Pick one short-term, achievable goal, plan for action, and design means of accountability.

1. Trace the parallels Miller Shearer makes with parenting and undoing racism (the necessity of practice, learning through mistakes, recognition of fallibility, importance of outside resource, the role of historical background, necessity of support, need for grounding in faith). How has this study provided some of these items? What else is needed for ongoing support? Where can that grounding come from?

2. The beginning of the resource section includes an encouragement to spend time in strategic planning. What role can this class take in doing that planning and bringing others in to do the same?

3. Of the ten suggestions in the "talking about racism" section (191-194), number two may be the most important for White church groups. How can you avoid a paralysis of analysis?

4. The eighth suggestion may also be especially difficult for Germanic, Swiss or Russian Mennonites. Many of us find it difficult to risk "rocking the boat" after we hear racist opinions or assumptions. The enclosed handout provides some concrete ideas for being direct, honest and forthcoming. Take time to practice the ideas in the classroom. Can you imagine doing what the handout suggests?

5. The list ends with a reminder to oppose "color-blind education." Brainstorm practical ways that you can lift up the many different types of diversity while avoiding suggestions that some groups are biologically superior to others. How can we move from being color-blind to being truly color-rich?

Follow-through on action plan.