re: #652 LudwigVanQuixote

They are better than just a good thing. They are a necessary thing if we ever are to have real equality.

Equality of opportunity is good and desirable and the hindrances to it come from a couple of main sources. First, fractured family structures do not provide as good a life foundation as intact nuclear families, and the law has little it can do to promote this precondition for an optimal start in life. Second, so many of our schools are seriously subpar. Students who must attend those schools do not enjoy equality of opportunity because when they hit the age at which they must fend for themselves, they’re already behind. The State is responsible for this unhappy situation and every effort should be bent to setting it right. Michelle Rhee in D.C. is a good example of the kinds of things that must happen.

Equality of outcome is impossible. People differ and in ways that affect life outcome. If you have just the right hand-eye coordination you may become a tennis star. Or not. It will depend on other things, including work ethic. But if you lack that coordination, nothing will avail; you cannot be a tennis star.

Ethnic studies, like any academic specialty, have their place at the University. In grade school etc., they represent time that might otherwise be spent on reading, writing, math and science. Since these areas are the ones where lack of accomplishment most seriously impedes life chances, caution in taking time from them to devote to ethnic studies is wise. By the same token, teaching the glories of the mainstream culture has little value and the time devoted to this should be small, so as not to get in the way of reading, writing, math and science.

History, done right, teaches the glories and the shames of the mainstream culture, and weaves into its narrative the threads of various other peoples and individuals who have not been so much in the limelight.