Like a lot of other “Race Scholarship”, there is always an explanation of why somebody doesn’t agree with their ideas. (Willful ignorance, internalized oppression, false consciousness, privilege-preserving epistemic pushback, white fragility, didn’t engage...
with the text, etc.). All the explanations involve mind-reading a person’s true intentions.
The notion that a person can 1) read the material; 2) understand the material; and 3) disagree with the material is outside their reach.
True scholarship doesn’t play games like this.
That’s sad. Because the scholars miss out on genuine discussions about their scholarship, on constructive criticism. Why? Because any legitimate criticism is can be summarily dismissed by the Kafka-trap explanation.
The result is gibberish scholarship, which we see here.
An example: White Fragility. It is a legitimate concept. White people can become fragile surrounding discussions about race.
But white people also have legitimate questions. There are limitations to the concept of white fragility and these limitations must be explored....
1) Is class more important than race? Did the racism of the past create an underclass, and crawling out of an underclass is difficult for all races. (More difficult for blacks because of race, but how much more difficult? How much is class-based and how much race based?)...
Can we discuss class? 2) If all accusations of racism must be accepted, then will this power (given to blacks) be abused? If there is no possibility for misunderstanding? Whites must accept any and all explanations of racism? 3) Where is this evidence of an all-encompassing....
system of whiteness, white superiority and oppression? Different outcomes aren’t enough to demonstrate this system. Otherwise, we live in an Asian-supremacist system. 4) Does culture matter? 5) Do fathers matter?....
These are legit questions. But when you dismiss them in your “conversation” (which isn’t a conversation, it’s a lecture) as “fragility”, the conversation stalls. And it’s a dishonest tactic....
The scholar never explored the limitations of her idea. And now people are pushing back, asking sincere, legitimate, scientifically-sound questions. And she has no answer for them – other than “you’re fragile”.
What a loss.
//end
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Doing my homework. This morning’s reading. . . . .
She has something to say, starts off with legit concepts: we all have a racial frame, race influences how we think, we should be open to other racial groups sharing their experiences, there is a dominant culture which has historically been created by white protestants, etc.....
But then she takes it to religious levels. Class privilege = race privilege, dominant culture = “Whiteness”, all POC perspectives are valid, all white perspectives are invalid, Antiblackness foundational to white people’s identity, white people feel glee when black people...
There's something going on here. I don’t think it’s careful, scientific, unbiased scholarship. And I don't think it's a thoughtful self-reflection of one’s own prejudices.
We all have prejudices. Some are inaccurate. Some are accurate when examining the group as a whole. (And unfair when we apply them to individuals.)_Analyzing ones prejudices is a thoughtful, self-reflective thing that will make for a better person and for a better society.
But once you have done that, what to do then?
1. Quietly work to change those prejudices in yourself. And then, thoughtfully encourage others to examine their prejudices.
2. Project your prejudices onto all of society. And in an extreme fashion. (Antiblackness is....
There's something going on here. And I don’t think it’s careful, scientific, unbiased scholarship.
Which would be fine if it was her own personal issues – as all of us have them. But now these personal issues are being thrust upon children when educating them about "white supremacy" and “white fragility”.
That’s not to say Robin DiAngelo isn’t on to something. Being white has meaning. She had her out-of-body experience after reading Peggy McIntosh’s essay on “Unpacking the Invisible Knapsack”. It’s what DiAngelo did with this information afterword.
1. Doesn’t debate his ideas. 2. Doesn’t answer challenging questions. 3. Declines invitations from other Black scholars to discuss his ideas in a one-on-one setting as equals (where his ideas might be challenged). 4. Tells university graduates how to be an intellectual. . . .
5. Tells children “talking about race is one of the most important skills you can learn.” [Stamped for Kids, page 3] 6. Lectures about race, does not discuss race. 7. Blocks people on Twitter who challenge his ideas. 8. Tells university graduates how to be an intellectual. . . .
9. Accuses people on Twitter who disagree with him of wanting the “freedom to be racist and to enslave” people, and they need to “just admit the obvious”. 10. Tells university graduates how to be an intellectual. . . .
There was a dicussion recently between @JohnHMcWhorter and @DrIbram about this subject. Black kids are underperforming white kids (and much underperforming Asian kids). For Kendi, to state this fact is to believe "there's something wrong with Black kids".....
Kendi adopts manipulative, moralized language to bully people into agreement. If you think we need to help Black kids do better, you think there's "something wrong with" Black kids. And that leads him to his gibberish conclusion.....
The problem is not Black kids, it's the tests. The tests are racist. He also talks about this is his book, "How to be an AntiRacist".
No, there is nothing "wrong with" Black kids. (That's Kendi's weasel words to bully you), other than they are not doing as well as other kids.