Racism is back on the streets

A ring-pull moment unleashes violence, what can be done?

Krish Kandiah

Krish is a social entrepreneur partnering across civil society, faith communities, government and philanthropy. He founded The Sanctuary Foundation.

Rioters confront police, one wearing a sinister Union Jack mask

Racist violence is back on the streets of Britain. Some say it never went away in the first place. Never mind that we have just had our first brown Prime Minister or that we have the most diverse cabinet in history. Just listen to the chants on the streets, watch a viral video of a lone black or Asian man being kicked to the ground by a gang of white men, or read the graffiti on the sides of hotels housing asylum-seekers who fled the Taliban because they dared to help the British army. Talk to those who feel afraid - most will agree: racist violence is back and it is unacceptable.

The riots on the streets of cities around the UK brings back all too painfully for me the memory of those dark corners of my school yard where I was trapped by bullies throwing insults and punches in my direction, just because my skin colour was different. Now once again, I, along with my friends and family, and all communities of colour, are beginning to think twice before we leave our homes or walk down our streets.

Back when I was just that kid in the playground, I once opened a can of cola that, unbeknown to me, had been shaken vigorously. As I heard the crack of the ring pull, I was immediately drenched by a fountain of black sugary liquid and an eruption of cruel laughter. That humiliating event of my childhood perhaps offers an insight into what is going on in the UK right now: the tragic incident on Hart Road in Southport where three young girls were murdered was the ring-pull moment that has unleashed the bottled-up frustration of disaffected people around the country – a frustration which has been deliberately and openly stirred up through divisive rhetoric over many years.

Cultural Christians are more unsympathetic to asylum-seekers than any other group of immigrants.

It is not only the rioters who are to blame for this wave of violence. We must also hold accountable those who have been shaking the can. Those who have stirred up anti-immigration sentiment for personal gain, spreading lies and misinformation. Those who have tried to win votes and build careers and influence or grab headlines by scapegoating those who have lost everything and sought sanctuary in the UK. Those who have not questioned as we have drained resources out of schools, cut youth services and failed to provide affordable housing or realistic job prospects. Those who have assimilated a hostility towards asylum-seekers.

Sadly, the can has also been shaken by some who call themselves Christians. Recent protesters in London have been heard using anti-Islamic rhetoric alongside their chants that “Christ is King”. A small number of Christian influencers have consistently contributed to the anti-immigration stance and undermined the importance of diversity and multiculturalism. Data from the Faith and Religion thinktank Theos reveals that cultural Christians are more unsympathetic to asylum-seekers than any other group of immigrants. This despite all the incredible amount the church in the UK has done to lead the way in the welcome of new arrivals from Hong Kong, Afghanistan, Syria and Ukraine. More poignantly, the hostility stands in stark contrast to the Christian virtue of hospitality that permeates every book of the Bible, and every moment of Jesus’ life and teaching.

Racism is unacceptable, and there is a part for all of us to play in ensuring that this message is heard loud and clear. For a start we can refuse to turn a blind eye and pretend it is nothing to do with us. We can challenge anti-immigrant rhetoric. We can counter misinformation with truth. We can choose to deescalate violence and defend those who have become targets and clamp down on those who stir up hate. We can show support for all those who are seeking to keep the peace, and we can choose to foster a more inclusive, generous and compassionate society every day with our words and actions.

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Education

Leading

26 July 2024

5 min read

Why I teach over my students’ heads

Successful teaching is a work of empathy that stretches the mind.

James K.A. Smith

James is a philosopher, cultural critic and author.

A blackboard covered in chalk writing and highlights.

James's chalkboard.

I’ve been teaching college students for almost 30 years now. As much as I grumble during grading season, it is a pretty incredible way to make a living. I remain grateful.

I am not the most creative pedagogue. My preference is still chalk, but I can live with a whiteboard (multiple colors of chalk or markers are a must). Over the course of 100 minutes, various worlds emerge that I couldn’t have anticipated before I walked into class that morning. (I take photos of what emerges so I can remember how to examine the students later.) I think there is something important about students seeing ideas—and their connections—unfold in “real time,” so to speak.

I’ve never created a PowerPoint slide for a class. I put few things on Moodle, and only because my university requires it. I’ve heard people who use “clickers” in class and I have no idea what they mean. I find myself skeptical whenever administrators talk about “high impact” teaching practices (listening to lectures produced the likes of Hegel and Hannah Arendt; what have our bright shiny pedagogical tricks produced?). I am old and curmudgeonly about such “progress.”

But I care deeply about teaching and learning. I still get butterflies before every single class. I think (hope!) that’s because I have a sense of what’s at stake in this vocation.

I am probably most myself in a classroom. As much as I love research, and imagine myself a writer, the exploratory work of teaching is a crucial laboratory for both. I love making ideas come alive for students—especially when students are awakened by such reflection and grappling with challenging texts. You see the gears grinding. You see the brow furrowing. Every once in a while, you sense the reticence and resistance to an insight that unsettles prior biases or assumptions; but the resistance is a sign of getting it. And then you see the light dawn. I’m a sucker for that spectacle.

This is how the hunger sets in. If you can invite a student to care about the questions, to grasp their import, and experience the unique joy of joining the conversation that is philosophy.

Successful teaching is, fundamentally, a work of empathy. As a teacher, you have to try to remember your way back into not knowing what you now take for granted. You have to re-enter a student’s puzzlement, or even apathy, to try to catalyze questions and curiosity. Because I teach philosophy, my aim is nothing less than existential engagement. I’m not trying to teach them how to write code or design a bridge; I’m trying to get them to envision a different way to live. But, for me, it’s impossible to separate the philosophical project from the history of philosophy: to do philosophy is to join the long conversation that is the history of philosophy. So we are always wresting with challenging, unfamiliar texts that arrive from other times that might as well be other planets for students in the twenty-first century.

So successful teaching requires a beginner’s mindset on the part of the teacher, a charitable capacity to remember what ignorance (in the technical sense) feels like. To do so without condescension is absolutely crucial if teaching is going to be an art of invitation rather than an act of alienation. (The latter, I fear, is more common than we might guess.)

Such empathy means meeting students where they are. But successful teaching is also about stretching students’ minds and imaginations into new territory and unfamiliar habits of mind. This is where I find myself especially skeptical of pedagogical developments that, to my eyes, run the risk of infantilizing college students. (I remember a workshop in which a “pedagogical expert” explained that the short attention span of students required changing the PowerPoint slide every 8 seconds. This does not sound like a recipe for making students more human, I confess.)

That’s why I am unapologetic about trying to teach over my students’ heads. I don’t mean, of course, that I’m satisfied with spouting lectures that elude their comprehension. That would violate the fundamental rule of empathy. But such empathy—meeting students where they are—is not mutually exclusive with also inviting them into intellectual worlds and conversations where they won’t comprehend everything.

This is how the hunger sets in. If you can invite a student to care about the questions, to grasp their import, and experience the unique joy of joining the conversation that is philosophy, then part of the thrill, I think, is being admitted into a world where you don’t “get” everything.

This gambit—every once in a while, talking about ideas and thinkers as if students should know them—is, I maintain, still an act of empathy.

When I’m teaching, I think of this in a couple of ways. At the same time that I am trying to make core ideas and concepts accessible and understandable, I don’t regret talking about attendant ideas and concepts that will, to this point, still elude students. For the sharpest students, this registers as something to learn, something to be curious about. Or sometimes when we’re focused on, say, Pascal or Hegel, I’ll plant little verbal footnotes—tiny digressions about how Hannah Arendt engaged their work in the 20th century, or how O.K. Bouwsma’s reading of Anselm is akin to something we’re talking about. The vast majority of students won’t be familiar with either, but it’s another indicator of how big and rich and complicated the intellectual cosmos of philosophy is. For some of these students (not all, certainly), this becomes tantalizing: they want to become the kind of people for whom a vast constellation of ideas and thinkers are as familiar and present as their friends and cousins. This becomes a hunger to belong to such a world, to join such a conversation.

This gambit—every once in a while, talking about ideas and thinkers as if students should know them—is, I maintain, still an act of empathy. To both meet students where they are and, at the same time, teach “over their heads,” is an invitation to stretch into new terrain and thereby swell the soul into the fullness for which it was made. The things that skitter just over their heads won’t be on the exam, of course; but I’m hoping they’ll chase some of them for a lifetime to come.

This article was originally published on James K A Smith’s Substack Quid Amo.