ChangeThis slide list examples positive change. It might be helpful to provide an example of people or groups of people who took a stand against a wrong. Perhaps you have an example from your own community. Otherwise, you can open the discussion to the group.Can someone tell us about an effective demonstration or movement that created change in our community?Did you know that the initial faith leaders of Interfaith Community Services came together to fight for change? In 1979 the faith leaders who founded Interfaith Community Services organize the community against racism and hate. They first came together to prevent a White supremacist march that was being planned in Escondido.Supporting QuoteRosa Parks: To bring about change, you must not be afraid to take the first step. We will fail when we fail to try.Slide 39 through 42: Racial Disparities in the Criminal Justice System.Now that we have discussed protests and demonstrations in general, it may be easier to begin the discussion of race disparities in policing and the criminal justice system. These slides point out that BIPOC die at the hands of law enforcement too often and disproportionately more than the white majority. Most can agree that too many black men and women lose their lives in actions with police. Some of these interactions began as jay walking, a bicycle light missing, or a mother’s call to help her mentally ill son. Some of these encounters no weapons were present yet someone’s son or daughter lost their life. Another element that affects these encounters is when the officer is white, and the community member is black and that both may inherently see the differences and fear each other. This is an opportunity to refer to the discussion in Section 1 (Slide 5). An extra resource, Report to the United Nations of Racial Disparities in the US Criminal Justice System, is provided at the end of this guide. There are also several movies and books that have addresses these issues. For example, the movie 13th is a documentary that discusses the 13th amendment and the increase in incarceration since that time. See the reference list for other books or movies. Slide 43: Video: Chief of Police Ed Varso and Community Activist Yusef Miller, Partnerships with Police and the CommunityThis video shows a conversation between Chief of Police Ed Varso and a black Muslim, community activist, Yusef Miller. They talk about the importance of respect and communication between police and community members. Ed Varso and Yusef Miller talk about the partnership with Escondido Police and community members. They discuss the importance of building relations so that both understand each other and can share their concerns and suggestions to improve outcomes. A discussion of the video can be held after slides 44-45.Slides 44 and 45: DISCUSSION: Police and Community Partnerships: These slides refer to the past lesson from Neuroscience and ask:Can the subconscious brain cause officers to fear a specific situation or person of color? What is the possibility of re-programing (as suggested in Section 1, slide 4) and training officers to improving the outcomes of all police encounters with all members of the community especially those in the BIPOC groups?Can the ideas of community policing or partnerships change our approach to policing and the outcomes of police encounters?Slide 46: This slide acknowledges that each person and group will view what we have presented differently based on their background and identity, including race, gender, generation, experiences, etc.Slide 47-48: DISCUSSION: One Human Race working together.These slides report that science has reversed itself and denies the existence of race as a distinction between all humans. How long do you think it will take our society to accept that the only race is the human race?How can we name and reframe the discussion on racism so that people are willing to discuss and explore solution? This question refers to slide 10.Supporting Quotes:Toni Morrison: There is no such thing as race. None. There is just a human race — scientifically, anthropologically.Mahatma Gandhi: We must be the change we wish to see in the world.SECTION 5: TAKING ACTIONThis section wraps up the presentation. It provides an opportunity for your group to develop next steps as individuals, as a faith community and as a member of the greater community. It is also a time to consider if Interfaith Partnerships can be formed to address areas of concern.Slide 49: DISCUSSION: Next Steps for your faith communityThis slide asks what you and your faith community can do to be part of the solution. There are a few basic options listed here but we suggest that you have a more open-ended discussion. What can you do within your faith community, your local community and beyond? Obviously, it is important to put together some clear actions, some will likely be easy actions with quick wins and others will be more challenging and long term. Refer to Slide 7 and discuss what your faith says about how to treat the other? Does your faith say to help those who are suffering? How does this inform your actions?What steps can we take within our faith community to make it a safe and welcoming place for others? What steps can we take in our community to address racism? Can we partner with other faith communities to create greater awareness of racism or drive changes within our community?In the resource section, we have provided examples of Faith Communities taking collective action. In addition, if you feel this has been beneficial and would welcome a next step presentation let us know as we too think there is more that can be shared. Biblical scripture, please use any writing from your faith tradition that will inform that we all should care for the others.Mark 9:40. Those who are not for us are against us. ................
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