Affirmative Guilt-Gradient and the Overton Window in Identity-Based Pedagogy

Yesterday, I came across this scoop on Twitter; New York Post and several other blogs have since reported it.

Regardless of this scoop’s veracity, the chart of Eight White identities has been around for some time now, and it has influenced young minds. So, here is my brief reflection on such identity-based pedagogy:

As a non-white resident-alien, I understand the history behind the United States’ racial sensitivity in all domains today. I also realize how zealous exponents of diversity have consecrated schools and university campuses in the US to rid the society of prevalent racial power-structures. Further, I appreciate the importance of people being self-critical; self-criticism leads to counter-cultures that balance mainstream views and enable reform and creativity in society. But I also find it essential that critics of mainstream culture don’t feel morally superior to enforce just about any theoretical concept on impressionable minds. Without getting too much into the right vs. left debate, there is something terribly sad about being indoctrinated at a young age —regardless of the goal of social engineering— to accept an automatic moral one-‘downmanship’ for the sake of the density gradient of cutaneous melanin pigment. Even though I’m a brown man from a colonized society, this kind of extreme ‘white guilt’ pedagogy leaves me with a bitter taste. And in this bitter taste, I have come to describe such indoctrination as “Affirmative Guilt-Gradient.”

You should know there is something called the Overton Window, according to which concepts grow larger when their actual instances and contexts grow smaller. In other words, well-meaning social interventionistas easily view each new instance in the decreasingly problematic context of the problem they focus on with the same lens as they consider the more significant problem. This leads to unrealistic enlargement of academic concepts that are then shoved down the throats of innocent, impressionable school kids who will take them as objective realities instead of subjective conceptual definitions overlaid on one legitimate objective problem.

I find the scheme of Eight White identities a symptom of the shifting Overton Window.

According to Thomas Sowell, there is a whole class of academics and intellectuals of social engineering who believe that when the world doesn’t reconcile to their pet theories, that shows something is wrong with the world, not their theories. If we are to project Thomas Sowell’s observation on this episode of “Guilt-Gradient,” it is perfectly reasonable to expect many white kids and their parents to refuse to adopt these theoretically manufactured guilt-gradient identities. We can then —applying Sowell’s observation—predict academics to declare that opposition to the “Guilt Gradient” is evidence for many covert white supremacists in the society who will not change. Such stories may then get blown up in influential Op-Eds, leading to the magnification of a simple problem, soon to be misplaced in the clutter of naïve supporters of such theories, the progressive vote-bank, and hard-right polemics.

We should all acknowledge that attachment to any identity—be it majority or minority—is by definition NOT a hatred for an outgroup. Assistant Professor of Political Science at Duke University, Ashley Jardina, in her noted research on the demise of white dominance and threats to white identity, concludes, “White identity is not, a proxy for outgroup animus. Most white identifiers do not condone white supremacism or see a connection between their racial identity and these hate-groups. Furthermore, whites who identify with their racial group become much more liberal in their policy positions than when white identity is associated with white supremacism.” Everybody has a right to associate with their identity, and equating one’s association with an ethnic majority identity is not automatically toxic. I feel it is destructive to view such identity associations as inherently toxic because it is precisely this sort of warped social engineering that results in unnecessary political polarization; the vicious cycle of identity-based tinkering is a self-fulfilling prophecy. Hence, recognizing the Overton Window at play in such identity-based pedagogy is a must if we have to make progress. We shouldn’t be tricked into assuming that the non acceptance of the Affirmative Guilt Gradient is a sign of our society’s lack of progress.

Finally, I find it odd that ideologues who profess “universalism” and international identities choose schools and universities to keep structurally confined, relative identities going by adding excessive nomenclature so they can apply interventions that are inherently reactionary. However, isn’t ‘reactionary’ a pejorative these ideologues use on others?

3 thoughts on “Affirmative Guilt-Gradient and the Overton Window in Identity-Based Pedagogy

  1. A meeting on the 18th may shed some light on the foundations of the subject-

    “CWA Boulder on Twitter: “Don’t miss our event this Thursday Feb. 18 at 6 p.m. with @eddieknowsmoore, Director of The Privilege Institute. Moderated by @CUBoulder professor, @RogerPielkeJr. Free and open to all! RSVP via link below. https://t.co/7JpGVly4VZ

    • Yes, I don’t think that is far from the truth. The Overton Window has shifted such that any campaign or theory against “whiteness” sticks. This stickiness is a sign of a lack of nuance. Just like there is majoritarianism, there is also minoritarianism. I understand both sides to this because I’m both– in India I belong to the majority community, here in the US, I’m a “colored” minority. In India, if I celebrate a festival or some aspect of the culture that comes from my majority identity–Hindu– it will be politicized and misconstrued as being an oppressive ideology against some outgroup/minority. The same culture and festival in the US become a rare minority expression that needs support. This is why I think we should tone down our narrative of people, their identity, or culture purely from the numerical standpoint. Numbers matter to some extent but it doesn’t dictate or explain literally everything about a group.

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