Part 2: A Different Mirror [Chapter 1]
Rather than an unfolding, sanitized look at America’s historical past leading to its present in terms of ethnic diversity, Takaki takes the reader on a mini lecture-tour across time. In the chapter discussion he re-routes the audience to consider that the ideals and decisions of the U.S. forefathers (i.e. Thomas Jefferson) held the initial power and responsibility to establish the tone, power structure and belief of what evolved to become ‘American’ culture. Takaki agrees that the “narrow” focus “widely shared” is a generally accepted sense that an ‘American’ is a so-called designated ‘white’ person having descended from an Anglo Europe. The chapter covers tidbits of commentary from mentions of slavery, the Rodney King riots in Los Angeles, American Blacks as the first “ethnic” group, Mexicans as Chicanos, and his having descended from an immigrant grandfather from Japan.
In reaction to the piece one can certainly admire the author’s broad coverage of so much multicultural historical ideas, and in such a brief space too! Even more admirable is Takaki’s courage to write about the skewed dismissive views of scholars E. D. Hirsch and Allan Bloom. One thought that comes to mind is how disturbing Hirsch’s and Bloom’s efforts are on account of several things. First, they exclude so many people that were (and are) central to American society from the discussion. Secondly, they are so glib in their declarations, which makes them dangerous. Revisionist thinking and dishonesty found between the covers of history textbooks is not a good thing. Perhaps it would not matter if today’s American youth were independent critical thinkers, and cogent analytical readers – sadly this is not the case. Beyond the initial reactions and thoughts about the piece, Takaki did a great job on the mention of examples to support his ideas. Also, everyone should read Harriet Jacobs life story!
What appeared to be the most interesting? A couple of points of interest arouse curiosity. First, while it is good that he calls attention to Hirsch and Bloom, it seems a bit annoying that he fails to include Howard Zinn’s excellent historical reader, ‘A People’s History of the United States.’ In the humble opinion of this observer Zinn’s work should be required reading, or at least prompt every American to read on their own. In light of these factors, it was furthermore interesting that while Takaki omits Zinn, he includes Toni Morrison. She contributes an explanation of what so-called race is, deeming it functions as a “metaphor” which is necessary to the “construction of Americanness” (p. 2). A construction of any sort masquerades as something created. You might ‘construct’ a bridge where there previously was none. You might bake a cookie, which obviously did not pre-exist. The concept herein simply reflects what many have ascertained, in terms of common knowledge, that ‘whiteness’ is a social-political construct – created out of thin air to serve the agenda of those in positions of hegemony.
Of course we all know, you still cannot say certain things in America. The topic of ‘race’ is so sensitive mere calm discussion on the topic, is nearly impossible among most people. So we leave it alone, ignore the elephant rolling around under the rug in the living room, and hope for the best that multiculturalism scholars will eventually figure it all out. In connecting the piece to Rethinking the Color Line, which bravely includes a chapter from Howard Zinn’s book entitled “Drawing the Color Line” Takaki’s write-up passes as a far less comprehensive example of a historically and accurately detailed background of the situation. Reading the chapter will make some people feel one way, and conjure different emotions in still, other groups of people. To the mind of this reader, Takaki rendered an eloquence in painting a broad brush stroke of the conflicts, animosity, and confusion that a discussion about ‘race’ in America can spark. Much more can be said, yet the concept of a ‘different’ mirror is quite brilliant.
Part 3: “Questions to Consider,” Articles #49 and #50 and Policy Steps toward Closing the Gap
Logically speaking, ‘Policy Steps towards Closing the Gap’ presents very interesting concepts in connecting a more evenly designated social equality to policy-making. The main question asks how everyone can benefit from social equality. Even prior to Gallagher’s suggestions, the hopefulness that such a ‘racially-blind’ society can exist rests on better educated decisions. So, the foundational approach by beginning the discussion in the framework of human capital, or in his words “human assets,” is an important one (p. 393). He begins his set of suggestions, therefore, with the most important consideration. In other words, no matter what color a person is, he or she is part of a global system driven by the employment of human capital. In painting a portrait of the ‘first steps’ to understanding Gallagher rightly points out that “It was a crime to teach African slaves to read and write” (p. 393). This is critical.
Education is a very good place to start. He makes an interestingly vital point that is also valid, that most of the billions in student federal aid spending on education, has largely shifted from grants to loans. One of the most effective cornerstones that build Gallagher’s argument for suggestions supports the importance of a literate populace, based upon a good education. Bringing “race into the conversation” in terms of financial assets is where the rubber-meets-the-road so to speak (p. 396). Nobody can function without dollars no matter how well-educated you are, and nobody can force someone to hire a qualified individual if they despise their color or gender. It is unsure what the least effective suggestion or argument is in the piece. But his observation is noteworthy in recalling that the Federal government is the gatekeeper of wealth-building ‘starter-kits,’ and that the advantageous situation for whites has been overwhelmingly favorable – in terms of ongoing subsidies in starting (or maintaining) businesses and enterprise activities. Businesses build communities. If communities lack, then entire sub-systems falter. Policy matters, but if there is no enforcement for fair play in their implementation, what is the point, except to try and appear moral when in fact there is no ethical behavior at all?
In ‘Ten Things You Can Do to Improve Race Relations’ Gallagher is correct in assessing that any discussion on the topic of racial inequality, racism, or the like creates emotions of sad or unpleasant feelings. While individual bigotry is one thing, Gallagher’s astute observation that minority ‘progress’ is usually measured generationally, rather than by the years-or-decades clock of their white counterparts. This is particularly significant. The main suggestion Gallagher makes most appropriately is that “Racism Isn’t Funny,” and the jokes intended to be cute, or clever only serve to demean entire groups of people (p. 401). Also, whether the person telling the joke based on bigotry feels empowered, it actually exposes that person’s insensitive ignorance and stupidity. Confrontation in asking direct questions is an excellent suggestion by Gallagher in this situation.
Another great suggestion offered by Gallagher gears towards the admonition that people should be more introspective. It seems one can add an extra beneficial dimension to this by suggesting people read more, and study a wider range of how American history integrates into world history. This student would also add that travel marks an outstanding way to get out and meet people in other parts of the globe, learn another language or two – for these kinds of efforts foster understanding. The big idea that Gallagher supports by way of suggestion, makes you aware how important it is to step out of your comfort zone. When you travel internationally, taking advantage of good health in your youth, you have a plethora of opportunities to attend ethnic festivals and celebrations, enjoy a variety of different cultural food fare, and in the words of Gallagher “share space with people” who are unlike yourself (p. 402). Aside from the formalized educational process of learning mathematics, literacy, history, science, and the trades, international travel is the best education a person could create for themselves. If you cannot afford the finances to do it now, it may be a great idea to read as much as possible and save up for the richest exposure you will ever know.
References
Gallagher, C.A. (2012). Rethinking the color line: Readings in race and ethnicity. New York:
McGraw-Hill.
Takaki, R.T. (1993). A different mirror: A history of multicultural America. Boston:
Little, Brown & Co.
