It is asserted that one must be black to understand the “black experience.” This, of course, has a corollary: namely, that one must be white to understand the “white experience.” Among the conclusions that flow from this premise is the contention that white teachers, who cannot understand blacks, should not be allowed to teach African-American students, and black teachers should be prevented from teaching whites.I'm not sure what "logical conclusion" means in any argument not posed as mathematics, but otherwise, there's little to disagree with in the above, which is a shorter objection to the fetishization of otherness so popular among the Perpetually Aggrieved. The next observation is a stretch, logical extension or not. "Starting from a similar premise, i.e., the supposedly incompatible life experiences of the two races, outright segregationists argue that is it unfair to the new generation to allow intermarriage." I'm not sure whether that's old-style segregation, now using postmodern logic, or new-style segregation, based on intersectionality and authenticity.
This racialist standpoint, if taken to its logi[c]al conclusion, suggests that there should be separate white and black television and radio stations, newspapers, schools, universities, etc. It complements the arguments of those who say the races should be separated from one another all down the line.
There's food for thought in what comes next.
It is not difficult to see how the racialist world view of supposedly liberal and “left” academics and journalists leads in the direction of the murderous and hate-filled dogmas of the Ku Klux Klan and similar outfits.Yes, it's possible that the current generation of white supremacists are made angry by the doctrines of self-despising multiculturalism ... the social science is preliminary. I doubt, though, that an analysis at a socialist forum is going to note that class divisions are more severe than necessary precisely because the self-styled progressives have enabled dysfunction in poor neighborhoods and the common schools therein, calling it authenticity or cultural competence, and blighted the hopes of matriculants to college by admitting unprepared students and calling it access.
The fact that one individual’s racial identity became the all-consuming focus of the American media illustrates the complete disjuncture between the preoccupations of the privileged middle-class intelligentsia, along with journalists, pundits and politicians—which they seek to impose on popular consciousness—and the reality of American society, which is riven by class divisions.