- 9 a.m. – Meeting for Worship via zoom, with Afterword
- 10:15 – Singing via zoom
- 11 a.m – Outdoor Meeting for Worship, will not be scheduled for the rest of the winter
- 11 a.m. – First Day Children’s Program, outdoors rain or shine on the first day of each month through the winter
- 11 a.m. – Meeting for Worship via zoom, with Afterward
Tuesdays: Mid-week worship via zoom, 7:30-8:30 p.m.
You are invited to worship with Eugene Friends Meeting:
First Day Children’s Program:
Our winter program begins in November with one themed Sunday, per month. Open to ages 5 on up. Families interested in reserving their young folks’ attendance, e-mail Children’s Religious Education Committee.
Online Meeting for Worship at 9:00 a.m. and 11:00 a.m.:
God is in all of us wherever we are, and dispersed meeting allows us to worship together without risk of spreading illness. Simply use a computer with internet access or a phone. You are encouraged to arrive at least 5 min early to make sure you can log on successfully, and mute your microphone until you wish to speak to eliminate background noise. Use the link below to attend.
Meeting ID: 865 0968 3721
Phone login: 1 (253) 215-8782 + Meeting ID.
IF you are unable to login, try pasting the login link into your browser.
EFM March Events:
- March 6- Celebration of Life for Mary Lou Goertzen, 2:00 p.m.
- March 7- Youth Program, 12:00 noon, Learn more.
- March 10- Grounds Committee Work Day, 9:00 a.m.
- March 14- Worship Sharing, 12:45 p.m.
- March 18- Anti-Racism Book Group, 7:00 p.m.
- March 28- Meeting for Worship for Business, 12:45 p.m.
- For a complete list of events and meetings, see the calendar.
Eugene Friends Meeting Event Details
Quaker Anti-racism Book Group: Thursday, March 18, 7 p.m., via zoom. Why Are All the Black Kids Sitting Together in the Cafeteria? (2017 edition) by Black psychologist and academic, Beverly Daniel Tatum. We will be discussing Parts 4 and 5 of the revised second edition.
Study Questions We Will Consider:
Part IV: Beyond Black and White
Chapter 8: Critical Issues in Latinx, Native, Asian and Pacific Islander, and Middle Eastern/North African Identity Development1. The author writes, “Although conversations about race, racism, and racial identity tend to focus on Black-White relations, to do so ignores the experiences of other targeted racial or ethnic groups. When we look at the experiences of Latinxs, Native Americans, Asian and Pacific Islanders (APIs), and, more recently, Middle Easterners and North Africans (MENAs) in the United States, we can easily see that racial and cultural oppression has been a part of their lived experiences and that it plays a role in the identity development process for individuals in these groups as well.” (p. 236).
Reflection: What new information have you learned about the experiences of one or more of these communities of color that gives you greater insight into the identity development for them? What are some of the critical issues that stood out for you in thinking about experiences of youth from these various groups?
2. “Cultural identities are not solely determined in response to racial ideologies, but racism increases the need for a positive self-defined identity in order to survive psychologically. To find one’s racial or ethnic identity, one must deal with negative stereotypes, resist internalizing negative self-perceptions, and affirm the meaning of ethnicity for oneself.” (p.287)
Reflection: What can parents, educators, and other caring adults do to foster positive psychological outcomes for children who are at risk from racism?
Chapter 9: Identity Development in Multiracial Families
1. The author writes, “In order to understand the contemporary meaning of claiming a multiracial identity, it is useful to review briefly the history of racial categorization in the US.” (p. 300)
Reflection: What insights do you gain from reviewing this history? Why has racial classification been so important in the United States? What are some of the factors that influence how today’s children in multiracial families choose to identify themselves?
2. The author writes, “The successful adoption of children of color by White parents requires those parents to be willing to experience the close encounters with racism that their children –and they as parents – will have, and to be prepared to talk to their children about them. Ultimately they need to examine their own identities as White people, going beyond the idea of raising a child of color in a White family to a new understanding of themselves and their children as members of a multiracial family.” (p. 327)
Reflection:Would you agree with this statement? Why or why not? What can friends, teachers and other caring adults do to support the identity development of multiracial children and their families?
Part V: Breaking the Silence
Chapter 10: Embracing a Cross-Racial Dialogue1. The author refers to “the White culture of silence about racism,” and encourages her readers to break the silence about racism whenever they can (p.333). She writes, “In order for there to be meaningful dialogue, fear, whether of anger or isolation, must eventually give way to risk and trust. A leap of faith must be made (p.337).
Reflection: Have you also observed this culture of silence? What are some of the personal and social costs of such silence? Have you felt the fear or anger that the author describes? Have you been able to make “the leap of faith” the author describes? If so, what helped you do so?
2. The author concludes Chapter 10 with these words: “We all have a sphere of influence. Each of us needs to find our own sources of courage so that we will begin to speak. There are many problems to address, and we cannot avoid them indefinitely. We cannot continue to be silent. We must begin to speak, knowing that words alone are insufficient. But I have seen that meaningful dialogue can lead us to effective action. Change is possible.”
Reflection: Do you believe change is possible? If so, what is your sphere of influence and how can you use it to bring about positive social change? If you are hesitant, what is holding you back? What support do you need to become a more effective agent of change?
Epilogue: Signs of Hope, Sites of Progress
1. In the epilogue, the author writes, “I believe deeply that the winter of the social-political climate of 2017, the time at which I am writing this epilogue, can give way to spring, but it is the collective actions of people committed to social justice that will bring about the thaw.” She then offers examples of people and places where she finds signs of hope.
Reflection: Where do you find signs of hope? What is happening in your community that is, or could be, a source of encouragement? How might those efforts be amplified?
Contact Adult Religious Education Committee or Contact the Peace and Justice Committee.
A blog post from our Eugene Mayor discussing how a task force is meeting to consider anti-racism efforts for improving the police department.
Save the Date! Spring Willamette Quarterly Meeting in May: Planning has begun for a spring Zoom Willamette Quarterly Meeting session on Saturday, May 22. We plan a traditional schedule, including a morning meeting for worship and meeting for business to hear various reports; an afternoon program with worship sharing; and a community night activity for the evening. One does not need to attend all events. Events for Junior Friends may also be offered. Contact Willamette Quarterly Meeting.
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