Abstract
Given the focus on dismantling systemic racism brought to the fore in 2020, My Grandmother's Hands offers clear and important ways to begin this anti-racist work. The text begins with a warning, don’t move forward unless you are ready to challenge and confront white supremacy within your life. This challenge underlies the book's thesis that white supremacy intersects with everyone's life and has significant negative consequences (e.g., emotional, educational, health) for marginalized people and communities. Menaken also posits that white supremacy has similar adverse effects for those who perpetrate or “benefit” from white supremacy. The fundamental thesis is that unresolved trauma can result in responses that further perpetuate the trauma. The reactions can range from avoidance to psychological and physical violence, but the underlying process is unresolved trauma. Menaken labels this as “dirty pain” and challenges/engages the reader to begin the healing process by focusing on white supremacy trauma in an open, honest, and vulnerable way. He labels this “clean pain” and argues that while both types of pain are difficult and uncomfortable, dirty pain perpetuates trauma intra and interpersonally. The goal is to break the cycle and recognize that trauma does not equate to destiny.
If educators, researchers, or students are looking for a resource to elucidate, expand, or delve deep into white supremacy's historical, literary, or empirical consequences, this book will not suffice. While Menaken highlights a chorus of voices spanning various fields that elucidate white supremacy's consequences (e.g., legal, educational, health) he challenges readers to move from an intellectual, academic space to center the emotional, self-reflective journey towards healing from white supremacy and using this to effect change within their communities. This focus makes this book salient for those interested in adult education.
The book is structured into three sections. The first provides a context to understand the connection between white supremacy and trauma. He provides a brief historical context of the relationship between white supremacy, violence, and trauma. As he briefly highlights parts of this history, he encourages readers to heed their cognitive and emotional reactions and pay attention to their bodies. In turn, he provides a framework to understand trauma and coping mechanisms for trauma. This weaving of history, self-reflection, and trauma-care information assists readers in centering the questions raised above. It is important to note that the author recognizes that readers will have different reactions based on race or profession. The author focuses on African Americans, white Americans, and the police. I suspect these chapters will speak to other groups who have experienced trauma from white supremacy. Thus, while chapters focus on addressing various trauma reactions people may experience, I recommend that no chapter be skipped.
The second part of the book focuses on self-reflective exercises (i.e., body and breathing practices) that readers can utilize while examining white supremacy within their lives. Some of the activities might be familiar (e.g., breathing techniques, exercise), but these body and breathing techniques create a context to develop five anchors to center oneself to address and confront white supremacy in their life. The first anchor is calm yourself. If you are not centered, it is hard to process difficult thoughts, memories, or interactions. Second, pay attention to yourself and where your feelings are located (Anchor 2). Next, be mindful of the uneasiness and how it permeates your body and thoughts (Anchor 3). Anchor 4 focuses on staying present with this uneasiness while recognizing that it is not the sum of who you are. The last anchor is to find constructive ways to release the energy (e.g., exercise, singing, connecting with friends).
The third section provides guidance on how to begin the healing journey in relationship to our communities. This section helps readers to focus on their communities of belonging and how to create and maintain change. Many exercises discussed in the second section are utilized here but focus on being a leader.
This book provides an opportunity for adult educators to be reflective on how white supremacy has affected their lives and communities. The knowledge, techniques, and tools highlighted in the book can help educators create better learning opportunities for/with students who have experienced trauma related to white supremacy. I recommend this book to adult educators interested in creating a space for themselves, their students, and their school systems to examine connections between trauma and white supremacy. Lastly, when working with students and witnessing the effects of white supremacy, My Grandmother's Hands will provide educators with tools to understand and manage behaviors (e.g., individual and systemic) to facilitate the journey of healing. And it is this last point that makes this book essential to be part of any educator's library.