Argument Summary
Armstrong and Wildman argue that the popular approach of colorblindness, treating everyone the same by ignoring race, actually sustains inequality rather than challenging it. In its place, they offer the framework of color insight, which encourages us to notice racial difference, reflect on its impact, and act to correct the injustices it reveals. Color insight isn't about being divisive or seeing race too much. It’s about understanding that racial dynamics are already operating in our institutions. If we pretend not to see them, we can't change them.
Three Quotes That Stuck With Me
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“If students do not grapple with issues of privilege while still in school, they may never acquire the insight or ability to recognize and combat racism and other subordination." pg 66
-If we don’t talk about privilege while people are still in school, they might never learn how to recognize racism or understand how inequality works. School is the perfect place to start having these conversations, while we’re still learning how the world works. -
“Color insight recognizes that a racial status quo exists in which society attributes race to each member. Whereas colorblindness urges us not to notice race, color insight says, 'do not be afraid; notice your race and the race of others around you; racism and privilege still do affect peoples' lives; learn more about the racial dynamic.'" Pg 68
-Colorblindness, though often well-intentioned, promotes the idea that ignoring race leads to fairness. In contrast, color insight encourages individuals to acknowledge race and explore how it influences experiences and opportunities in society. Rather than avoiding the topic, color insight pushes for active engagement and deeper understanding. - "Individual concepts of race may differ and cause concern that one's views may offend others. This fear leads to a tendency to avoid discussing race altogether. Color insight requires a commitment not to sweep race under the rug, but rather to name its presence and to examine its attributes from multiple perspectives, including the operation of privilege." Pg 69
-This quote addresses a common obstacle to discussions about race: fear of saying the wrong thing or offending someone. While this fear is understandable, the author argues that avoiding the topic entirely only deepens misunderstanding and reinforces inequality. Color insight demands that we name and examine race and privilege directly, even when those conversations are difficult.
Course Connections: Privilege, Power & Difference
Armstrong and Wildman’s concept of color insight connects directly to what we’ve been unpacking with Johnson in Privilege, Power and Difference. Johnson writes that privilege is about social systems, not personal intention and that naming it is the first step toward change.
This reminds me of the class discussions where we said we can’t fix a problem we refuse to name. That’s what color insight does: it names the problem. Colorblindness, on the other hand, avoids the conversation entirely.
It also relates to the SCWAAMP framework. The “neutral” or “mainstream” student is often assumed to be straight, white, American, and able-bodied—those identities don’t get called out because they’re treated as defaults. Color insight challenges that by calling attention to how power is distributed and how certain identities are centered by institutions.
Questions I’m Still Thinking About
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What does color insight look like in practice? In curriculum design? In teacher training?
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How do we move from simply noticing racial inequality to actually restructuring the systems that cause it?
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Can we create educational spaces where equity is the default, not the exception?
Keep the Conversation Going
Have you encountered colorblind thinking in your own educational experiences?
How do Armstrong and Wildman help us see the elephant in the room?
Here is my Grandmother exercise.
I know that my paternal Grandmother was the first generation of her family to be born in America. Her parents' families were friends and left Germany together because their doctor told them to get out before World War 1. They came to America and settled in Pittsburgh where my grandparents lived for the rest of their lives. She married in her twenties and had five children with her husband. They moved around a lot for my grandfather's job but I can't remember what his job was. They lived in Pittsburgh, New Jersey, Florida, Ohio and finally Illinois. My grandfather died when my father was about five years old and my grandmother raised her five children as a single mother from that time. I am always amazed with the stories she tells me about neighbors or people who used to live on the same street as her because I don't think i've ever gotten to know the people around me on the same level as she has. It really feels like she could tell you about the cousin of her neighbor's friend's sister that she knew when she was 7 years old.
I'd love to hear anyone else's grandmother exercise.
The picture you chose of the different colored blocks demonstrating the problems with colorblindness is really striking. It emphasizes the absurdity of what the colorblind movement is trying to do by ignoring any difference between people, it subsequently undermines any injustice done racially.
ReplyDeleteI really like the way you set up your blog. I also liked the fact that you wrote your own Grandma story! I also liked the way you left a section for questions that you are still wondering about.....great job.
ReplyDeleteI really admire the way you set up your blog! I'll share my grandmothers story. She was also a first generation American. Her parents immigrated from Portugal and settled in Rhode Island. My grandmothers birth was complicated which left her with a neurological disorder they could never quite diagnose. She had an older brother who died in his 60's from a heart attack. Her other siblings, twins and I believe a sister, passed in infancy. Their father also died when she was a child after hitting his head when he jumped into a pond in North Kingstown. Shortly after his accident, my grandmother suffered from meningitis which took her hearing. She was enrolled in the RI School for the Deaf where she met my grandfather. They got married 5/1/1965 and honeymooned in Hawaii. My grandmother never drove or worked outside of the home. She was a SAHM who raised their 3 children. My grandmother enjoyed cooking, watching TV and going camping with the family and their dog-- they always had a dog! They also did a few Disney trips. When the grandchildren were born, my grandma helped out a lot. My two older cousins and I spent many days after school at my grandparents house and they were always both very active in all of our extracurricular activities. My grandmother suffered a stroke when I was in nursing school and it left her with a tracheostomy. Eventually, she needed a feeding tube and became immobile. My mother and I stepped up to be her caretakers and we were able to keep her home with my grandfather for almost 6 years. She died at 86 years old at home. It was quick and peaceful, albeit unexpected. But we kept our promise that she would not go into a nursing home or die in a hospital!
ReplyDeleteThank you for this, Aaron. Your prompts really inspired thinking and conversation.
ReplyDeleteAaron, I wish I had read this sooner! I really appreciate your reflection, your questions, and your push towards doing the work, not just thinking about it. Fantastic!
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