Viewing Pleasantville in Trumplandia

Twenty years ago, we could marvel at Pleasantville for its technology, the allegorical take on racism and censorship, and the acting brilliance of lesser-known (then) Reese Witherspoon, Tobey Maguire, Joan Allen, and William H. Macy.

Viewing the film in 2018 includes a somber recognition of a young Paul Walker and Jane Kaczmarek before Malcolm in the Middle. But it may be the character of Whitey (David Tom) and watching the overt racism, near-sexual assault of Betty Parky (Allen), and rioting scenes that take on more than a critical reconsideration of mid-twentieth century America and force us to re-see in this film in contemporary Trumplandia:

Whitey, not so subtly, utters “colored girlfriend”— about Margaret (Marley Shelton)—with sneering disgust and leads a group of young men taunting Betty, until Bud (Maguire) steps in and asserts his full humanity (something that appears to be at the root of what characters turn from black-and-white to color) by knocking Whitey, bloodied, to the ground:

Image result for pleasantville whitey

In the wake of Trump being elected president, viewing this film—and rewatching Breaking Bad, for example—exposes how whiteness works often to center itself regardless of the context.

Walter White, in Breaking Bad, is a white man who is doing well—a teaching career with a stable family and home—but feels wronged by fate (others more successful in the career he leaves behind) and nature (diagnosed with cancer). This entire series centers White (whiteness) and his not-so-subtle libertarian ideologies in the same way the mainstream media now center so-called white rural Americans (the narrative goes) paralyzed by economic fear.

While Break Bad is far more problematic in its depiction of fragile masculinity and racism, Pleasantville in the context of Trumplandia comes off now just a bit lazy.

The allegory of race remains itself powerful, but fragile masculinity is allowed to play as a joke, the white men who resist change in the TV sit-com are buffoons—a stark contrast to the genuine pain demonstrated in the more compelling existential angst in the outlier white man, Bill Johnson (Jeff Daniels), and powerfully in Betty:

The near sexual assault of Betty and the riot scene must be reconsidered as very damning messages about white and male fragility—dramatic harbingers of the #MeToo movement and the right-wing violence in Charlottesville, VA, in August 2017.

Yes, Pleasantville works as something of an allegorical take on social change and the scar of racism in the U.S. But it also unwittingly embodies some of the consequences the U.S. now suffers from failing ever to confront directly that calls for tradition tend to be grounded in maintaining the worst sorts of bigotry—racism and sexism.

And while I think Whitey remains an increasingly significant character as we rewatch Pleasantville now, I also want to focus on the Mayor, Big Bob (J.T. Walsh)—a couple speeches specifically.

As a political leader, Big Bob’s rhetoric demonstrates the use of language as a veneer, as Big Bob argues: “Up until now everything around here has been, well, pleasant. Recently certain things have become unpleasant. Now, it seems to me that the first thing we have to do is to separate out the things that are pleasant from the things that are unpleasant.”

The “pleasant/unpleasant” dichotomy is quite sordid underneath the term. “Pleasant” is women knowing their place, and a community with no “coloreds.”

And as I noted above, many of the scenes depicting white male fragility are played for laughs, hyperbolic concerns about dinner not being on the table or clothes ruined while ironing:

Yet, Big Bob’s discourse even against the cartoonish solidarity of these men watching their world’s change is illuminating:

My friends, this isn’t about George’s dinner. It’s not about Roy’s shirt. It’s a question of values. It’s a question of whether we want to hold on to those values that made this place great. So, a time has come to make a decision. Are we in this thing alone or are we in it together?

While some criticized Alice Walker for an uncharacteristically happy ending in her The Color Purple, we should not be surprised Pleasantville as a fantasy and comedy allows all these heavy issues to resolve with a bit of light-heart “aw-shucks” in a final park bench scene where Betty moves from George to Bill (note that the film remains mired in the importance of women in conjunction with some man):

The narrative, in hindsight, of Pleasantville is incomplete, but we are disturbingly equipped now to decode it. Part of that decoding must be that the narrative the mainstream media is feeding us isn’t incomplete; it is dishonest and lazy.

The white male fragility that created Trump and now is actively emboldened by Trump is not the buffoonery of the film. It is deadly serious and it must not be ignored, or simply explained away.


See Also

To Kill a Mockingbird, White Saviors, and the Paradox of Obama and Race

Jeff Daniels and Tobey Maguire in Pleasantville (1998)

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Free Speech and Diversity of Thought?

Andy Smarick has joined a growing sub-genre of Trojan Horse commentary across mainstream media with his Why Schools Must Safeguard Free Speech at Education Week.

Certainly, a plea for free speech and diversity of thought in education is something everyone can stand behind regardless of ideologies or partisan politics?

And that’s the Trojan Horse here because the veneer of calling for diversity of thought as a free speech concern thinly masks that this sub-genre of commentary is primarily a blitzkrieg by conservative pundits to further erode the public’s trust in education, especially higher education, and to dismantle what is left of evidence-based discourse.

I entered the classroom as a teacher in the fall of 1984, standing in the same classroom where I had taken sophomore and junior English taught by the person who would become my professional mentor, Lynn Harrill.

Growing up in this rural South Carolina town in the 1960s and 1970s, I was duly indoctrinated into a conservative ideology that emphasized tradition and a strict compliance to authority. Looking back, I can recognize that “tradition” was also a veneer for the less delicate realities that my hometown was deeply racist and sexist, as was my home.

Entering college, I was a recent convert to the reverse racism mantra that was growing just as Ronald Reagan was elected president after the relentless shaming of Jimmy Carter that allowed a country to seemingly forget the deep pit that was the Richard Nixon lesson then ignored.

By my junior and senior years of college, majoring in secondary English education, I had shaken off the embarrassing ignorances of my adolescence, mostly saved, I think, by my English professors, notably Nancy Moore, who introduced me to the works of Langston Hughes, Alice Walker, Toni Morrison, and a list far too long including voices unlike the conservative bigotry of my upbringing.

I returned to my hometown to teach as a changed young man, not fully formed yet, but deeply changed. Often I had to check myself against Alice Walker’s warning against missionary zeal in her powerful The Color Purple, but I did have a mission.

With freedom of speech and diversity of thought in mind, I invite you to consider two moments from my high school English teaching career, both involved white male students and their parents—young men who in many ways reflected the person I was not so many years before I stood there as their teacher.

Early in my career, during the mid-1980s, one student submitted his argumentative essay on interracial marriage. He launched into a vigorous rejecting of marriage between blacks and whites (a recurring problem in my hometown throughout my youth and while I was a teacher there).

In those early years, I was developing my use of minimum standards for student work—as an alternative to grading—and this assignment allowed students to write on any topic they chose, but they were required to support their arguments with credible evidence.

This student’s essay was very brief, and he included not one sliver of support for any claim in the essay. I refused to accept the essay, prompting the student to resubmit with the required evidence.

The next submission, the student had essentially copied the earlier essay and added a perfunctory “it’s in the Bible” as his evidence. I rejected the essay again while explaining to him that if in fact he had evidence in the Bible to support his argument, he was required to quote and cite that evidence.

One aspect of my minimum requirement approach included that all work had to be submitted to pass the grading quarter; thus, this student knew that if the essay was not accepted, he would fail.

This stalemate resulted in a parent-teacher conference that included me, the student, the student’s father, and my principal (who had been my principal when I was a student). The father was a measured but red-faced man barely able to withhold his anger at me.

The principal had me explain the situation, which I did, and then the man interrupted, his anger slipping out some; he explained that he and his son had met with their preacher, who assured them the Bible did in fact reject interracial marriage. Although the three of them scoured the Bible for hours, he explained, they were never able to find the proof.

My principal brought the meeting to an end with “Well, I believe your son needs to find another topic.”

Several years later, probably around 1990, my American literature classes were starting a unit I taught most if not all of my high school teaching career, anchored in Martin Luther King Jr.’s “Letter from Birmingham City Jail.” As I was handing out the essay copies, one male student backhanded the photocopy I placed on his desk onto the floor with an abrupt, “I ain’t reading that [racial slur].”

I picked up the essay, placed it on his desk with my hand firmly on the papers, and calmly explained to him he would never utter a comment like that again in my class and he would in fact read MLK. The class included black and white students, but these students also, as some shared with me, had been handed KKK propaganda smearing MLK in their churches.

A few brought me the crude pamphlets that represented about three decades ago that fake news is not a recent invention.

By holding the student to the same standard I held all students concerning the use of evidence in argumentation, by silencing a student who believed he was justified to reduce MLK to a racial slur and to refuse the curriculum I had provided—were these classrooms hostile to free speech, classrooms shutting the door on diversity of thought?

So let me return to Smarick’s disingenuous and frankly lazy argument. So many of these think pieces have sprung up lately, they suffer from circular reasoning because they tend to cite each other—Smarick leaps onto the easily discredited long-read on this same topic, The Coddling of the American Mind.

This commentary is a bit more ambitious than my student’s baseless and racist screed against interracial marriage, but it fails the credibility test in its use of evidence. Even more damning, these calls for free speech and diversity of thought seem to entirely misunderstand the concepts they claim to support.

These commentaries expose that conservatives think “free speech” and “diversity of thought” guarantee that people who have no evidence for their “opinions” should be afforded equal space to those with grounded and evidence-based positions. Their cries for both are cover for racist/sexist language without consequences.

Certainly as an educator, I strongly support academic freedom, but the classroom and scholarship are specifically seeking ways to navigate “thought” with discernment. To teach means to guide students toward credible and ethical thought, not to a lazy marketplace of ideas in which all speech carries the same intellectual weight.

Some ideas are simply not in debate. Typically in formal education, for example, the Holocaust is not taught as a debate that has equal sides between Holocaust scholars and Holocaust deniers. Some students are never exposed to those denials.

Some ideas remain in debate, but for education, even ideas in debate require credibility among all the positions expressed.

Conservative hand wringing about a lack of diversity of thought in classrooms are simply partisan pandering to ideologies bereft of ethical or empirical evidence—sexism, racism, homophobia, nationalism, and more.

Finally, another way to understand these commentaries are insincere is to note conservative pundits will not, however, have an honest and open discussion about the reality that free speech and diversity of thought are not about license, not freedom from accountability. They rarely discuss that some ideas have no place in discourse, that “let’s agree to disagree” is simply a way to maintain a status quo of inequity.

Some thought need not be aired, but it does need to be confronted and eradicated. When have you read those pleas from the right?

Conservatives cannot afford to support classrooms and academic settings that are about evidence-based, grounded discourse, but are not spaces for people just to say whatever they think, believe, or want.

Like my hometown, conservative ideology in the U.S. remains inextricably tied to ideologies the pundits dare not utter, bigotry of many kinds usually masked as “tradition” or “nationalism.”

Vapid arguments that education is some sort of liberal indoctrination are, ironically, jumbled efforts to indoctrinate, desperate efforts to maintain power by erasing the power of careful and evidence-based thinking, the very thing teaching and education must remain grounded in if we genuinely believe in freedom of thought.

Dark Histories Cast Shadows over Diversity Initiatives in Higher Education

Sitting 30 miles apart, two upstate South Carolina universities seem to have mostly proximity in common. Furman University is a small, selective, and private liberal arts college while nearby public, land-grant Clemson University is the second largest research university in the state, touting a high-profile football program.

Yet, these universities represent higher education’s struggles with dark histories and a stubborn gap between faculty and student demographics compared to the communities and states they serve.

Private colleges with restrictive admission guidelines and higher costs have long struggled with diversity, but “[a] growing number of public universities are becoming less affordable and accessible for low-income students and people of color,” reports Ashley A. Smith for Inside Higher Ed.

In one ranking from 2016, Clemson (HHI 0.707) sat 98 among the top 100 universities, even less diverse than Furman (HHI 0.662), ranking 85 among the top 100 liberal arts colleges*. Both schools serve, notably, South Carolina with a black population of 26% (national rate 12%).

While many universities have begun reckoning with their histories as well as committing to diversity initiatives, diversity goals for faculty and student populations mirroring the general public remain elusive.

Reckoning with, Not Erasing, the Past

One permanent shadow appears to be Tillman Hall on the campus of Clemson University, the source of a contentious 2015 debate among students, faculty, administration, and the community.

Tillman Hall is named for former SC governor and senator Benjamin Tillman, who also founded Winthrop University (Rock Hill, SC). Will Moredock explains, “Modern historians generally regard Tillman as a fire-breathing racist, opportunist, and demagogue who played on the worst of human nature to promote himself to the highest levels of state government.”

The lack of action by administration concerning Tillman Hall spurred a student organization formed about a year earlier, See the Stripes, to continue urging Clemson toward greater diversity and inclusion:

The central idea of See The Stripes is an acknowledgement that The Tiger has stripes, which are an integral part of its existence and survival. While The Tiger could be seen as “Solid Orange” a solid orange tiger could not survive without its stripes. Similarly, Clemson University’s history has its dark parts that should be acknowledged—particularly the histories of laborers who contributed significantly to its development: slaves, sharecroppers and convict laborers.

The Tillman Hall stalemate represents one powerful hurdle for diversity goals at a university when the past remains an unaddressed stain on the present.

Furman’s reckoning has come in the form of a Task Force on Slavery and Justice, prompted by a new provost, and a diversity and inclusion committee charged by the university president.

The Task Force report, Seeking Abraham, confronts slavery and  racism in the founding of the university, but also details a roadmap of actions for moving forward as an essential part of creating a university community that is more inclusive.

Good Intentions, Rhetoric Not Enough

None the less, Furman student Juhee Bhatt blogged that good intentions of diversity initiatives are not enough:

Inclusiveness is much more than portraying students of color in news articles or acknowledging Furman’s role in slavery. Inclusiveness is an unfolding process of action that affirms the humanity of each minority on campus, it is not only displaying a headshot…or working to strengthen diversity statistics. Inclusivity is not a one-step process, rather it demands individuality and intentionality.

Across the U.S., college and universities employ faculty that are disproportionately white and male (especially at the higher ranks) and serve students channeled through narrowing admission processes and limited by increasing costs.

Further, diversity initiatives are often dulled by external forces, such as undermatching, and suffer from student and faculty skepticism about programs that seem to be more rhetoric than action, as Bhatt expresses.

Another challenge for diversity and inclusion programs is implementation, too often targeting diverse populations instead of acknowledging that diversity and inclusion awareness must be for all stakeholders—especially majority populations.

“Inclusivity Is Not a One-step Process”

A 2016 U.S. Department of Education report outlines the complex ways that colleges and universities can better attain diversity goals. These steps include more than diversity and inclusion programs, but include the following:

  • Creating mission statements to provide a context and foundation for action and policy.
  • Recognizing diversity must pervade the entire campus—faculty, administration, staff, and students—in ways reflecting the rhetoric of those mission statements.
  • Prioritizing diversity through admissions and hiring practices.
  • Providing diverse populations with on-campus support.
  • Establishing and maintaining inclusive climates as a precursor to increasing quantifiable diversity throughout the institution.
  • Resisting silver bullets, and dedicating funds and policy to a “multi-pronged commitment to diversity,” as the USDOE report concludes.

The U.S. must have colleges and universities where faculty, staff, and students represent the entire spectrum of diversity within the communities they serve, but commitments to diversity and inclusion must be more than banners, rhetoric, and public relations if those goals are to be met.


* The ranking index used (HHI): “A student body that is entirely White would have an HHI of 1. A student body that is equally made up of people from five different racial groups would have an HHI of 0.2.”

Halloween Reader: Everything You Know Is Wrong

Scientific Racism And Black Sexual Pathology

Ending the practice of pathologizing Black sexuality will not be easy because the assumptions that enable it to flourish are part of the fabric of American culture. As noted, some researchers have recognized the problems associated with pathologizing Black sexuality and are advocating different approaches, perhaps illustrating that tenaciously adhering to the old tradition can prevent true resolution.

Johnson: Women’s voices are judged more harshly than men’s

There is no escaping the fact that some voices sound more pleasing than others. And there is no quick way around society’s belief that deep voices convey authority; men have been more powerful than women for all of known history. It may be good practical advice to tell women who want to get into the voice-over industry—or indeed others that have been historically dominated by men—to use firm and deep voices if they want to impress. They might also take care to avoid the distraction of vocal fry, while simultaneously ensuring that they don’t sound too mannish. Women, in other words, are required to walk a thin line when they speak in public, a no-room-for-error performance never expected of men.

The myth of meritocracy: who really gets what they deserve?

Inspired by the meritocratic ideal, many people these days are committed to a view of how the hierarchies of money and status in our world should be organised. We think that jobs should go not to people who have connections or pedigree, but to those best qualified for them, regardless of their background. Occasionally, we will allow for exceptions – for positive discrimination, say, to help undo the effects of previous discrimination. But such exceptions are provisional: when the bigotries of sex, race, class and caste are gone, the exceptions will cease to be warranted. We have rejected the old class society. In moving toward the meritocratic ideal, we have imagined that we have retired the old encrustations of inherited hierarchies. As Young knew, that is not the real story.

Invisible in Plain Sight: On Refusal

I am invisible, understand, simply because people refuse to see me.

Ralph Ellison, Invisible Man

A few days into my first-year writing seminars, I have begun to guide students toward reading like writers, navigating texts for the what and how of written expression.

As a way to interrogate their misconceptions about the essay (grounded mostly in inauthentic templates), we walk very carefully through the first six paragraphs of James Baldwin’s A Report from Occupied Territory, published 11 July 1966 in The Nation.

The essay exposes students to the historical realities of racial and racist police brutality—which we connect to Colin Kaepernick and NFL protests—as well as Baldwin’s powerful craft as a writer of non-fiction and a more rich and subtle awareness of the essay. This report helps, for example, students re-imagine how effective writer’s create essay openings—not functional single-paragraph introductions with unimaginative thesis sentences.

Each time I explore this essay with first-year students, however, I am reminded of how some of the best elements of the work—Baldwin’s use of “occupied territory” and “a foreign jungle but in the domestic one”—remain mostly invisible to those students.

Baldwin is referencing war, the Vietnam War that was pervasive at the time of the essay, in order to create a critical portrayal of the police as militaristic. Many students are inhibited from recognizing this analogy.

They have a sanitized view of war (contemporary war as drone attacks has been rendered invisible). I grew up in the 1960s watching the Vietnam War on the nightly news.

They are also blinded by their assumptions about authority figures, such as the police.

While not all of my students view the police positively (perspectives among races and social class vary among my students as we explore the NFL protests, for example), they have recently left K-12 education where the norm is that all authority must be respected, where the adults in authority appear mostly uniform in that deference to all authority.

Dominant ideologies, then, have the power to create invisibility in plain sight. Once anything becomes normal, many simply refuse to see what is right their before their eyes.

Consider the dilemma by a woman scholar, Nikki Usher, prompted to cite a scholar she had actively worked to avoid because of his sexism:

And for those men whose academic sexism hasn’t risen to the level of actionable correction, and very likely won’t — while they continue ignoring female scholars and belittling their work on a daily basis — their reputation overall will remain clean. A serial sexist is unlikely to cite the work of female scholars, but if he is a predominant voice in your field or subfield, there is no way for you to avoid having to continue to build his academic reputation through citations, even if you would like to avoid doing so.

In my first-round submission, instead of mentioning this male professor’s work, I found and cited a half-dozen other scholars who made the points I needed for my theoretical scaffolding, although not in the same foundational articles. But of course the journal reviewers went looking in my manuscript for a citation of the serial sexist’s name and work.

This is a bind that we have yet to account for — how the process of building on academic work itself burnishes the reputations of people whose scholarship is good and sometimes even foundational, but whose characters are awful. In the case of a sexist jerk, you are often left without recourse: Cite him, or look like you don’t know what you’re talking about to reviewers and readers.

Sexist men scholars not citing women often works invisibly and makes women scholars invisible, when the field refuses to see that, of course.

Scholars taking the faux pose of objectivity (citing the seminal work of men scholars, and claiming not to be endorsing the scholar as a person or his behavior) create another level of invisibility—both of which work to perpetuate disciplinary status simultaneously along with refusing to hold abusive scholars accountable.

Those who refuse to see white and male privilege are complicit in maintaining both as invisible in plain sight.

One problem with invisibility as refusal, however, can be seen in my students reading Baldwin and Usher struggling to manage her own scholarship and status.

That problem is grounded in how the marginalized are often positioned with the responsibility to bring that which has been rendered invisible into the light while also being poised to suffer the greatest consequences for that unmasking.

The student stepping back from idealized views of the police in order to acknowledge Baldwin’s criticism is taking a risk in a context that is mostly authoritarian.

A woman scholar taking ethical stances against the powerful current of her field is assuming risk in a context that maintains a false veneer of objectivity and high rigor.

To focus on Usher’s dilemma, this is a nuanced aspect of the #MeToo movement that itself has been rendered invisible, micro-aggressions of scholarship dominated and controlled by men. There is a pretense here that scholarship is somehow distinct from the personal, the person.

I imagine for those outside of academia, sexist men scholars systematically ignoring women scholars (not citing) seems a pale thing when compared to Harvey Weinstein and Louis CK.

For women, however, the cumulative and ultimate consequences of all types and degrees of sexism and gender-based aggression are similarly erasing, paradoxically creating women as invisible in plain sight.

I think about Margaret Atwood recalling that when she attended an all-male graduate course at Harvard, the professor sent her for coffee—Atwood the woman as scholar was rendered invisible behind her perceived status as servant to men.

Ultimately, those left invisible in plain sight remain trapped by the system that perpetuates itself, as Usher exposes.

Ralph Ellison’s Invisible Man recognizes his invisibility and in the novel’s end has embraced it, reclaimed it, hibernating himself as a sort of resignation.

This too is a paradox, the incredible weight of invisibility, the burden of being erased through refusal.

If we are to experience a revolution of recognition, the leverage of those with privilege is essential, to pry away the cloaking in order to see what has been right their in front of our eyes all along.

“That’s How I Got My Name”: Expanding the First Day of Class with Baldwin

Last academic year, I wrote about considering our students’ names more intentionally in terms of diversity and inclusion through activities around the following texts:

Today as I began an introductory course in education foundations and two first year writing seminars, I confronted students about how these texts address names and gender, familial connections in names, power dynamics, race and culture, and the connection between a name and understanding Self.

Instead of the usual cycling around the room for introductions, I asked which students disliked their names (see “My Name”), calling on them to share their names and why. From there I asked who liked their names, using the same process, and then prompted those with clipped names or nicknames, and those who went by middle names.

Many of the students during this discussion of the text did, in fact, introduce themselves, and we also shared stories of our names.

I explained that when I was in second grade Mrs. Townsend told me I was named for my father. However, I was Paul Lee Thomas, II, and named after my paternal grandfather (my father was Paul Keith Thomas, and went by Keith).

Since I grew up in a small town where everyone knew each other, my teacher identified my grandfather as Tommy; I suspect almost no one in the town were aware of his full given name.

I correct Mrs. Townsend, politely offering, “No, ma’am, I am named for my grandfather.”

This was the late 1960s in small town America so I was immediately sent into the hall as punishment for arguing with a teacher.

I was terrified, mostly about what punishment awaited me when I returned home. My father’s standard rule was my sister and I would receive double the punishment for any trouble we caused at school.

I imagine my parents either called Mrs. Townsend or my mother spoke with her. None the less, the next day, Mrs. Townsend took me in the hall to apologize.

To this day, I recall all this, more than 50 years ago, and I still resent that she refused to apologize in front of the class.

My story fits well against Hughes’s “Theme for English B,” which explores identity—student/black, instructor/white—and the imbalances of power connected with identity.

That power imbalance in schools and schooling is particularly important to name and address the first day of class, when our teaching is grounded in critical awareness.

With the first year writing seminars, I also added this year a talk by James Baldwin, “Baldwin’s Nigger”:

We watched the first 7 minutes or so, including when Baldwin uses the phrase “Baldwin’s nigger” to explain “That’s how I got my name.”

First, I shared this clip to explain to students my own complicated relationship with the racial slur—refusing to say the word aloud except when I am reading passages that include it, confessing I was raised in a racist home and community where the slur was all too common in the mouths of whites.

From there, I introduced my students to discomfort in a formal learning setting. They should expect to be intellectually uncomfortable from time to time, but none of them, I stressed, should be emotionally or physically uncomfortable.

Further, I guaranteed that they could come to me in private and their discomfort would be honored and addressed. For first year students, these are likely new concepts, I realize.

Baldwin’s talk also addresses the weight of names and ownership (similar to Kingsolver’s “Naming Myself”) so we explored the impact of names on gender and racial stereotypes as well as how names and titles can create or perpetuate imbalances of power.

I included a brief discussion of Malcolm X (renaming himself in defiance of enslavers’ names) as well as the “ordinary thing” of women giving up their maiden names and the implication of ownership in “Mrs.”

Including Baldwin’s talk, I think, has made this opening activity much richer, breathing even greater vivacity into starting a journey with students—notably since I also challenged them to seek ways to be humans and not students in our class.

We ended class by brainstorming about student behaviors that are not common outside of school—having to ask to go to the bathroom, raising a hand to speak.

While I was excited last academic year about my name activity and having a much deeper and more nuanced understanding of diversity and inclusion, this expanded version, adding Baldwin, has greatly enhanced the experiment—one I think I must always see as in progress.

“I was formed in a certain crucible,” Baldwin explains. For my students, today began a “certain crucible” for each of them, one they will eventually name and one that will, I hope, deepen their own understanding of the names and identities they choose and cast upon them.

A few months from now, we will all be something different, something new, and maybe even something better.

Reader: False Equivalency, Offensive Language, Racism

False equivalency “simultaneously condemns and excuses both sides in a dispute by claiming that both sides are (equally) guilty of inappropriate behavior or bad reasoning. While the argument appears to be treating both sides equally, it is generally used to condemn an opponent or to excuse ones own position.”

After Roseanne Barr’s sit-com was canceled due to her racist Tweet, some have tried to equate Barr’s racism with, for example, Samantha Bee’s use of “cunt.” A similar dynamic occurred after Michelle Wolf’s routine at the White House correspondent’s dinner.

Another example of false equivalency has been to suggest Barr’s racism and the actions of ABC are about free speech and equivalent to the NFL banning players from protesting racism. These events are not about free speech, but being racist and protesting racism are simply not the same.

All of this can be couched in the false equivalency of most debates and discussions about race and racism that are punctuated by whites who derail the topic with “reverse racism” and “blacks are racists too.”

Here, I list resources for understanding better these debates in order to refute false equivalency:

The Reappropriation of Stigmatizing Labels: Implications for Social Identity, Adam D. Galinsky, Kurt Hugenberg, Carla Groom and Galen Bodenhausen

The semantics of slurs: A refutation of pure expressivism, Adam M. Croom

Appropriating a Slur: Semantic Looping in the African-American Usage of Nigga, Andrew T. Jacobs

‘Cunt’ Should Not Be a Bad Word, Katie J.M. Baker

Laurie Penny: In defence of the “C” word

Reclaiming “Cunt,” “Bitch,” “Slut,” and more

The feminist mistake, Zoe Williams

The Secret History Of The Word ‘Cracker’

Understanding Racism as Systemic and about Power

11-Step Guide to Understanding Race, Racism, and White Privilege

Black people cannot be racist, and here’s why

Response to “Black people cannot be racist, and here’s why”

Reverse Racism, Explained

Why It’s So Hard to Talk to White People About Racism

8 Things White People Really Need to Understand About Race

Complicating “White Privilege”: Race, Poverty, and the Nature of the Knapsack, Paul Gorski

White Privilege and Anti-Racism, Paul Gorski

Language of Closet Racism, Paul Gorski