The Downside of Diversity
Excerpt: For this program to work, it is essential that
students remain in the corners to which they have been assigned. Indeed, it is
not enough merely to recognize that the members of each group contribute some
distinctive dimension to their school’s diversity. To reassure those whose groups
have been the victims of social prejudice and discrimination, extra deference
must be given to their life experience. The members of more privileged groups
must be taught to “check their privilege,” and the identity of minority
students must be treated as a possession that no one else may “appropriate,” in
however well-meaning a way. The upshot is that students are lauded for the
beliefs and feelings they bring to their school on account of their separate
identities, rather than being reminded of what they all stand to gain by being
there—the inestimable privilege of joining in a rational inquiry that subjects
every one of their sentiments and beliefs to the same rigorous demand for
explanation and justification. (The idea of diversity is great, that we all
bring something important to the table, shouldn’t be harmed because of it, and
can value each other’s experience.But when you use your race to encourage
mediocrity, your religion as a defense to murder, injure, enslave, stifle free
discussion, and oppress others, and what you do with your genitalia is more
than a private matter, I’m lost. I look at AOC and wonder: here was an Intel
prize winner, essentially a Nobel prize in science for high school students, yet
she chose to be a waitress and then complain about the oppression in her
choice. Show me the excellence in what you are and what you believe, and quit
telling me I need to swallow the dirty part in the name of diversity.
Show me we can have a meaningful plan to right past wrongs. More
importantly, show me you have a better way of structuring a logical argument
than the old white male approach that has stood the test of over 2000 years.
Yelling, punching, whining, and crying don’t win me over. --GS
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