Draw three columns on a chalk board, marker board, or piece of newsprint. At the top, write "Racism = race prejudice + power" so that each portion of the formula is positioned over an individual column. Invite class members to call out examples of each. For example the column under "race prejudice" might include: racial epithets, attitudes, stereotypes, perceptions. Likewise, the column labelled "power" might include: job networks, access to police, access to education, worship committees.

When finished with a round of calling out words for each column (no evaluation allowed), ask the class to compare and contrast the lists. Having studied Enter The River for almost five sessions, have their ideas changed about which words belong where? Does everyone in the class agree with the placement of the words? What accounts for any disagreement present in the room?

Upon completion of this exercise, hand out the racism definition sheet to encourage further discussion.

See directions on case studies handout.

1. Another anti-racism training group further clarifies racism as "race prejudice plus the misuse of systemic power." Does this add clarity to the abbreviated definition used in this chapter? In what ways do the protagonists of the first two stories have access to systemic power? In what ways are they denied it?

2. Read again the analogy comparing racism to a forest fire (57). Do the stories that follow (Fellowship of Hope, Maureen Peats-Bond, Cheryl Miller Shearer, St. Thomas, etc.) describe such a fire? Where, if at all, does systemic power get misused in these stories?

3. Miller Shearer details his prejudice and power as a White male. He says, "I am a racist." Yet, he goes on to acknowledge that labels are potentially debilitating and can be misused. Essentially he is proposing that it is possible to acknowledge one's place in a racist system, yet actively work to oppose it at the same time. Is it possible to be a beneficiary of a racist system and yet work against it? Do you know of others who have tried to do the same?

4. Anne Stewart, a long-time anti-racism educator and Mennonite Church member, has observed, "the most difficult and demanding task White Mennonites face is to acknowledge the power that you carry." What might be some reasons that this task proves so difficult for White Mennonites? What is the impact of a White person denying his or her power on people of color? on other White people? on the person denying the power?

5. The chapter ends on a note of hope primarily stemming from Paul's image of a growing church (Eph. 2:19-22). What growth have you noticed in your journey with racism? Discuss movement you have noted in the last 10 years, 1 year, 6 months, the last four weeks. Where has growth taken place in yourself, your family, your church, your circle of friends?

The definition of racism used in Enter The River is probably the most controversial and potentially divisive part of the book. Pray that the discussion and discernment in your group will foster greater wisdom and insight into racism. Ask that God would guide you through difficult discussion.

Read Chapter 5: How Does Racism Afflict People of Color?

Each person bring in two media samples (articles, photos, advertisements, and/or video footage) that include mention of or are conscious of race.