Since the notion that we should all forsake attachment to race and/or cultural identity and be “just humans” within the framework of white supremacy has usually meant that subordinate groups must surrender their identities, beliefs, values, and assimilate by adopting the values and beliefs of privileged-class whites, rather than promoting racial harmony this thinking has created a fierce cultural protectionism.

The classroom, with all its limitations, remains a location of possibility. In that field of possibility we have the opportunity to labor for freedom, to demand of ourselves and our comrades, an openness of mind and heart that allows us to face reality even as we collectively imagine ways to move beyond boundaries, to transgress. This is education as the practice of freedom.

The challenge these days, is to be somewhere, to belong to some particular place, invest oneself in it, draw strength and courage from it, to dwell in a community.

Imagine how much easier it would be for us to learn how to love if we began with a shared definition.

Since we live in a society that promotes faddism and temporary superficial adaptation of different values, we are easily convinced that changes have occurred in arenas where there has been little or no change.

Teaching Black Studies, I find that students are quick to label a black person who has grown up in a predominantly white setting and attended similar schools as "not black enough." ...Our concept of black experience has been too narrow and constricting.

I think we are obsessed in the U.S. with the personal, in ways that blind us to more important issues of life. I just think if we could take all the obsession with the personal (inaudible), and personal judgment and have people be concerned about the environment, what a different world we would live in.