In a comment, Alyson writes: “I was wondering if you had any practical input on how to teach this subject without making the non-white children in the congregation feel uncomfortable or singled out in the process. Our RE class is actually fairly diverse, more so than the entirety of the congregation, and I do not know how to broach this topic with them.”

Alyson, I’m facing the same problem: how to teach a group of Unitarian Universalist children who are not all white about white supremacy. Here’s what I’ve been thinking so far….

For initial inspiration, I start with Dr. Marcia Chatelaine and her crowd-sourced #FergusonSyllabus. Although Chatelaine’s Ferguson syllabus was mostly aimed at public schools and post-secondary education, this is actually incredibly useful for those of us working in Sunday schools that are at least somewhat diverse — because Chatelaine’s syllabus has to deal with far greater diversity than exist in most Unitarian Universalist Sunday schools, it helped me see how to structure lessons that do not assume that everyone is white, that do not assume that everyone shares exactly the same opinions about race, etc. In other words, I feel that Chatelaine’s approach opens up a metaphorical space in which to explore the topic from diverse experiences and diverse points of views. This article by Chatelaine at The Atlantic has a good set of resources to explore, including links and children’s books; at least some of these resources could be useful in teaching a diverse Sunday school group about white supremacy.

As noted in an earlier post, Chatelaine recommends working in subject areas that you know something about. With that in mind, I’m working on some Unitarian Universalist-specific children’s stories from Unitarian Universalist history (based on serious historical research I did, including in primary sources). Two stories I’m working on right now are about nineteenth century African Americans, one a would-be Unitarian and one a short-term Universalist, that reveal how Unitarianism and Universalism were less-than welcoming places for non-white persons. One of these stories-to-be also touches on class bias in Unitarianism, so we can get into intersectionality at a kid-friendly level (one of the points Chatelaine made in a workshop that I attended is that intersectionality is a useful strategy in teaching this general topic). In the other story, the African American was a vital part of a local congregation, but only for a short time. Most importantly, the stories of these two people are complex, not simplistic, and inspirational: some white persons were moving away from white supremacist worldviews at the same time that some black persons were moving towards liberal religion, and all these persons had complex lives and motivations worth telling stories about.

If I manage to write these two stories, and I think they’re worth sharing, they’ll get posted here on my blog. But even if I don’t, maybe this can get you thinking about how you can take Chatelaine’s advice and use YOUR strengths as a Unitarian Universalist religious educator — what topic area do you know best, and how can you apply that to teaching about white supremacy? And then how can you use your expertise to open up a metaphorical space in which children with diverse experiences and diverse points of views can explore the topic?

I think it’s also important to acknowledge some of the resistance we will face when we try to create this open metaphorical space in which a diverse group of children can explore this topic. I think we religious educators will face strong and conflicting pressures: white parents who want to protect their children from this topic, non-white parents who don’t want their children to have to be in a white-dominated environment to learn about this topic, non-parent adults who want us to adhere to a strict party line, congregational leaders who want us to fit into what they’re doing (instead of asking us what we’re doing, and building something around the children) — and some of us may also have to deal with micro-managing parish ministers and clueless denominational leaders and busybody academics, all of whom think we religious educators are not competent to take on leadership in this area.

But acknowledging the potential sources of resistance helps me clarify three basic pedagogical challenges. First, we know there is always resistance to tackling tough moral and ethical issues; we have dealt with this before, in teaching comprehensive sexuality education, in teaching about death, in teaching children to think for themselves. Second, we know Unitarian Universalism is a non-creedal religion devoted to open inquiry; we constantly challenge children to think deeply and openly about everything from the Bible and God, to masturbation and consent, and we constantly have to work to hold open that metaphorical space where children can enter the zone of proximal development in a learning community. Third, we know that race and racism are topics that make adult Unitarian Universalists very uncomfortable, which means they will tend to judge us harshly no matter what we teach; but we’ve been through this before, when we religious educators quietly taught about sexism and heteronormativity in Sunday school classes, even though those topics made many adults uncomfortable.

I think the thing that makes me most nervous about this white supremacy teach-in is that so many people will be watching me, ready to judge my teaching inadequate. And I wonder if your question stems in part from that same feeling. As an educator, I know these one-shot teach-ins never accomplish much, so I know already that whatever I do in a one-hour teach-in will be inadequate. Teaching and learning are long, slow, mysterious processes; we will not achieve miracles in an hour; we need to be in this for the long haul. And that means that the most important thing I can do in this teach-in is to respect each individual who participates, listen with openness to what they have to say, create a supportive learning community — so that they will keep coming back. It’s just like teaching OWL for grades 7-9 — many of the teens don’t want to come to the first few sessions, so you have to build a supportive community where any question is taken seriously and everyone feels a part of the community. For this white supremacy teach-in, then, our most important goal will be to make people want more.

That’s all I’ve got for you right now. Not sure if I’ll post my lesson plans and supporting material here — Unitarian Universalists are far too prone to savage and destructive criticism when it comes to teaching about white supremacy, and I just don’t have the energy for that right now. But feel free to contact me through email.