Connect the Dots 101

“In Virginia’s Culture Wars, One Battle Has Already Been Lost” (excerpt)

Youngkin…wants Virginians to know that a vote for McAuliffe is a vote for “critical race theory.” Not the legal discipline that deals with the distance between formal and actual equality, but the idea, spread by right-wing activists and their wealthy supporters, that public schools are teaching a racist ideology of guilt and anti-white sentiment. Youngkin’s singular message has been that he will keep this “critical race theory” out of Virginia’s schools.

What this means, if the rhetoric of Youngkin’s strongest supporters is any indication, is an assault on any discussion of race and racism in the state’s classrooms….

Try to imagine what this would look like.

Virginia is where African slavery first took root in Britain’s Atlantic empire. It is where, following that development, English settlers developed an ideology of racism to justify their decision to, as the historian Winthrop Jordan put it, “debase the Negro.” It is where, in the middle of the 18th century, a powerful class of planter-intellectuals developed a vision of liberty and freedom tied inextricably to their lives as slave owners, and it is where, a century later, their descendants would fight to build a slave empire in their name.

And all of this is before we get to Reconstruction and Jim Crow and massive resistance to school integration and the many other forces that have shaped Virginia into the present….

To take discussions of race and racism out of the classroom would, in practice, make it impossible to teach Virginia state history beyond dates, bullet points and the vaguest of generalities.

One of the closing advertisements from the Youngkin campaign features a woman who took umbrage over Toni Morrison’s “Beloved” after her son, a high-school senior, said that the book gave him nightmares when he read it as part of an A.P. English class. (I do not doubt that this is true, but I also think that if Black students have to encounter racism — and speaking from experience, they do — then white students should at least have to learn about it.)

Democracy requires empathy. We have to be able to see ourselves in one another to be able to see one another as political equals. I think history education is one important way to build that empathy. To understand the experiences of a person in a fundamentally different time and place is to practice the skills you need to see your fellow citizens as equal people even when their lives are profoundly different and distant from your own. This is why it’s vital that students learn as much as possible about the many varieties of people who have lived, and died, on this land.

This democratic empathy is, I believe, a powerful force. It can, for example, lead white children in isolated rural Virginia to march and demonstrate in memory of a poor Black man who died at the hands of police in urban Minnesota.

I do not know who will win the Virginia election. It looks, at this point, like a tossup. But I do know that, viewed in the light of empathy and its consequences, the panic against critical race theory looks like a rear-guard action in a battle already lost: a vain attempt to reverse the march of a force that has already done much to undermine hierarchy and the “proper” order of things.