Saturday, April 24, 2021

The Moment of Lift 

How Empowering Women Changes the World


We hope that you will join in the book study.  All are welcome.  Even if you haven’t read the book you will want to join in the conversation. 


Virtual book club meetings:


Wednesday    April 28th at 2:00 pm EST - chapters 1,2,3 (start to page 89)

Wednesday May 12th at 2:00 pm EST- chapters 4, 5 (pages 89-150)

Wednesday May 26th at 2:00 pm EST- chapters 6, 7 (pages 151- 200)

Wednesday June 9th         at 2:00 pm EST- chapters 8, 9 (pages 201- 273)



For the last twenty years, as co-chair of the Bill & Melinda Gates Foundation, Melinda Gates has been on a mission to find solutions for people with the most urgent needs, wherever they live. Throughout this journey, one thing has become increasingly clear to her: If you want to lift a society up, you need to stop keeping women down.


Gates traces her awakening to the link between women's empowerment and the health of societies. She introduces us to her heroes in the movement towards equality, offers startling data, shares moving conversations with women from all over the world—and shows how we can all get involved.


A personal statement of passionate conviction, this book tells of Gates' journey from a partner working behind the scenes to one of the world's foremost advocates for women, driven by the belief that no one should be excluded, all lives have equal value, and gender equity is the lever that lifts everything.

(words with the help of “Good Reads”)

Data proves facts, but stories change hearts (from “Ladders 7 Lessons from Melinda Gate’s first book”)

Throughout her work, Gates has conquered the balancing act that exists between using data and telling stories to identify issues and persuade others to help.

Even data about women comes with a bias, according to Gates. “You need a quantitative mix with qualitative so that you get a full picture of people’s lives,” Gates said.

Melinda Gates does share statistics, for example, that less than 5% of Fortune 500 CEOs are women. Data helps to identify the scale of an issue, but Gates’s call to action rests on the many stories from women she has met. “Stories are data with a soul,” Gates said.

A few words from Melinda:

Now, the world is finally waking up to the fact that none of us can move forward when half of us are held back. The data is clear: empowered women transform societies.

This is a book that argues progress is possible, but it’s as much about people as it is about ideas. It’s a chance to tell my story, but much more importantly, it’s a chance to tell the extraordinary stories of the women I have met from around the world. I wrote it as part of a promise to myself to do everything I can to ensure that their voices are amplified and their experiences are represented in the world’s most important conversations.


Additional Reading, Information Sources and Resources 

There are a ton of reading resources, Podcasts, Documentaries, movies, TED talks and You Tube interviews available on this subject and related topics.  Here are just a few:

Quotes, Comments and Questions for Reflection

Why the title of the book?  Melinda describes the inspiration behind the title of her book The Moment of Lift.  She describes the thrill she felt as a young girl watching the Apollo spacecraft launching- “especially that moment of lift when the engines ignite, the earth shakes, and the rocket starts to rise”.  Gates wrote “The Moment we broke through gravity. That’s what I want to see for women and girls around the world”. 

Through her work as a philanthropist, she maintains the sense of wonder of curiosity with all the people she meets and shares their stories.

  1. Can you recall a time in your own life when you experienced barriers or burdens that held you down? Did you experience a similar feeling of grace or lift in the moment those burdens were removed? 

Melinda describes bullying she observed in her elementary school classroom… “Either we were bullies, or we were victims, or we saw bullying and didn’t stop it.” (pgs. 50,51) She states, “Adults try to create outsiders, too. In fact, we get better at it.  And most of us fall into one of the same three groups:  The people who try to create outsiders, the people who are made to feel like outsiders, and the people who stand by and don’t stop it.” … “ Anyone can be made to feel like an outsider.  It’s up to the people who have the power to exclude.  Often it’s on the basis of race.  Depending on a culture’s fears and biases, Jews...  Muslims…  Christians can be treated as outsiders…  The poor are always outsiders…. the sick…. people with disabilities… LGBYQ…. immigrants… and in most every society, women can be made to feel like outsiders – even in their own homes”. (p. 51, 52)

  1. Can you think of a time when you found yourself in a situation (perhaps in school or at work) where you observed someone being treated without respect for no other purpose than to reduce their self worth (ultimately to push them out and marginalize)? At the time, did you realize what was happening?  Did you feel at risk to call it out?

Melinda goes on to explain why she feels this occurs… “We tend to push out the people who have qualities we’re most afraid we will find in ourselves – and sometimes we falsely ascribe qualities we disown to certain groups, then push those groups out as a way of denying those traits in ourselves.  This is what drives dominant groups to push different racial and religious groups to the margins.” (p. 52) She says why we allow this to happen… “… we invent excuses for our need to exclude.  We say it’s about merit or tradition when it’s really just protecting our privilege and our pride.” (p. 52)

  1. Do you agree with Melinda’s assessment about why people push people out to the margins?  Can you say more about her assessment?
  1. Melinda shares stories in her own life and the lives of the many people that she has met in her travels, as a way to inspire all of us to lift each other up and to help to remove barriers holding others down.  Can you think of individuals in your own life that you have helped to lift up in a big or small way? Who has lifted you up?

In Chapter three, Melinda tells the compelling story about meeting Meena, a young mother who’s children were born at home except for the newborn which was born at a new clinic with maternal and newborn care. Melinda could tell that Meena felt good about the new clinic which provided her help and guidance on giving her baby it’s best start.  She held her baby as they talked.  When Melinda asked her if she wanted anymore children, she answered ‘ “The truth is no, I don’t want to have any more kids.  We’re very poor.  My husband works hard, but we’re just extremely poor.  I don’t know how I’m going to feed this child.  I have no hopes for educating him.  In fact I have no hopes for this child’s future at all... The only hope I have for this child’s future, is if you’ll take him home with you.” Then she put her hand on the head of the 2-year old at her leg and said, “Please take him, too.” ’  Melinda reflected on how this conversation went from being joyous about a healthy start for the baby.. “to a dark confession about a mother’s suffering – suffering so great that the pain of giving her babies away was less than the pain of keeping them.” (p. 56)

Melinda goes on to say that “when women can time and space their births, maternal mortality drops, newborn and child mortality drops, the mother and baby are healthier, the parents have more time and energy to care for each child, and families can put resources toward the nutrition and education of each one.  “There was no intervention more powerful- and no intervention that had become more neglected.”  (p. 56)

Funding for family planning had dropped significantly since the early 1990’s.  Melinda accepted the challenge to host for an international family planning summit in 2011 although as a Catholic, she was reluctant to put herself front and centre on the issue of birth control. “Advocates for family planning had to make it clear that we were not talking about population control.  We were not talking about coercion.  The summit agenda was not about abortion.  It was about meeting the contraceptive needs of women and allowing them to choose for themselves whether and when to have children.” (p. 60)

“The Catholic Church’s powerful opposition to contraceptives has also affected the conversation on family planning.  Outside of governments, the church is the largest provider of education and medical services in the world, and this gives it great presence and impact in the lives of the poor.” (p. 69)

After the summit, Melinda was asked ‘ “Can you take actions which are in conflict with a teaching of the Church and still be part of the Church?” Melinda answers that question in her book: “That depends, I was told, on whether you are true to your conscience, and whether your conscience is informed by the Church.”  She adds, “In my case, the teachings of the Catholic Church helped form my conscience and led me into this work in the first place.  Faith in action to me means going to the margins of society, seeking out those who are isolated, and bringing them back in.  I was putting my faith into action when I went into the field and met the women who asked me about contraceptives.  So, yes, there is a Church teaching against contraceptives – but there is another Church teaching, which is love of neighbour.  When a woman who wants her children to thrive asks me for contraceptives, her plea puts these two Church teachings into conflict, and my conscience tells me to support the woman’s desire to keep her children alive. To me, that aligns with Christ’s teaching to love my neighbour.” (p. 73)

“I’m not going to let women and babies die because of a religious belief,” Gates said. “That makes no sense to me.”

  1. Does Gates’ conflict with her religion resonate with your own experience with religion or spirituality?

Speaking as a Canadian woman in my late 60’s (Anne J is writing this), through the years, I have noticed many changes to my rights and opportunities as well of those of my female ancestors.  Here are a few on the topic of a woman’s role in employment and family… My grandmother told me that she had to quit working once she married in the mid 1920’s.  A note of interest- she was not considered a “Person” in the Canadian constitution until October 1929.  My own mother had to quit her job when she became pregnant and started to “show” in the early 50’s.  My peers who had babies in the 70’s and 80’s had to go back to work 12 weeks after having their babies or lose their job.  When I had my children in the early 90’s I was allowed a 6-month maternity leave before it necessary to go back to work.  Today a new parent can take up to 18 months of parental leave (mother /father). They are eligible for EI and some employers offer salary top-ups to workers during their parental leaves.

  1. Reflect on the changes you’ve observed through your lifetime regarding the attitudes, social norms, laws or conventions that have affected women you have known. (could consider parental expectations, birth control access, education, employment, unpaid work, etc.)

Melinda reflects on the first time she was asked if she was a feminist… “I didn’t know what to say because I didn’t think of myself as a feminist.  I’m not sure I knew then what a feminist was.”… “Twenty-two years later, I am an ardent feminist.  To me, it’s very simple.  Being a feminist means believing that every woman should be able to use her voice and pursue her potential, and that women and men should all work together to take down the barriers and end the biases that still hold women back.”

  1. How has your own attitude toward the word “feminism or feminist” changed over time?

Wednesday, February 3, 2021

Emergent Strategy - Session #2

Emergent Strategy - Session #2 Question for Consideration: 


Can you remember a time in your life when you had a profound shift in thinking/perspective?   Was there any particular event that prompted the shift?  If you wish, jot down some points that stand out for you?  What was the impact going forward?  


Sunday, January 31, 2021

Welcome to West Hill's annual winter book study - via Zoom!

We have finalized our choice for our 2021 Winter Book study!
Emergent Strategy” by Adrienne Maree Brown

Inspired by Octavia Butler's explorations of our human relationship to change, Emergent Strategy is radical self-help, society-help, and planet-help designed to shape the futures we want to live. Change is constant. The world is in a continual state of flux. It is a stream of ever-mutating, emergent patterns. Rather than steel ourselves against such change, this book invites us to feel, map, assess, and learn from the swirling patterns around us in order to better understand and influence them as they happen. This is a resolute materialist “spirituality” based equally on science and science fiction, a visionary incantation to transform that which ultimately transforms us.
whubookstudy.blogspot.com
Grab your favourite beverage, settle into a cozy spot, and join us for a couple of hours of conversation, connection, challenge, and chuckles!

We will meet every other Thursday evening beginning Jan 21st from 7-9. If you haven't read the opening pages, not to worry, we'd still love for you to join us - the conversation is always richer having you alongside. All are welcome, so feel free to bring along a few friends!

Session dates and readings:

Jan 21 - p. 1-50, Feb 4 - p. 51-102, Feb 18 - p. 103-150, Mar 4 - p. 151-211 , Mar 18 - p. 213-275

Sunday, September 6, 2020

Week Seven: Chapter 12: Readings and Questions

 I cannot hide my anger to spare you guilt, nor hurt feelings, nor answering anger; for to do so insults and trivializes all our efforts. Guilt is not a response to anger; it is a response to one’s own actions or lack of action. If it leads to change then it can be useful, since it is then no longer guilt but the beginning of knowledge. Yet all too often, guilt is just another name for impotence, for defensiveness destructive of communication; it becomes a device to protect ignorance and the continuation of things the way they are, the ultimate protection for changelessness.

– Audre Lorde


When white people ask me what to do about racism and white fragility, the first thing I ask is, “What has enabled you to be a full, educated, professional adult and not know what to do about racism?” If we take the question seriously and map out all the ways we have come to not know what to do, we will have our guide before us.

– Robin DiAngelo


Reading Overview

This Week’s Reading

Chapter 12 (pages 139 – 154)


Reading Summary

Chapter 12

In conclusion, while the emotions, behaviors, claims, and underlying assumptions associated with white fragility are always in play, a transformed paradigm could develop different feelings and accelerate one’s lifelong journey of addressing unconscious racial bias. If feedback on racist patterns was met with gratitude, motivation, or humility, possible behaviors that would manifest could be reflection, engagement, and understanding. Going forward it is important to continue to seek out more information, demand that information on white fragility is taught in schools, and build authentic cross-racial relationships. Finally, interrupting racism takes courage and intentionality. We will never interrupt it if we remain comfortable.


Optional pre-reading question:

  • Reflect on this quote from the book: “When white people ask me what to do about racism and white fragility, the first thing I ask is, ‘What has enabled you to be a full, educated, professional adult and not know what to do about racism?’” (p. 144)





Discussion (~40 min)

  • Robin DiAngelo writes that it isn't enough for white people to be nice and that, in fact, racism depends on white people simply being nice. How does niceness alone uphold the racial status quo?

  • Very little if anything in society at large supports us to persist in the work of anti-racism. In fact, much pressures us not to continue the work. Because of this, we need to set up support for ourselves to continue. How will you set up support for yourself to stay on the journey? How will you resist complacency?

  • Completion questions:

    • What was life-affirming about being part of this group?

    • What was challenging?

    • What do you need to express to feel complete?


It is ok to spend time on one or two questions, don’t expect to make it through all of them, but please do spend 15 or 20 minutes on the completion questions so that everyone leaves feeling seen, heard, and with a sense of belonging.

Wednesday, August 26, 2020

Week Six: Chapters 10 & 11: Readings, Questions and Videos

 Stopping our racist patterns must be more important than working to convince others that we don’t have them.

– Robin DiAngelo


We need to reflect on when we cry and when we don’t, and why. In other words, what does it take to move us?

– Robin DiAngelo


This Week’s Reading

Chapter 10 (pages 123 – 129)

Chapter 11 (pages 131 – 138)


Reading Summary

Chapter 10

The author learned from decades of experience that there are unspoken rules for how to give white people feedback on racist assumptions and patterns. Most notably, the cardinal rule is to not give feedback at all. White fragility punishes the person giving feedback and demands silence. However, feedback is a key element in being able to address and dismantle racism. The guidelines that are typically acceptable insist on white people feeling comfortable and supporting the racial status quo. Focusing on the feedback, instead of the delivery or messenger, is key to building the stamina necessary for continued engagement.


Optional pre-reading question:

  • Reflect on this quote from the book: “I repeat: stopping our racist patterns must be more important than working to convince others that we don’t have them. We do have them, and people of color already know we have them; our efforts to prove otherwise are not convincing.” (p. 129)


Chapter 11

In this chapter, the author reviews the historical impact of white women’s tears on black people and white men. Heartfelt emotions are important; however, when and why we cry is also political. Emotions are shaped by our biases, beliefs, and cultural frameworks, and our emotions drive behaviors that impact other people. When a white woman cries over racism, regardless of her intentions, most of the attention will immediately go to her. For people of color, white tears demonstrate a white person’s racial insulation and privilege.


Optional pre-reading question:

  • Reflect on this quote from the book: “We need to reflect on when we cry and when we don’t, and why. In other words, what does it take to move us?” (p. 135)


Thursday, August 20, 2020

Week Five: Chapters 7, 8 & 9: Readings, Questions and Videos

 Whiteness accrues privilege and status; gets itself surrounded by protective pillows of resources and/or benefits of the doubt.

– Michelle Fine


Within their insulated environment of racial privilege, whites both expect racial comfort and become less tolerant of stress.

– Robin DiAngelo


In this country, “American” means white. Everybody else has to hyphenate.

– Toni Morrison


Reading Overview

This Week’s Reading

Chapter 7 (pages 99 – 106)

Chapter 8 (pages 107 – 113)

Chapter 9 (pages 115 – 122)


Reading Summary

Chapter 7

Building upon earlier chapters, this chapter continues to explore what happens when white people are triggered in conversations about race and racism. Most white people can experience racial comfort because they live in insulated environments of racial privilege. Racial stress is triggered when foundational ideologies such as color-blindness, meritocracy, and individualism are challenged, and often white people are unable to respond constructively. Instead, common responses or emotions include anger, withdrawal, emotional incapacitation, guilt, argumentation, and cognitive dissonance.


Optional pre-reading question:

  • How has the use of coded language, such as “urban,” “inner city,” and “disadvantaged,” kept you and your colleagues from having open and honest conversations about race and racism in education?

  • How does using these terms shift the responsibility for racial inequality from white people to people of color? What is masked by these terms?


Chapter 8

Although research indicates that ideas about race are constructed as early as preschool, white adults often deny that racially based privileges exist. When challenged, white people resort to the discourse of self-defense. In conversations about race, and although no physical violence occurs, white people will characterize themselves as victimized or attacked. Claiming to be unfairly treated, they blame others for their discomfort. In that regard, white fragility is not fragile at all and can be a form of bullying that allows white people to regain control and protect their position.


Optional pre-reading question:

  • Reflect on this quote from the book: “In my workshops, I often ask people of color, ‘How often have you given white people feedback on our unaware yet inevitable racism? How often has that gone well for you?’ Eye-rolling, head-shaking, and outright laughter follow, along with the consensus of rarely, if ever. I then ask, ‘What would it be like if you could simply give us feedback, have us graciously receive it, reflect, and work to change the behavior?’ Recently a man of color sighed and said, ‘It would be revolutionary.’” (p. 113)


Chapter 9

This chapter looks specifically at the common feelings and behaviors that occur when white fragility is in action. The author identifies common claims that are used to justify strong emotional reactions such as arguing, avoiding, denying, or crying. The claims are based on a series of assumptions that are common among the white collective when white fragility is in action. Each of these feelings, behaviors, claims, and assumptions is a function of white fragility. They block any entry point for reflection and engagement.


Optional pre-reading question:

  • Reflect on this quote from the book: “White people are receptive to my presentation as long as it remains abstract. The moment I name some racially problematic dynamic or action happening in the room in the moment…white fragility erupts.” (p. 117)




Group Discussion Questions: (~40 min)
  • Start by reflecting together on the group (consider each question one by one)

    • What’s going well?

    • What could be better?

    • What’s missing?

    • What have we learned from that we can stop doing?

  • Discuss how the “intention” someone holds when communicating can differ from the “impact” they have, in the context of race and racism.

  • Where does white fragility show up in your own experience of the world?

  • Why do you think many whites see that people of color get preferential treatment when studies show that people of color are discriminated against in education, employment, medicine, and criminal justice?

  • How would you like to respond when confronted with white fragility? What would prepare you to respond that way?

    It is ok to spend time on one or two questions, don’t expect to make it through all of them.

Saturday, August 15, 2020

Week Four: Chapters 5 & 6: Readings, Questions and Videos

 Racism is a systemic, societal, institutional, omnipresent, and epistemologically embedded phenomenon that pervades every vestige of our reality. For most whites, however, racism is like murder: the concept exists, but someone has to commit it in order for it to happen.

– Omowale Akintunde


The dominant paradigm of racism as discrete, individual, intentional, and malicious acts makes it unlikely that whites will acknowledge any of our actions as racism.

– Robin DiAngelo


In this country, “American” means white. Everybody else has to hyphenate.

– Toni Morrison

Reading Overview

This Week’s Reading

Chapter 5 (pages 71 – 87)

Chapter 6 (pages 89 – 98)


Reading Summary

Chapter 5

Following the civil rights movement era, many people believed that only intentionally malicious acts of extreme prejudice were classified as racist and that only bad people committed those acts. Thus, according to the author, the most effective adaptation of racism—the good/bad binary—became a cultural norm. The good/bad binary made it effectively impossible for the average white person to understand— much less interrupt—racism. The chapter ends by looking at some of the most popular claims within the good/bad binary and providing counter narratives to the claims.


Optional pre-reading question:

  • Reflect on this quote from the book: “If, as a white person, I conceptualize racism as a binary and I place myself on the not racist side, what further action is required of me? No action is required, because I am not a racist. Therefore, racism is not my problem; it doesn’t concern me and there is nothing further I need to do.” (p. 73)


Chapter 6

White supremacy impacts all people of color, however, black people represent the ultimate racial “other,” leading to a uniquely anti-black sentiment integral to white identity. In this chapter, the author explains that anti-blackness is rooted in misinformation, fables, perversions, projections, and lies about African Americans. As a result, white racial socialization causes many conflicting feelings toward black people, including benevolence, resentment, superiority, hatred, and, most fundamentally, deep guilt about past and current systematic transgressions against black people.


Optional pre-reading question:

  • Reflect on this quote from the book: “Creating a separate and inferior black race simultaneously created the ‘superior’ white race: one concept could not exist without the other. In this sense, whites need black people; blackness is essential to the creation of white identity.” (p. 91)


Supplemental Resources

Debunking The Most Common Myths White People Tell About Race


Implicit Association Test (Scroll to the bottom and click I wish to proceed, then click Race IAT on the following page. Feel free to Decline to Answer any of the survey questions before and after the test.)


Discussion Questions:

  • How does the understanding of racism as "a structure, not an event” impact your perspective?

  • Which of the color-blind or color-celebrate narratives connected to the good/bad binary have you used (p. 77), either in the past or in the present?
    For example:

    • I was taught to treat everyone the same

    • Focusing on race is what divides us

    • I have friends or family members who are people of color

    • We don’t like how white our neighborhood is, but we had to move here for the schools

    • I marched in the sixties

  • What is it like for you to hear someone acknowledge their own racism? What is it like for you to acknowledge it in yourself?

  • Where do you see the influence of anti-black messages in your own thinking?