Let us workshop this section (of a larger essay) that explores how the mainstream antiracist movement, which involves canceling the "problematic" voices even of geniuses, is toxic to black people
This section aims to be a satirical critique of "white supremacy" and how it could continue to exert its influence even from its "deathbed." The author argues that one way white supremacy might do this is by promoting a culture that celebrates and elevates mediocre or even subpar art, literature, and philosophy created by people of color over the works of white artists and thinkers that are truly great. The author sees this as a way of "obscuring" the heights to which humanity can aspire and keeping people of color from being drawn upward by exposure to excellence. The passage also criticizes the "cancel culture" mentality that seeks to exclude works of art and literature created by "dead white males" from university classrooms and libraries, even when these works are acknowledged as being excellent, because of their authors' race or culture. The author sees this as a pessimistic attitude that discourages people from striving for greatness in their own lives. The author is using satire to criticize the way in which some people use anti-racism as a way to silence voices that they disagree with or to push an agenda that they find appealing. The author is suggesting that this kind of thinking is counterproductive and ultimately harmful to everyone.
That all said, this section is too triggering to be assigned in classrooms even if it is accompanied by trigger warnings. There are several reasons why it violates safe space norms.
To begin, the passage makes several problematic assumptions and generalizations about the intelligence and cultural knowledge of black people, implying that they are less knowledgeable and culturally aware than whites. It is an insulting lie that blacks underperform in academic fields such as math and engineering and musicology.
Furthermore, the passage suggests that the promotion of "antiracist" literature in schools and universities is a sign of a declining standard of education. This assumption is problematic because it dismisses the importance of representation in education and ignores the fact that many marginalized communities have been excluded from the Western canon for centuries. By promoting literature that centers on the experiences and struggles of marginalized communities, schools and universities are creating a more inclusive and diverse educational environment.
The passage also dismisses the concerns of those who have been excluded from the Western canon due to their race, gender, sexuality, or other marginalized identities. It suggests that the exclusion of certain "dead white males" is a sign of a pessimistic attitude that discourages people from striving for excellence. However, this assumption ignores the fact that the exclusion of certain voices has been a deliberate and systematic form of oppression. By promoting the works of marginalized voices, schools and universities are challenging this oppression and creating a more equitable and just educational environment.
Finally, the passage dismisses the experiences and struggles of black people. It suggests that concerns about antiblack racism are overblown and that the experiences of black people are not important enough to be taken seriously. This dismissal of the experiences and struggles of black people perpetuates—as do the writings of Glenn Loury and John McWhorter (two “intellectuals” mentioned in the piece)—systemic racism and black-body oppression.
Safe Space Report!
This section aims to be a satirical critique of "white supremacy" and how it could continue to exert its influence even from its "deathbed." The author argues that one way white supremacy might do this is by promoting a culture that celebrates and elevates mediocre or even subpar art, literature, and philosophy created by people of color over the works of white artists and thinkers that are truly great. The author sees this as a way of "obscuring" the heights to which humanity can aspire and keeping people of color from being drawn upward by exposure to excellence. The passage also criticizes the "cancel culture" mentality that seeks to exclude works of art and literature created by "dead white males" from university classrooms and libraries, even when these works are acknowledged as being excellent, because of their authors' race or culture. The author sees this as a pessimistic attitude that discourages people from striving for greatness in their own lives. The author is using satire to criticize the way in which some people use anti-racism as a way to silence voices that they disagree with or to push an agenda that they find appealing. The author is suggesting that this kind of thinking is counterproductive and ultimately harmful to everyone.
That all said, this section is too triggering to be assigned in classrooms even if it is accompanied by trigger warnings. There are several reasons why it violates safe space norms.
To begin, the passage makes several problematic assumptions and generalizations about the intelligence and cultural knowledge of black people, implying that they are less knowledgeable and culturally aware than whites. It is an insulting lie that blacks underperform in academic fields such as math and engineering and musicology.
Furthermore, the passage suggests that the promotion of "antiracist" literature in schools and universities is a sign of a declining standard of education. This assumption is problematic because it dismisses the importance of representation in education and ignores the fact that many marginalized communities have been excluded from the Western canon for centuries. By promoting literature that centers on the experiences and struggles of marginalized communities, schools and universities are creating a more inclusive and diverse educational environment.
The passage also dismisses the concerns of those who have been excluded from the Western canon due to their race, gender, sexuality, or other marginalized identities. It suggests that the exclusion of certain "dead white males" is a sign of a pessimistic attitude that discourages people from striving for excellence. However, this assumption ignores the fact that the exclusion of certain voices has been a deliberate and systematic form of oppression. By promoting the works of marginalized voices, schools and universities are challenging this oppression and creating a more equitable and just educational environment.
Finally, the passage dismisses the experiences and struggles of black people. It suggests that concerns about antiblack racism are overblown and that the experiences of black people are not important enough to be taken seriously. This dismissal of the experiences and struggles of black people perpetuates—as do the writings of Glenn Loury and John McWhorter (two “intellectuals” mentioned in the piece)—systemic racism and black-body oppression.