Week 9

Camille Joy Abutin

Week 9

Section A01

In discussion just last week, one of my peers talked about the lack of Asian support in the Black Lives matter Movement despite how much Asian Americans take part in Black Culture (i.e. hip hop, rap, etc.). In his article, “Building a Culture of Solidarity: Racial Discourse, Black Lives Matter, and Indigenous Social Justice,” Santos F. Ramos sheds light on the differences between appropriation and support that Asian Americans have towards social movements such as Black Lives Matter. 

Even in my own community, I feel as though our hearts are open but our hands are hiding when it comes to other ethnic social movements. We work so hard at times to shed light on the issues concerning our community, find ourselves piggy backing on the issues concerning other communities. When our communities do this, we become counterproductive assets to the communities we’re piggy backing on. While they are fighting to have society become more cognizant of prevalent issues in their community, we are claiming that our issues are more important. I am aware that most ethnic minorities feel very similar oppression, and despite how different we think they are, we should use this common ground to help ourselves empathize with others and stand with them in solidarity. 

Question: How can we teach student activists to implement these lessons of solidarity in their work?

1.1.Ramos, S. F. (2016, April 20). Building a Culture of Solidarity: Racial Discourse, Black Lives Matter, and Indigenous Social Justice. Retrieved from http://enculturation.net/building-a-culture-of-solidarity

2.Unknown. Asian American protesters march in solidarity with Black Lives Matter in New York City in July. Digital image. Reappropiate . N.p., n.d. Web. 25 May 2017.