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Richard Haynes Introduction to First Workshop
Jan 30th
Here is some Audio of the Introduction that Richard Haynes gave to the process we will use for the first Workshop.
Audio from Richard Haynes’s Instructions
Summary of Workflow:
- Find an Image of what diversity means to your generation, or what it means to you at Saint Anselm College.
- Place an overhead transparency sheet over the image (or a piece of Tracing Paper) and use a fine tip Sharpie marker to trace the main shapes you want to use. (You can move the transparency to move objects from the picture or to include shapes from more than one picture.)
- Make a xerox copy of your tracing. (You can blow it up to around 5 x 7 or post card size if it is small) Make a number of copies as you’ll be trying out different color combinations on each one during weekend workshops.
- Use special crayons provided at upcoming workshops to color in the shapes on the copy to try out color schemes.
Full Audio

Dialogue I Highlights
Jan 30th
Here are some of the highlights of the first Diversity Dialogue on January 29 led by Ellen Semran.
You can find photos here: http://theshapeofdiversity.org/images-from-dialogue-i/
Introduction to Diversity and Social Justice
Hearts and Minds and Identity
Audio on Hearts and Minds and Identity
Priviledge
Videos
Two videos were shown. They can be seen here:
http://theshapeofdiversity.org/video-from-diversity-dialogue-i/
What Diversity Means to Us (One Word)
Each participant contributed one word.
What Diversity Means to Us (One Word)
STATEMENTS FROM CHURCH TEACHING ON HOMOSEXUALITY RELATED TO SEXUAL IDENTITY AND HUMAN DIGNITY, RIGHTS AND RESPONSIBILITIES
Feb 15th
STATEMENTS FROM CHURCH TEACHING ON HOMOSEXUALITY RELATED TO
SEXUAL IDENTITY AND HUMAN DIGNITY, RIGHTS AND RESPONSIBILITIES
* TO LIVE IN CHRIST JESUS, National Conference of Catholic Bishops, 1976:
“Homosexuals, like everyone else, should not suffer from prejudice against their basic.
human rights. They have a right to respect, friendship and justice. They should have an
active role in the Christian community.”
* THE PREJUDICE A GAINST HOMOSEXUALS AND THE MINISTRY OF THE
CHURCH, Washington State Catholic Conference, 1983:
“Church teaching is positive with regard to homosexual persons considered in the totality
of their beings…Church teaching does not morally condemn homosexual orientation…,Nor .
are homosexual persons to be blamed for not changing their orientations…Church teaching
. indicates that even with regard to homogenital activity no one except Almighty God can .
make certain judgments about the personal sinfulness of acts. ..the prejudice against
homosexuals is a greater infringement of the norm of Christian morality than is:
homosexual orientation or activity.”
* LETTER TO THE BISHOPS OF THE CATHOLIC CHURCH ON THE-PASTORAL
CARE OF HOMOSEXUAL PERSONS, Congregation of the Doctrine of the
Faith, 1986:
“It is deplorable that homosexual persons have been and are the objects of violent malice
in speech or in action. Such treatment deserves condemnation from the Church’s pastors
wherever it occurs…The particular inclination of the homosexual person is not a sin.”
* THE MANY FACES OF AIDS: A GOSPEL RESPONSE, United States Catholic
Conference, 1987:
“Those who are gay or lesbian…should not be objects of discrimination, injustice or
violence. All of God’s sons and daughters, all members of our society, are entitled to the
recognition of their full human dignity.”
* HUMAN SEXUALITY: A CATHOLIC PERSPECTIVE FOR EDUCATION AND
LIFELONG LEARNING, United States Catholic Conference, 1990:
“Sexuality..,is a fundamental dimension of every human being. It is reflected physiologically,
Psychologically, and relationally in a person’s gender identity as well as in one’s primary
sexual orientation and behavior. For some young men and women, this means a discovery
that one is homosexual, i.e., that one’s ‘sexual inclinations are orientated predominately
toward persons of the same sex.’”
“We call on all Christians and citizens of good will to confront their own fears about
homosexuality and to curb the humor and discrimination that offend homosexual persons.
We understand that having a homosexual orientation brings with it enough anxiety, pain
and issue related to self-acceptance without society adding additional prejudicial,
treatment,”
“Educationally, homosexuality cannot and ought not be skirted or ignored. The topic
must be faced in all objectivity by the pupil and the educator when the case presents itself.
First and foremost, we support modeling and teaching respect for every human person,
regardless of sexual orientation. Second, a parent or teacher must also present clearly and
delicately the unambiguous moral norms of the Christian tradition regarding homosexual
genital activity, appropriately geared to the age level and maturity of the learner, Finally,
parents and educators must remain open to the possibility that a particular person, whether
adolescent or adult, may be struggling to accept his or her own homosexual orientation.
The distinction between being homosexual and doing homosexual genital actions, while.
not always clear and convincing, is a helpful and important one when dealing with the
complex issue of homosexuality, particularly in the educational and pastoral arena.”
* CATECHISM OF THE CATHOLIC CHURCH, 1994
“(Homosexual persons) must be accepted with respect, compassion, and sensitivity. Every
sign of unjust discrimination in their regard should be avoided.”
“Homosexual persons are called to chastity.” “Chastity means the successful integration of
sexuality within the person and thus the inner unity of man in his bodily and spiritual being.”
* NOTE ON CHURCH TEACHING CONCERNING HOMOSEXUAL PEOPLE,
Cardinal Basil Hume, London, 1995:
“Friendship is a gift from God. Friendship is a way of loving. Friendship is necessary for
every person. To equate friendship and full sexual involvement with another is to distort
the very concept of friendship. Sexual loving presupposes friendship, but friendship does
not require full sexual involvement. It is a mistake to say or think or presume that if two
persons of the same or different sexes enjoy a deep and lasting friendship then they must be
sexually involved.”
* AL WA YS OUR CHILDREN: A PASTORAL MESSAGE TO PARENTS OF
HOMOSEXUAL CHILDREN AND SUGGESTIONS FOR PASTORAL
MINISTERS, NCCB Bishops’ Committee on Marriage and Family, 1998;
“This child, who has always been God’s gift to you, may now be the cause of another
gift: your family becoming more honest, respectful and supportive…It seems appropriate to
understand sexual orientation (heterosexual or homosexual) as a deep seated dimension of
one’s personality and to recognize its relative stability in a person…Generally, homosexual
orientation is experienced as a given, not as something freely chosen. By itself, therefore,
a homosexual orientation cannot be considered sinful, for morality presumes the freedom to
choose….God loves every person as a unique individual. Sexual identity helps to define the
unique persons we are. One component of our sexual identity is sexual orientation..,All
homosexual persons have a right to be welcomed into the community, to hear the word of
God, and to receive pastoral care. Homosexual persons who are living chaste lives should
have opportunities to lead and serve the community.”
“You are always my child, nothing can ever change that, You are also a child of God,,
gifted and called for a purpose in God’s design,..In you God’s love is revealed.”
* MINISTRY TO PERSONS WITH A HOMOSEXUAL INCLINATION: GUIDELINES FOR.
PASTORAL CARE, USCCB, 2006:
“It is important that Church ministers listen to the experiences, needs and hopes of the persons
with a homosexual inclination to whom and with whom they minister. Dialogue provides an
exchange of information, and also communicates a respect for the innate dignity of other -
persons and a respect for their consciences.”
Optional Ethnicities: For Whites Only? Mary C. Waters
Feb 11th
Optional Ethnicity: For Whites Only? –waters
For Whites Only?
by Mary C. Waters
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Pharr–Homophobia as Weapon of Sexism
Feb 11th
Pharr–Homophobia as Weapon of Sexism
The author utilizes homophobia, heterosexism, and sexism, as variables in this article with the purpose of exploring their interconnection and relationship with one another. She does this by breaking them down into seven specific sub-topics: Homosexuality and the Bible, Homophobia and Heterosexism, Lesbians and Gay Men: A Threat to the Heart of Sexism, Lesbians and Heterosexual Women: A Measure of Social Control, Sexual Identity, The Cost of Homophobia, and The Elimination of Homophobia. Before she begins she defines homophobia for the readers and describes briefly how it has been viewed in the past as well as her own experiences with homophobia.
She begins with the topic of Homosexuality and the bible or what she refers to as “the bible theory.” She points out that the bible is frequently used as a reference point and as validation for the persecution of Gays and Lesbians. She specifically identifies several passages that have been used to justify homophobia. In response to those arguments, she provides current counter-arguments in an effort to make the reader aware there are current scholarly debates on the issue of these citations and condemnations of homosexuality found in original biblical texts. The author then addresses the issue of the link between Homophobia and Heterosexism.
She indicates that “Homophobia is an effective weapon of sexism because it is joined with heterosexism” (3). She states that it assists in creating the belief that, “the world is and must be Heterosexual and its display of power and privilege” (3). It is in this section the author touches on the issue of socialization of Heterosexism as children through adulthood, which establishes and builds the link between sexism and homophobia.
In the next section the author uses the example of Lesbians to illustrate the response of the patriarchal system (see end note #1). Lesbians step out of the traditional role established for wimmin and resist the “sexual and economic dependence upon men.” She goes on to illustrate that homosexuals are perceived as a threat to the established essence of society specifically, family, male dominance and control, and “the very heart of sexism.”
The examination of the premise that homophobia is used to “wield the power over women.” The author suggests this is commonly done through “lesbian baiting.” The author asserts that women may be controlled through their fear of being labeled as a lesbian. This labeling occurs because individuals exhibit behavior outside traditional gender roles. She purports women who believe in and work for women’s rights avoid labeling themselves as feminists for this very reason.
Sexual identity is discussed and the author asserts that the interest in identifying the cause of the development of sexual identity is, “to discover how lesbian and gay identity develops so they will know how to eliminate it” (4). The author states that homophobic people make statements such as “it’s a choice, etc.” She responds by asking that heterosexuals not to talk about their ” sexual identity, including not to act out their sexual activity, but heterosexual social interconnections and heterosexual privilege.
Finally the author examines two interrelated issues: the costs of homophobia and the elimination of homophobia. She breaks the costs down into employment, family, children, the lack of Heterosexual privilege and protection, Safety, Mental Health, Community, and Credibility. The author indicates that homophobia will not be eliminated just through “tolerance, compassion, understanding, acceptance, or benevolence. She states, “these are favors granted to the less fortunate” (4). She states, “the elimination of homophobia requires that homosexual identity be viewed as viable and legitimate and as normal as heterosexual identity. . .It does not require tolerance; it requires an equal footing.” (4)
By: Okey J. Napier
‘The Revolution Will Not Be Televised’ by Gil Scott-Heron
Feb 3rd
Poet/Spoken Word Artist Gil Scott-Heron talks about the meaning behind his piece “The Revolution Will Not Be Televised.” Excerpt from The 90′s by Skip Blumberg.
Diversity Media
Feb 3rd
Here you can post examples of media, including art, music, and images, related to diversity, that either promote diversity or reinforce stereotypes. You can also comment upon or discuss these examples.
You can also post or discuss in any of these subcategories.
Images |
Music |
Art |
Advertising |
Photography |
Posters |
Cultural and Economic Diversity at SAC
Feb 1st
This section is for discussion of issues of cultural, class, and economic diversity on campus.
Questions to discuss might include:
- People sometimes say that SAC students are all alike. Is there enough diversity in culture and class as SAC? Are SAC students all alike: upper middle class New England white?
- Is it hard to fit in at SAC if you are not a typical student? Are there enough different types of people here? Is it important to have people from more places and cultures here?
- Is it hard for people of lower economic classes at SAC? Have you encountered insensitivity to or intolerance of your economic class at SAC?
- Are there enough small communities at SAC to allow students of varying interests and personalities to fit in? What could the college do to make it more welcoming for students who don’t fit the stereotypes?
- Are cliques and cultural groups a good thing? Is SAC culture dominated by cliques or exclusive groups? How do you make people more accepting of people unlike them? Is this important?
- How is your experience at SAC different because of your economic class or the culture you come from? Have you been able to find people who are like you? Or do you think it is important to learn to fit in with people unlike you?
Feel free to respond to this or register for the site and post your own thread in this category.