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Week 5 Discussion #2: The Power of an Illusion After you have watched the Power of an Illusion film, create an initial post responding to all of the questions in each of the forum threads below: Color Blind \u2022 Supreme Court Justice Henry Blackmun said, \u201cTo get beyond racism we must first take account of race. There is no other way.\u201d Do you agree? Contrast Blackmun\u2019s statement with people who strive to be \u201ccolorblind\u201d and judge people by the \u201ccontent of their character rather than the color of their skin.\u201d Who benefits if we adopt a colorblind approach to society? How is colorblindness different from equality? Race & Class \u2022 Kawachi, Daniels, and Robinson state that \u201c1) One of the main functions of racism in the United States has been to divide people with common class interests so that they are less able to struggle politically in their common interest; and 2) an aspect of that function is to make race a highly visible feature of public policy while hiding or disguising anything that resembles class. The common accusation that any mention of inequality is tantamount to waging \u2018class warfare\u2019 is but a culmination of a long-standing ideological effort to suppress any consciousness of class\u201d (p. 347). Post your thoughts and reactions to this claim (e.g., if you agree that this claim reflects the world we live in, what is it about our society that allows this ideological effort to take hold?), including any instances where you may have witnessed this very dynamic that they describe. Remember, the requirement for this discussion is an initial post to both forum questions. Week 5 Overview and Learning Objectives Overview This week, we continue to look at the impact of unequal status on the health conditions of individuals. In the film The Illusion of Race, we explore the connections between social conditions such as race and the unequal distribution of resources, specifically resources that affect the quality of health. We also continue to examine the connection between childhood experiences and adult destiny, especially around such social institutions as schools as well as age-related concerns (for example, teen pregnancies). Readings: \u2022 Rothenberg, P. & Munshi, S. (2016): o White Privilege: Unpacking the Invisible Knapsack, pp. 176-180 o Media Magic: Making Class Invisible, pp. 562-569 o Constructing Race, Creating White Privilege pp. 21-25 o How Jews Became White Folks pp. 27-35 \u2022 Kawachi, I., Daniels, N., & Robinson, D. E. (2005). Health disparities by race and class: Why both matter. Health Affairs, 24(2), 343-352. doi:10.1377\/hlthaff.24.2.343. \u2022 Diagram: Cycle of Socialization and Cycle of Liberation \u2022 Griffin, R. (2016). For White People Who Believe Black Lives Matter. A Huffington Post blog \u2022 Visual: White Supremacy: Overt and Covert Videos: Watch: Film \u2013 Race: The Power of an Illusion, Part III: The House We Live In, (Time 57:27 minutes, closed captions). If needed, you may also read a transcript of the film. After you watch the film, examine your Race Literacy Quiz responses to see if there are any responses you might change. Youtube link: https:\/\/www.youtube.com\/watch?v=mxuZZ94hOFo&feature=youtu.be https:\/\/www.huffpost.com\/entry\/for-white-people-who-beli_b_10917900 https:\/\/www.healthaffairs.org\/doi\/pdf\/10.1377\/hlthaff.24.2.343 https:\/\/radicaldiscipleship.net\/2017\/07\/05\/white-supremacy-overt-covert\/<\/p>\n
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