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By John McWhorter
Opinion Writer
My 12-year-old daughter practically had to drag me into the musical “Six,” currently raging on Broadway, in which Henry VIII’s six wives all have their say about what happened to them. I wanted to see “Kimberly Akimbo.” I’m afraid I have lost touch with modern pop, and from a distance the whole “Six” premise sounded kind of unpromising to me (a singing Anne of Cleves?).
But after 15 minutes I was already itching to give it a standing ovation. Each wife comes out, in her way, as a proud, self-directed figure. For one, I love that my daughters will get this slice of history from the point of view (even if stylized) of the women, and even more that the women are cast as people of color(s), fostering a view of them as humans rather than racial types. In this, the whole show is a kind of lesson in antiracism, regardless of whether a viewer is consciously aware of it. In that way, it is a quintessentially modern work of musical theater. My daughters can sit through “A Man for All Seasons” some other time.
Beyond the lessons “Six” teaches, the performers manage some of the deftest work on Broadway I’ve ever seen. All six sing, act and move during almost the whole show at top-rate levels — I don’t even know how they remember all they have to do during the hour and a half — and the score does its job and then some: Every song in “Six” pops even if the genre isn’t your everyday soundscape.
So, “Six” can change your lens in an antiracist (and antisexist) way — while also turning you on to art, wonder, curiosity and excitement.
And this got me thinking about how much less vibrant, or even constructive, the antiracist mission feels at universities. Remember when, in 2020, the new idea was for them to “center” antiracism as their focal mission? One may have thought this was more trend than game plan, but it remains very much entrenched nationwide. According to the Wisconsin Institute for Law & Liberty, a conservative law firm, first-year law students at the University of Wisconsin-Madison just this semester were required to attend a “re-orientation,” learning that explained that white people have a “fear of people of color and what would happen if they gained ‘control’” and will never be free of “racist conditioning.” A University of Notre Dame “inclusive teaching” resource from last year notes that “anti-racist teaching is important because it positions both instructors and students as agents of change towards a more just society,” emphasis theirs, with the implication that this mission has unquestionable primacy in a moral society. Statements that antiracism (and battling differentials in power more generally) are central to university departments’ missions are now almost common coin. I just participated in a discussion of antiracism as universities’ central focus at the University of Texas at Austin and am regularly asked to do so elsewhere.
And I think the persistence of this centering of antiracism at universities is kind of scary.
It may understandably seem, after these four years as well as the ones preceding, that for universities to maintain antiracism as the guiding star of their endeavors is as ordinary as steak and potatoes.
But in the spirit of John Stuart Mill advising us to revisit even assumptions that feel settled, imagine a nationwide call for all universities to “center” climate change as the singular focus of their mission. Or STEM subjects, historical awareness or civic awareness, each of these positioned as the key to serious engagement with the challenges of the future. We might imagine the university is to “center” artistic vision or skill in public expression, or even physical culture.
Note that all of these centerings would be about things most consider good, and even crucial, but the question would be why the university, as a general rule, should make any of those things the essence of what an education should consist of. Any university that did so would openly acknowledge that its choice was an unusual, and perhaps experimental, one.
One might propose that antiracism deserves pride of place as a kind of atonement for the sins of slavery and Jim Crow. But while getting beyond evils requires being aware of them, redressing past injustices — in fact, redressing just one past injustice — is not the basic mission of a university. The Scholastics of the Middle Ages “centered” education on Christianity, with the idea that education must explore or at least be ever consonant with the essences of natural law and eternal grace. Today we may view this focus as antique or unintentionally parochial. But it’s not just Christianity: We should question the idea that that any one issue, even one that feels urgent at this particular moment, must be regarded as the heart of education.
I found Bradley Cooper’s biopic of Leonard Bernstein, “Maestro,” incurious in a related way. To build an entire film around Bernstein’s being gay or bisexual — with “West Side Story,” his masterful teaching on television and even the radical politics that led to the famous Black Panthers fund-raiser in his home left out or barely perceptible — is an almost boorish reduction of a life, soul and talent. Cooper’s focus reflects neither how life felt to Bernstein (which I have heard about from friends of his) nor how he should be presented to those new to him.
Imagine if Cooper was directing “Oppenheimer” and J. Robert Oppenheimer happened to be gay, and the film had focused on how he and his wife dealt with that rather than, well, what actually made his life significant. This is what it looks like to me for universities to make antiracism their core mission. Antiracism is important, but for a whole world to revolve around it yields a distortion of what America is, and what actual humanity, be it Black or white, is or can be.
I am especially dismayed by the utter static joylessness of the endeavor. The primum mobile is glum accusation, with observations considered most important (to the extent that they lend themselves to this mission). A curiosity focused mainly on condemnation is not truly curiosity.
A long time ago at a university function, a Black scholar was telling me about his dissertation. It described how in the 19th century in one state, Black people with a certain disability were offered fewer resources than white ones with the same disability. It isn’t that such injustice should not be chronicled, but for one, it would be hard to say that what he had discovered was exactly surprising. And I couldn’t help noticing the guy’s gloom. He talked about this dissertation, the product of years’ work, in the tone one would harbor to talk about bedbugs having been discovered in his house.
But near me, another Black scholar was talking about her study of a (very white) operetta composer of roughly the same period, whose work indeed contains richnesses often overlooked. This scholar was elated, intrigued, driven — and although I was polite and made sure to hear the gloomy guy out, I couldn’t help feeling that the woman studying operetta was expanding her mind more, not to mention getting more out of life. (I should mention that her work also involved issues related to Black people.)
In the foisting of an antiracist agenda upon the life of the mind, I see increasingly constricted space for what knowledge truly is. Our universities are becoming temples of a kind of dutiful score-settling, where the motto is less something about truth in Latin than “j’accuse.” It’s a narrow, soul-crushing abbreviation of what education is supposed to be.
John McWhorter (@JohnHMcWhorter) is an associate professor of linguistics at Columbia University. He is the author of “Nine Nasty Words: English in the Gutter: Then, Now and Forever” and, most recently, “Woke Racism: How a New Religion Has Betrayed Black America.” @JohnHMcWhorter
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