Page 40 - AC-2-1

Arts & Communication Relational response to racism

attribute, or does it cause you to see students as individuals I know that racism and all the personal wounds
with an unending capacity to grow regardless of what associated with it is a serious, sensitive topic to dwell upon,
group they happen to be part of? Does the framework even in music education. However, I offer us a hopeful path
intentionally or unintentionally cause a shift of power to one forward. I am confident that a relational response to racism
set of students while diminishing another, or does it create anchored in eternal verities is far better than a 160-year-
an environment of mutuality and respect for each other, old divisive, failed theory developed by two men who used
even when disagreeing? Does the framework contribute to racist language throughout their writings. Therefore, I
developing self-focused students, or does it help students want to encourage all of us to practice:
develop their capacity to understand and empathize with
others? Does the framework create a closed environment of • Dialog over destruction
fear and distrust, or does it create an open environment of • Understanding over name-calling
a learning community with freedom? Does the framework • Forgiveness over fighting
cause students to view the world in one narrow way where • Relational grace over revenge
everyone needs to conform, or will they see the wonder • Humility over power
of a multilayered, complex, interrelated world that needs • Healing over wounding
to be explored? Most importantly, does the framework • Truth over falsehood
promote the manipulation, lies, or avoidance of truth, or • Hope over activism and, of course
does it promote truthful and honest exploration so trust in • Relationship over racism
relationships can be developed? The title of my paper, “To Hope All Things,” is based
on a familiar passage about love from the Bible (NIV) in
After the conference, I also wanted to return to the I Corinthians 13:6-7: “[Love] does not rejoice in iniquity,
origins of critical theory and continue studying Karl Marx but rejoices in the truth; bears all things, believes all things,
and Friedrich Engels. Subsequently, I learned that both hopes all things, endures all things.”
men were racists, anti-Semitic, and chauvinists. 17,19,57 They
probably treated marginalized people with disdain to I hope we all have a Welcome Table and a welcome for all.
demonstrate their power. I cannot logically comprehend
19
how racists such as Marx and Engels can offer any viable Acknowledgments
answer to combat racism. By today’s standards, they None.
should have been discredited and canceled along with their
related theories and ideas. 20,30,39,40,58 Although deplorable Funding
individuals can have nuggets of workable ideas, at the very None.
least, the veracity of Marx’s and Engels’ theories in any
variant should be challenged and questioned. However, in Conflict of interest
so doing, alternative theories or ideas should be offered to
address combat or prevent racism. The author has no conflicts of interest to declare.
7. Conclusion Author contributions
Before exploring this topic, I wanted to study other areas This is a single-authored article.
of music education. However, many students, colleagues,
and friends, regardless of color or ethnicity, were Ethics approval and consent to participate
conflicted because of critical theory. I, too, experienced Not applicable.
that same conflict at the beginning of studying this
theory. I saw that there were elements that I could relate Consent for publication
to as a woman of color. As I continued my study of Not applicable.
critical theory, however, I saw its purpose and goal – to
strip us of our individuality, free will, and power only to Availability of data
give them over to another entity. 20,17,26,37 Consequently, I
asked myself, “How did I overcome and heal from racism, Not applicable.
and how did I experience so much success, satisfaction, Further disclosure
and joy as an underrepresented woman of color in music
education for 40 years?” Without considering my lens Part of the article was presented at the 35 International
th
of relational ontology, the immediate answer was, “My Society for Music Education (ISME) World Conference in
relationships – first with my God and then with others.” July 2022.

Volume 2 Issue 1 (2024) 6 https://doi.org/10.36922/ac.1234