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dytonka

How Does Trump's Racism Compare With Past Presidents'? : Code Switch : NPR - 0 views

  • People have talked about Trump breaking norms, especially when it comes to talking about race, going as far as to say that he's the "most racist president in modern history."
  • After all, racism was baked into the founding of the United States, a country built on the genocide of Native American people and slavery; 12 of the first 18 presidents actually owned slaves.
  • different from what people are talking about with President Trump. In his case, it's his use of all that language in 2020 rather than 1964, right out in the public on his Twitter feed, in a presidential debate or at his rallies. I
  •  
    Another article of trump's racist claims
Javier E

Opinion | If It's Not Critical Race Theory, It's Critical Race Theory-lite - The New York Times - 0 views

  • clear advances in attitudes about race in recent years:
  • A 2020 Monmouth University poll found that 76 percent — including 71 percent of white respondents — considered racial and ethnic discrimination in this country a “big problem,” compared with just 51 percent who said the same in 2015.
  • Gallup found that from 1958 to 2021, approval of marriage between white and Black people has gone from 4 percent to 94 percent
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  • A July Reuters-Ipsos poll found that 78 percent “support teaching high school students about the impacts of slavery” and 73 percent support teaching high school students about the impacts of racism.
  • If critical race theory isn’t being taught to children — and in a technical sense, it isn’t — then it’s hardly illogical to suppose that some other concern may be afoot.
  • The problem lies in the name “critical race theory.” It’s a no-brainer that the legal doctrine developed decades ago by scholars such as the Harvard Law professor Derrick Bell and the Columbia University and U.C.L.A. law professor Kimberlé Crenshaw is not being taught to tots.
  • today, this isn’t what most voters mean when they object to critical race theory, and to participate in this debate as if otherwise is quibbling at best, and a smoke screen at worst.
  • consider the cultural critic Helen Pluckrose’s — fair, I think — summary of the original body of critical race theory work:C.R.T. is not just talking about historical and contemporary racism with a view to overcoming it — something that all approaches to addressing racism do — but a set of core beliefs that racism is ordinary and/or permanent; that white supremacy is everywhere; that white people don’t oppose racism unless it suits them; that there is a unique voice of color that just so happens to be the one that agrees with C.R.T.; that lived experience and story-telling are primary ways of revealing racism; that liberalism and the civil rights movement approach are bad; and that working for social justice means using the critical theories of race set out above.
  • this “critical” approach has trickled down, in broad outline, into the philosophy of education-school pedagogy and administration — call it C.R.T.-lite or, if you prefer, C.R.T. Jr. — and from there migrated into the methods used by graduates of those education programs into the way they wind up running schools.
  • Under this approach, what alarms many parents and other observers is that kids will absorb the idea that it is enlightened to see white people as potential oppressors and Black people as perpetual victims of an inherently oppressive system. That it is therefore appropriate to ascribe certain traits to races, rather than individuals, and that education must “center” the battle against power differentials between groups
  • An implication some educators draw from these tenets is that various expectations of some of their students, based on what are generally thought to be ordinary mainstream assumptions, are instead onerous stipulations from an oppressive white-centric view.
  • Hence an idea that it is white to be on time, arrive at precise answers and reason from A to B, rather than holistically, etc. Again, this is not what decades-old critical race theory scholarship proposed, but yes, the idea is descended from original C.R.T.’s fundamental propositions about white supremacy.
  • these guidelines, apparently sanctioned by state departments of education, contradict the notion that concepts derived from critical race theory — or are, at least, C.R.T.-lite — is nowhere near our schools, that the C.R.T.-in-schools debate “isn’t real,” merely a fiction designed to cloak racism.
  • In some cases, evidence of C.R.T.-lite is easier to spot at various private schools.
  • Some of those who say that critical race theory isn’t being taught in schools may not be aware of these developments. Others most likely are, and suppose that they are healthy, that this is indeed how education should be.
  • That’s a respectable stance, but one ought not harbor it in disbelief that any intelligent, morally concerned person could feel differently
  • One can ardently support that students learn about racism and its legacies in a way that doesn’t crowd out obvious lessons about the history of undeniable racial progress. One can do that while questioning whether students should be immersed in a broader perspective that offers overbroad, clumsy and, frankly, insulting portraits of what is inherently white and what is Black, Latino, Asian American or Native American, and fosters — even if unintentional — a sense of opposition between the groups in question.
  • The horror of slavery, the hypocrisy of Jim Crow, the terror of lynching, the devastating loss of life and property in Tulsa and in other massacres — no student should get through, roughly, middle school ignorant of these things, and anyone who thinks that is “politics” needs to join the rest of us in the 21st century.
  • But the insistence that parents opposed to what is being called critical race theory are rising against a mere fantasy and simply enjoying a coded way of fostering denial about race is facile
Javier E

John Adams' Fear Has Come to Pass - by David French - 0 views

  • When I try to explain the aspirational genius of the American founding, I always refer to two documents
  • They’re by the famous “frenemies” of the American founding, Thomas Jefferson and John Adams.
  • Jefferson’s Declaration of Independence. The second is Adams’s very short Letter to the Massachusetts Militia, dated October 11, 1798.
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  • these documents define the American social compact—the mutual responsibilities of citizen and state—that define the American experiment.
  • Here’s the first pair, from the Declaration:
  • We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.--That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed.
  • The first sentence recognizes the inherent dignity of man as human beings created in the image of God. The second sentence, nearly as important, recognizes the unavoidable duty of government to recognize and protect that dignity. While the sole purpose of government isn’t to protect liberty, a government that fails to protect liberty fails in an essential function. 
  • Adams wrote to the officers of the First Brigade of the Third Division of the Militia of Massachusetts to outline the responsibilities of the citizens of the new republic.
  • The letter contains the famous declaration that “our Constitution was made only for a moral and religious People. It is wholly inadequate to the government of any other.” But I’m more interested in the two preceding sentences:
  • Because We have no Government armed with Power capable of contending with human Passions unbridled by morality and Religion. Avarice, Ambition, Revenge or Galantry, would break the strongest Cords of our Constitution as a Whale goes through a Net.
  • Put in plain English, this means that when public virtue fails, our constitutional government does not possess the power to preserve itself.
  • the American experiment depends upon both the government upholding its obligation to preserve liberty and the American people upholding theirs to exercise that liberty towards virtuous purposes. 
  • Citizen and state both have obligations, and if either side fails, it imperils the republic.
  • We see this reality play out in American history.
  • The seeds for the first great American crisis were sown in the original Constitution itself. By failing to end slavery and by failing to extend the Bill of Rights to protect citizens from the oppression of state and local governments, the early American government flatly failed to live up to the principles of the Declaration, and we paid the price in blood.
  • our nation seethes again today
  • The response to John Adams’s warning is not to arm the government with more power but to equip citizens with more virtue.
  • Its politics are gripped by deep hatred and abiding animosity, and its culture groans under the weight of human despair. Hatred rules our politics; anxiety, depression, and loneliness dominate our culture.
  • Those many cultural critics who look at the United States of America and declare that “something is wrong” are exactly right
  • here’s the difference—unlike the days when we could point to a specific source of government oppression, such as slavery or Jim Crow, the American government (though highly imperfect) currently protects individual liberty and associational freedoms to a degree we’ve never seen in American history.
  • Even after the Civil War, the quick end of Union occupation of the Confederacy enabled the creation of an apartheid substate in the South. Once again, the government failed to live up the core principles of the founding. It is by God’s grace that the Jim Crow regime ended primarily as the result of one of the Civil Rights Movement—one of the great Christian justice movements in history—and not as the result of another convulsive civil conflict.
  • But what can the government do about friendlessness? About anxiety? What can the government do to make sure that we are not—in Robert Putnam’s memorable phrase—“bowling alone?
  • that challenge is compounded by the fact that the most engaged American citizens are its most angry partisans.
  • And if you think that most-partisan cohort is seething with anger because they suffer from painful oppression, think again. The data is clear. As the More in Common project notes, the most polarized Americans are disproportionately white and college-educated on the left and disproportionately white and retired on the right. 
  • The people disproportionately driving polarization in the United States are not oppressed minorities, but rather some of the most powerful, most privileged, wealthiest people who’ve ever lived.
  • They enjoy more freedom and opportunity than virtually any prior generation of humans, all while living under the protective umbrella of the most powerful military in the history of the planet.
  • It’s simply an astonishing level of discontent in the midst of astonishing wealth and power.
  • maybe it’s not so astonishing, because accumulating wealth and power is not and never was the path to meaning and purpose.
  • much of both the right and left postliberal impulse is related to the first of John Adams’s two key sentences. If we don’t have a government “armed with Power capable of contending with human Passions unbridled by morality and Religion,” then their solution is to increase the power of government. Arm it with more power. 
  • But when it comes to government, you’re never arming an “it,” you’re arming a “them”—a collection of human beings who suffer from all the same character defects and cultural maladies as the rest of us
  • As James Madison observed in Federalist 51 (the second-best Federalist Paper), “If angels were to govern men, neither external nor internal controls on government would be necessary.” Yet American postliberalism asks us to empower men and women who frequently don’t even pretend to be virtuous, who often glory in their vice, all for the “common good.” 
  • We still battle the legacy of past injustice and the present reality of lingering discrimination, but there’s just no comparison between the legal systems that destabilized America and the legal systems that exist today. 
  • how do we do that? The path past animosity and against despair can be as short and simple as the path from Twitter to the kitchen table
  • It’s shifting the focus from the infuriating thing you can’t control to the people you can love, to the institutions you can build.
  • in this present time, thanks to the steadily-expanding sphere of American liberty, we have more ability to unite—including for religious purposes—than at any time in American history. Yet we still bowl alone. We tweet alone. We rage alone, staring at screens and forming online tribes that provide an empty simulacrum of real relationships.
  • for all too many of us that feels empty, like our small actions are simply inadequate to address the giant concerns that dominate our minds
  • To do the big thing—to heal our land—we have to do the small things.
  • We need a frame shift. Do not think of doing the small things as abandoning the larger quest. See every family, every friendship, every healthy church, every functioning school board as indispensable to our continued American experiment. 
  • For those who think and obsess about politics, this shift from big to small is hard. It’s hard to think that how you love your friends might be more important to our nation than what you think of CRT
  • When our crisis is one of hatred, anxiety, and despair, don’t look to politics to heal our hearts. Our government can’t contend with “human Passions unbridled by morality and Religion.” Our social fabric is fraying. The social compact is crumbling. Our government is imperfect, but if this republic fractures, its people will be to blame. 
Javier E

The Confederate General Who Fought for Civil Rights - The Atlantic - 0 views

  • the Lost Cause was far more than a military narrative. It provided a comprehensive account of the war’s origins, conduct, and consequences. The conflict, in this telling, had little to do with slavery, but instead was caused, depending on which book you read, by the protective tariff, arguments over states’ rights, or white southerners’ desire for individual liberty. Confederate soldiers were defeated not by superior generalship or greater fighting spirit but by the Union’s advantages in manpower, resources, and industrial technology.
  • And the nation’s victory was marred by what followed: the era of Reconstruction, portrayed as a time of corruption and misgovernment, when the southern white population was subjected to the humiliation of “Negro domination.” This account of history was easily understandable and, like all ideologies, most convincing to those who benefited from it—proponents of white supremacy.
  • After the war, Longstreet had emerged as a singular figure: the most prominent white southerner to join the Republican Party and proclaim his support for Black male suffrage and officeholding. Leading the biracial Louisiana militia and the New Orleans Metropolitan Police, he also battled violent believers in white supremacy.
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  • For many years, the Civil War was remembered as a family quarrel among white Americans in which their Black countrymen played no significant role—a fiction reflected in the paucity of memorials indicating that enslaved men and women had been active agents in shaping the course of events. Lately, some historical erasures have begun to be remedied. For example, a memorial honoring Robert Smalls, the enslaved Civil War hero who famously sailed a Confederate vessel out of Charleston Harbor and turned it over to the Union navy, and later served five terms in the U.S. House of Representatives, is now on display in Charleston’s Waterfront Park.
  • White-supremacist Democrats viewed scalawags, who could be found in many parts of the South, as traitors to their race and region. The largest number were small farmers in up-country counties where slavery had not been a major presence before the Civil War—places such as the mountainous areas of western North Carolina and northern Alabama and Georgia. There, many white residents had opposed secession and more than a few had enlisted in the Union army
  • Even though supporting Reconstruction required them to overcome long-standing prejudices and forge a political alliance with Black voters, up-country scalawags saw Black male suffrage as the only way to prevent pro-Confederate plantation owners from regaining political power in the South
  • All scalawags were excoriated in the white southern press, but none as viciously as Longstreet.
Javier E

Nations don't get rich by plundering other nations - 0 views

  • One idea that I often encounter in the world of economic discussion, and which annoys me greatly, is that nations get rich by looting other nations.
  • This idea is a pillar of “third world” socialism and “decolonial” thinking, but it also exists on the political Right. This is, in a sense, a very natural thing to believe — imperialism is a very real feature of world history, and natural resources sometimes do get looted. So this isn’t a straw man; it’s a common misconception that needs debunkin
  • it’s important to debunk it, because only when we understand how nations actually do get rich can we Americans make sure we take the necessary steps to make sure our nation stays rich.
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  • The first thing to notice is that in the past, no country was rich.
  • even allowing for quite a bit of uncertainty, it’s definitely true that the average citizen of a developed country, or a middle-income country, is far more materially wealthy than their ancestors were 200 years ago:
  • If you account for increasing population and look at total GDP, the increase is even more dramatic.
  • What this means is that whatever today’s rich countries did to get rich, they weren’t doing it in 1820.
  • Imperialism is very old — the Romans, the Persians, the Mongols, and many other empires all pillaged and plundered plenty of wealth. But despite all of that plunder, no country in the world was getting particularly rich, by modern standards, until the latter half of the 20th century.
  • Think about all the imperial plunder that was happening in 1820. The U.S. had 1.7 million slaves and was in the process of taking land from Native Americans. Latin American countries had slavery, as well as other slavery-like labor systems for their indigenous peoples. European empires were already exploiting overseas colonies.
  • But despite all this plunder and extraction of resources and labor, Americans and Europeans were extremely poor by modern standards.
  • With no antibiotics, vaccines, or water treatment, even rich people suffered constantly from all sorts of horrible diseases. They didn’t have cars or trains or airplanes to take them around. Their food was meager and far less varied than ours today. Their living space was much smaller, with little privacy or personal space. Their clothes were shabby and fell apart quickly.
  • At night their houses were dark, and without air conditioning they had trouble escaping the summer heat. They had to carry water from place to place, and even rich people pooped in outhouses or chamberpots. Everyone had bedbugs. Most water supplies were carried from place to place by hand.
  • They were plundering as hard as they could, but it wasn’t making them rich.
  • although Africa, Latin America, and Asia were closer to Europe in terms of living standards back then, they were all very, very poor by modern standards.
Javier E

Opinion | There's a Reason There Aren't Enough Teachers in America. Many Reasons, Actually. - The New York Times - 0 views

  • Here are just a few of the longstanding problems plaguing American education: a generalized decline in literacy; the faltering international performance of American students; an inability to recruit enough qualified college graduates into the teaching profession; a lack of trained and able substitutes to fill teacher shortages; unequal access to educational resources; inadequate funding for schools; stagnant compensation for teachers; heavier workloads; declining prestige; and deteriorating faculty morale.
  • Nine-year-old students earlier this year revealed “the largest average score decline in reading since 1990, and the first ever score decline in mathematics,”
  • In the latest comparison of fourth grade reading ability, the United States ranked below 15 countries, including Russia, Ireland, Poland and Bulgaria.
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  • Teachers are not only burnt out and undercompensated, they are also demoralized. They are being asked to do things in the name of teaching that they believe are mis-educational and harmful to students and the profession. What made this work good for them is no longer accessible. That is why we are hearing so many refrains of “I’m not leaving the profession, my profession left me.”
  • We find there are at least 36,000 vacant positions along with at least 163,000 positions being held by underqualified teachers, both of which are conservative estimates of the extent of teacher shortages nationally.
  • “The current problem of teacher shortages (I would further break this down into vacancy and under-qualification) is higher than normal.” The data, Nguyen continued, “indicate that shortages are worsening over time, particularly over the last few years
  • a growing gap between the pay of all college graduates and teacher salaries from 1979 to 2021, with a sharp increase in the differential since 2010
  • The number of qualified teachers is declining for the whole country and the vast majority of states.
  • Wages are essentially unchanged from 2000 to 2020 after adjusting for inflation. Teachers have about the same number of students. But, teacher accountability reforms have increased the demands on their positions.
  • The pandemic was very difficult for teachers. Their self-reported level of stress was about as twice as high during the pandemic compared to other working adults. Teachers had to worry both about their personal safety and deal with teaching/caring for students who are grieving lost family members.
  • the number of students graduating from college with bachelor’s degrees in education fell from 176,307 in 1970-71 to 104,008 in 2010-11 to 85,058 in 2019-20.
  • We do see that southern states (e.g., Mississippi, Alabama, Georgia and Florida) have very high vacancies and high vacancy rates.”
  • By 2021, teachers made $1,348, 32.9 percent less than what other graduates made, at $2,009.
  • These gaps play a significant role in determining the quality of teachers,
  • Sixty percent of teachers and 65 percent of principals reported believing that systemic racism exists. Only about 20 percent of teachers and principals reported that they believe systemic racism does not exist, and the remainder were not sure
  • “We find,” they write, “that teachers’ cognitive skills differ widely among nations — and that these differences matter greatly for students’ success in school. An increase of one standard deviation in teacher cognitive skills is associated with an increase of 10 to 15 percent of a standard deviation in student performance.”
  • teachers have lower cognitive skills, on average, in countries with greater nonteaching job opportunities for women in high-skill occupations and where teaching pays relatively less than other professions.
  • the scholars found that the cognitive skills of teachers in the United States fell in the middle ranks:Teachers in the United States perform worse than the average teacher sample-wide in numeracy, with a median score of 284 points out of a possible 500, compared to the sample-wide average of 292 points. In literacy, they perform slightly better than average, with a median score of 301 points compared to the sample-wide average of 295 points.
  • Increasing teacher numeracy skills by one standard deviation increases student performance by nearly 15 percent of a standard deviation on the PISA math test. Our estimate of the effect of increasing teacher literacy skills on students’ reading performance is slightly smaller, at 10 percent of a standard deviation.
  • How, then, to raise teacher skill level in the United States? Hanushek and his two colleagues have a simple answer: raise teacher pay to make it as attractive to college graduates as high-skill jobs in other fields.
  • policymakers will need to do more than raise teacher pay across the board to ensure positive results. They must ensure that higher salaries go to more effective teachers.
  • The teaching of disputed subjects in schools has compounded many of the difficulties in American education.
  • The researchers found that controversies over critical race theory, sex education and transgender issues — aggravated by divisive debates over responses to Covid and its aftermath — are inflicting a heavy toll on teachers and principals.
  • “On top of the herculean task of carrying out the essential functions of their jobs,” they write, “educators increasingly find themselves in the position of addressing contentious, politicized issues in their schools as the United States has experienced increasing political polarization.”
  • Teachers and principals, they add, “have been pulled in multiple directions as they try to balance and reconcile not only their own beliefs on such matters but also the beliefs of others around them, including their leaders, fellow staff, students, and students’ family members.”
  • These conflicting pressures take place in a climate where “emotions in response to these issues have run high within communities, resulting in the harassment of educators, bans against literature depicting diverse characters, and calls for increased parental involvement in deciding academic content.”
  • Forty-eight percent of principals and 40 percent of teachers reported that the intrusion of political issues and opinions in school leadership or teaching, respectively, was a job-related stressor. By comparison, only 16 percent of working adults indicated that the intrusion of political issues and opinions in their jobs was a source of job-related stress
  • In 1979, the average teacher weekly salary (in 2021 dollars) was $1,052, 22.9 percent less than other college graduates’, at $1,364
  • Nearly all Black or African American principals (92 percent) and teachers (87 percent) reported believing that systemic racism exists.
  • White educators working in predominantly white school systems reported substantially more pressure to deal with politically divisive issues than educators of color and those working in mostly minority schools: “Forty-one percent of white teachers and 52 percent of white teachers and principals selected the intrusion of political issues and opinions into their professions as a job-related stressor, compared with 36 percent of teachers of color and principals of color.
  • and opinions into their professions as a job-related stressor, compar
  • A 54 percent majority of teachers and principals said there “should not be legal limits on classroom conversations about racism, sexism, and other topics,” while 20 percent said there should be legislated constraint
  • Voters, in turn, are highly polarized on the teaching of issues impinging on race or ethnicity in public schools. The Education Next 2022 Survey asked, for example:Some people think their local public schools place too little emphasis on slavery, racism and other challenges faced by Black people in the United States. Other people think their local public schools place too much emphasis on these topics. What is your view about your local public schools?
  • Among Democrats, 55 percent said too little emphasis was placed on slavery, racism and other challenges faced by Black people, and 8 percent said too much.
  • Among Republicans, 51 said too much and 10 percent said too little.
  • Because of the lack of reliable national data, there is widespread disagreement among scholars of education over the scope and severity of the shortage of credentialed teachers, although there is more agreement that these problems are worse in low-income, high majority-minority school systems and in STEM and special education faculties.
  • Public schools increasingly are targets of conservative political groups focusing on what they term “Critical Race Theory,” as well as issues of sexuality and gender identity. These political conflicts have created a broad chilling effect that has limited opportunities for students to practice respectful dialogue on controversial topics and made it harder to address rampant misinformation.
  • The chilling effect also has led to marked declines in general support for teaching about race, racism, and racial and ethnic diversity.
  • These political conflicts, the authors wrote,have made the already hard work of public education more difficult, undermining school management, negatively impacting staff, and heightening student stress and anxiety. Several principals shared that they were reconsidering their own roles in public education in light of the rage at teachers and rage at administrators’ playing out in their communities.
  • State University of New York tracked trends on “four interrelated constructs: professional prestige, interest among students, preparation for entry, and job satisfaction” for 50 years, from the 1970s to the present and founda consistent and dynamic pattern across every measure: a rapid decline in the 1970s, a swift rise in the 1980s, relative stability for two decades, and a sustained drop beginning around 2010. The current state of the teaching profession is at or near its lowest levels in 50 years.
  • Who among the next generation of college graduates will choose to teach?
  • Perceptions of teacher prestige have fallen between 20 percent and 47 percent in the last decade to be at or near the lowest levels recorded over the last half century
  • Interest in the teaching profession among high school seniors and college freshmen has fallen 50 percent since the 1990s, and 38 percent since 2010, reaching the lowest level in the last 50 years
  • the proportion of college graduates that go into teaching is at a 50-year low
  • Teachers’ job satisfaction is also at the lowest level in five decades, with the percent of teachers who feel the stress of their job is worth it dropping from 81 percent to 42 percent in the last 15 years
  • The combination of these factors — declining prestige, lower pay than other professions that require a college education, increased workloads, and political and ideological pressures — is creating both intended and unintended consequences for teacher accountability reforms mandating tougher licensing rules, evaluations and skill testing.
  • Education policy over the past decade has focused considerable effort on improving human capital in schools through teacher accountability. These reforms, and the research upon which they drew, were based on strong assumptions about how accountability would affect who decided to become a teacher. Counter to most assumptions, our findings document how teacher accountability reduced the supply of new teacher candidates by, in part, decreasing perceived job security, satisfaction and autonomy.
  • The reforms, Kraft and colleagues continued, increasedthe likelihood that schools could not fill vacant teaching positions. Even more concerning, effects on unfilled vacancies were concentrated in hard-to-staff schools that often serve larger populations of low-income students and students of color
  • We find that evaluation reforms increased the quality of newly hired novice teachers by reducing the number of teachers that graduated from the least selective institutions
  • We find no evidence that evaluation reforms served to attract teachers who attended the most selective undergraduate institutions.
  • In other words, the economic incentives, salary structure and work-life pressures characteristic of public education employment have created a climate in which contemporary education reforms have perverse and unintended consequences that can worsen rather than alleviate the problems facing school systems.
  • If so, to improve the overall quality of the nation’s more than three million public schoolteachers, reformers may want to give priority to paychecks, working conditions, teacher autonomy and punishing workloads before attempting to impose higher standards, tougher evaluations and less job security.
Javier E

Opinion | MAGA Turns Against the Constitution - The New York Times - 0 views

  • the problem of public ignorance and fake crises transcends politics. Profound pessimism about the state of the nation is empowering the radical, revolutionary politics that fuels extremists on the right and left.
  • now, for parts of MAGA, the Constitution itself is part of the crisis. If it doesn’t permit Trump to take control, then it must be swept aside.
  • Elements of this argument are now bubbling up across the reactionary, populist right
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  • Still others believe that the advent of civil rights laws created, in essence, a second Constitution entirely, one that privileges group identity over individual liberty.
  • Protestant Christian nationalists tend to have a higher regard for the American founding, but they believe it’s been corrupted. They claim that the 1787 Constitution is essentially dead, replaced by progressive power politics that have destroyed constitutional government.
  • Catholic post-liberals believe that liberal democracy itself is problematic. According to their critique, the Constitution’s emphasis on individual liberty “atomizes” American life and degrades the traditional institutions of church and family that sustain human flourishing.
  • The original Constitution and Bill of Rights, while a tremendous advance from the Articles of Confederation, suffered from a singular, near-fatal flaw. They protected Americans from federal tyranny, but they also left states free to oppress American citizens in the most horrific ways
  • if your ultimate aim is the destruction of your political enemies, then the Constitution does indeed stand in your way.
  • Right-wing constitutional critics do get one thing right: The 1787 Constitution is mostly gone, and America’s constitutional structure is substantially different from the way it was at the founding. But that’s a good thing
  • its guardrails against tyranny remain vital and relevant today.
  • Individual states ratified their own constitutions that often purported to protect individual liberty, at least for some citizens, but states were also often violently repressive and fundamentally authoritarian.
  • The criminal justice system could be its own special form of hell. Indigent criminal defendants lacked lawyers, prison conditions were often brutal at a level that would shock the modern conscience, and local law enforcement officers had no real constitutional constraints on their ability to search American citizens and seize their property.
  • Through much of American history, various American states protected slavery, enforced Jim Crow, suppressed voting rights, blocked free speech, and established state churches.
  • As a result, if you were traditionally part of the local ruling class — a white Protestant in the South, like me — you experienced much of American history as a kind of golden era of power and control.
  • The Civil War Amendments changed everything. The combination of the 13th, 14th, and 15th Amendments ended slavery once and for all, extended the reach of the Bill of Rights to protect against government actions at every level, and expanded voting rights.
  • But all of this took time. The end of Reconstruction and the South’s “massive resistance” to desegregation delayed the quest for justice.
  • decades of litigation, activism and political reform have yielded a reality in which contemporary Americans enjoy greater protection for the most fundamental civil liberties than any generation that came before.
  • And those who believe that the civil rights movement impaired individual liberty have to reckon with the truth that Americans enjoy greater freedom from both discrimination and censorship than they did before the movement began.
  • So why are parts of the right so discontent? The answer lies in the difference between power and liberty
  • One of the most important stories of the last century — from the moment the Supreme Court applied the First Amendment to state power in 1925, until the present day — is the way in which white Protestants lost power but gained liberty. Many millions are unhappy with the exchange.
  • Consider the state of the law a century ago. Until the expansion of the Bill of Rights (called “incorporation”) to apply to the states, if you controlled your state and wanted to destroy your enemies, you could oppress them to a remarkable degree. You could deprive them of free speech, you could deprive them of due process, you could force them to pray and read state-approved versions of the Bible.
  • The argument that the Constitution is failing is just as mistaken as the argument that the economy is failing, but it’s politically and culturally more dangerous
  • Powerful people often experience their power as a kind of freedom. A king can feel perfectly free to do what he wants, for example, but that’s not the same thing as liberty.
  • Looked at properly, liberty is the doctrine that defies power. It’s liberty that enables us to exercise our rights.
  • Think of the difference between power and liberty like this — power gives the powerful freedom of action. Liberty, by contrast, protects your freedom of action from the powerful.
  • At their core, right-wing attacks on the modern Constitution are an attack on liberty for the sake of power.
  • An entire class of Americans looks back at decades past and has no memory (or pretends to have no memory) of marginalization and oppression. They could do what they wanted, when they wanted and to whom they wanted.
  • Now they don’t have that same control
  • Muslims, Sikhs, Jews, Buddhists and atheists all approach the public square with the same liberties. Drag queens have the same free speech rights as pastors, and many Americans are livid as a result.
  • when a movement starts to believe that America is in a state of economic crisis, criminal chaos and constitutional collapse, then you can start to see the seeds for revolutionary violence and profound political instability. They believe we live in desperate times, and they turn to desperate measures.
  • “You shall know the truth, and the truth shall set you free.” So much American angst and anger right now is rooted in falsehoods. But the truth can indeed set us free from the rage that tempts American hearts toward tyranny.
Javier E

Sidney Blumenthal on How Lincoln Played the Political Game to Win - Newsweek and The Daily Beast - 2 views

  • While the political Lincoln may be difficult for us to acknowledge at a time when politics and partisan commitments are widely denigrated, Lincoln’s presidency demonstrates that partisanship and political ruthlessness can be used to advance the highest ideals. And there were no clearer cases than during his 1864 battle for reelection (without which the slave-owning South would almost certainly have triumphed) and subsequent effort to pass the 13th Amendment, which at long last purged slavery from the Constitution. In the end, Lincoln became the master of events because he was the master of politics.
Javier E

The Real Thomas Jefferson - NYTimes.com - 0 views

  • the third president was a creepy, brutal hypocrite. Contrary to Mr. Wiencek’s depiction, Jefferson was always deeply committed to slavery, and even more deeply hostile to the welfare of blacks, slave or free. His proslavery views were shaped not only by money and status but also by his deeply racist views, which he tried to justify through pseudoscience.
Javier E

Soviet history: Stalin and his cursed cause | The Economist - 0 views

  • Unlike other biographies that have focused on the most sensational episodes in the dictator’s life, it sets Stalin firmly in the historical context: the rise (and eventual fall) of what the author calls the “Red Empire”.
  • Where Stalin excelled, again and again, was in ruthlessness and attention to detail. He paid minute attention to extending Soviet rule in places conquered at the war’s end. He took great interest in details of science and cultural policy, fearing even the faintest breach in communist omniscience.
  • It is also a worthy successor to his “Lenin, Stalin, Hitler: The Age of Social Catastrophe” (2008), which compared and contrasted the three monsters.
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  • Mr Gellately’s latest work has a good claim to be the best single-volume account of the darkest period in Russian history.
  • For all the havoc he wreaked on the countryside, Stalin knew next to nothing about it (he seems to have visited farms only once, in 1928).
  • Franklin Roosevelt and Harry Truman failed to grasp their counterpart’s malevolence. Winston Churchill made casual deals that consigned millions of people to slavery and torment. The foreigners thought Stalin was a curmudgeonly ally to be coaxed and cajoled. He treated them as enemies to be outwitted. Far from provoking Stalin into unnecessary hostility, the Western powers were not nearly tough enough.
Javier E

A white Southerner searches for the source of his family's racism - The Washington Post - 0 views

  • What was it in white Southern mores, folkways or history that made this such an indelible — though not unique — characteristic of theirs, that allowed so many of them to do such things or simply to stand in complicit silence, without a peep from conscience, as such things were done all around them?
  • “The Making of a Racist” is at its best in its early chapters as it recounts the author’s childhood indoctrination into the casual racism of the Jim Crow South. Racism was in the books he read. It was in the history he was taught. It was in the social conventions he observed. It was in the jokes he learned. It was like air or water, something that you didn’t question or think about, something that was just . . . there.
  • both were racists in an explicitly racist region, and both passed that to their son. One comes away from those coming-of-age chapters with renewed appreciation for the subtle yet ruthless efficiency with which systemic bigotry reinforces itself. And Dew’s recounting of his slow break from that system is compelling.
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  • race — what Dew calls “the absolute belief in white supremacy — unquestioned white superiority/unquestioned black inferiority” — only deepens the question. What does that mean? Where does that belief come from? What sustains it?
  • It survives, I think, largely because after all these years we cannot imagine ourselves without it, because we are emotionally invested in the intellectually lazy notion that eye shape, hair texture or melanin content can somehow be correlated to individual destiny, honesty, athleticism, musicality, intelligence and worth.
  • As Martin Luther King Jr. once put it: “If it may be said of the slavery era that the white man took the world and gave the Negro Jesus, then it may be said of the Reconstruction era that the Southern aristocracy took the world and gave the poor white man Jim Crow. And when his wrinkled stomach cried out for the food that his empty pockets could not provide, he ate Jim Crow, a psychological bird that told him that no matter how bad off he was, at least he was a white man, better than the black man.
  • “I don’t know where my head or heart was,” he said. “I don’t know where my parents’ heads and hearts were, or my teachers’. . . . We were blind to the reality of racism and afraid, I guess, of change.”
Javier E

Joseph Stiglitz Talks About Inequality and the Economy - The Atlantic - 0 views

  • White: Early on in The Great Divide you ask who is to blame for the crisis and the inequality that grew after it. One of the answers you say are economists. To what extent do you feel economist and economic theory is culpable for the crisis?
  • tiglitz: The prevalent ideology—when I say prevalent  it’s not all economists— held that markets were basically efficient, that they were stable. You had people like Greenspan and Bernanke saying things like “markets don't generate bubbles.” They had precise models that were precisely wrong and gave them confidence in theories that led to the policies that were responsible for the crisis, and responsible for the growth in inequality. Alternative theories would have led to very different policies
  • For instance, the tax cut in 2001 and 2003 under President Bush. Economists that are very widely respected were cutting taxes at the top, increasing inequality in our society when what we needed was just the opposite. Most of the models used by economists ignored inequality. They pretended that macroeconomy was unaffected by inequality. I think that was totally wrong.
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  • The strange thing about the economics profession over the last 35 year is that there has been two strands: One very strongly focusing on the limitations of the market, and then another saying how wonderful markets were. Unfortunately too much attention was being paid to that second strand.
  • The second major issue: 50 years after the march on Washington, 150 years after the end of slavery, we still are suffering from the legacy of that, and we have problems of inclusion. Racial inclusion, gender inclusion, and that dimension of inequality is so undermining of our society
  • there are two major things I would focus on: one is education. When you don't have equality of opportunity because you don't have equal access to education, it just seems so outrageous. It weakens our economy and leads to more inequality. We have a locale-based education system, we have increasing economic segregation, we clearly need a larger federal program to try to help disadvantaged districts.
  • What can we do about it? We've had this very strong strand that is focused on the limitations and market imperfections. A very large fraction of the younger people, this is what they want to work on. It's very hard to persuade a young person who has seen the Great Recession, who has seen all the problems with inequality, to tell them inequality is not important and that markets are always efficient. They'd think you're crazy.
  • We're so far out of line with the other advantaged countries. Those are two things that I think are the most striking in the sense that they are inconsistent with deeply held values and are leading to both more inefficiency and more inequality.
Javier E

Jared Kushner's Moral Failure Indicts Orthodox Judaism - Opinion - Forward.com - 0 views

  • the challenge for Jared Kushner, and everyone in our extraordinarily privileged generation, is to remember our ancestors’ suffering and honor their memories by defending the weak, vulnerable and oppressed today.
  • Slavery, in other words, was meant to ensure that Jews would remember powerlessness once they gained power. Jared Kushner is what happens when that memory fails.
  • How could Kushner — a Modern Orthodox golden boy — fail to internalize that? How could he invite Donald Trump’s Cabinet to his house for Shabbat dinner only hours after his father-in-law’s executive order banning refugees from entering the United States? How could he pose in a tuxedo alongside his wife, Ivanka Trump, on Saturday night as that executive order wreaked havoc on innocent people’s lives simply because they hailed from the wrong countries?
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  • . How could the Modern Orthodox community, a community that prides itself on instilling in its children Jewish knowledge and ideals, have failed so profoundly?
  • not all Modern Orthodox Jews share Kushner’s moral indifference. Last November, the Orthodox social justice organization Uri L’Tzedek organized a remarkable letter condemning “Trump’s hateful rhetoric and intolerant policy proposals.” On Monday, Rabbi Kenneth Brander, a vice president of Yeshiva University, sent out a tweet congratulating the Cardozo Law students who were working to help people hurt by Trump’s ban.
  • But these are the exception, not the rule. Kushner’s moral failure challenges the Modern Orthodox community — a community for which I have enormous admiration — to ask why it is often more stringent about ritual lapses than it is about ethical ones. Why do many Modern Orthodox Jews shudder at the thought of eating nonkosher cheese, yet proudly support Trump?
Javier E

This group believes Islam threatens America: 'It's a spiritual battle of good and evil.' - The Washington Post - 0 views

  • “They should be hauled out of Congress and taken to Guantánamo!” a military veteran said of the few dozen elected officials — including Hillary Clinton and the only two Muslim members of Congress — identified in the film as having connections to terrorists. “Can’t we get a law passed so we can go in and get these people the hell out of our government?”
  • White and the filmmaker, Trevor Loudon, assured the group that there is “a new sheriff in town.”
  • Trump’s election has presented a “God-given opportunity,” Loudon said. “The fate of the Western world” now depends on how they use it.
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  • “We have four years — the most important four years of our lives — to redouble the efforts,” he said. “If we blow it, our kids live in slavery. If we succeed, we can have a new golden age, not just in America, but all over the world.”
  • White urged the group to start by calling, writing and visiting their lawmakers. He said he needed volunteers to “begin to do some deep research” into a list of about 400 addresses that he had compiled of mosques and Muslim-affiliated “entities” to begin to “connect the dots.”
  • At the next meeting, he added, a visiting speaker would talk to them about “how to push back against building mosques in your communities.”
  • White, a devout Christian, believes that sharia, the guiding laws and principles of Islam, are the embodiment of that evil; that the Muslim Brotherhood, a Sunni Islamic movement that is a force in Middle Eastern politics, is working to spread sharia throughout America; and that CAIR, the Islamic Society of North America, the majority of American mosques, and a host of other Muslim leaders and organizations are outgrowths of the Brotherhood on U.S. soil. The Trump administration has been considering adding the Brotherhood to its list of designated foreign terrorist organizations; ACT considers that a top priority.
  • White hopes that Trump’s travel ban will prevail and that other Muslim countries, including Saudi Arabia and Egypt, will be added. He wants mosques and American Muslim groups to denounce sharia or be disbanded, and he wants the government to bar people who associate with those groups from public office.
  • The night before White visited the Capitol in Austin, a gunman who expressed support for nationalist and right-wing causes killed six people and wounded 19 others in an attack on a Quebec City mosque. The day before, a fire destroyed a mosque that had previously been burglarized and vandalized in Victoria, Tex. Earlier this month, a federal judge in Florida handed a 30-year sentence to a man who set a small-town mosque on fire because he saw the teachings of Islam as a threat.
Javier E

Tracing Ancestry, Researchers Produce a Genetic Atlas of Human Mixing Events - NYTimes.com - 0 views

  • geneticists applying new statistical approaches have taken a first shot at both identifying and dating the major population mixture events of the last 4,000 years, with the goal of providing a new source of information for historians.
  • Some of the hundred or so major mixing events they describe have plausible historical explanations, while many others remain to be accounted for.
  • many populations of the southern Mediterranean and Middle East have segments of African origin in their genomes that were inserted at times between A.D. 650 and 1900, according to the geneticists’ calculations. This could reflect the activity of the Arab slave trade,
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  • The dating system is based on measuring the length of chromosome segments of a particular ancestry that occur in a population. When people of two different populations intermarry, their children’s genomes carry large chunks of DNA of one parent’s ancestry interspersed with large chunks from the other’s.
  • Another mixing event is the injection of European-type DNA into the Kalash, a people of Pakistan, at some time between 990 and 210 B.C. This could reflect the invasion of India by Alexander the Great in 326 B.C. The Kalash claim to be descended from Alexander’s soldiers
  • Though all humans have the same set of genes, their genomes are studded with mutations, which are differences in the sequence of DNA units in the genome. These mutations occur in patterns because whole sets of mutations are passed down from parent to child and hence will be common in a particular population
  • The lowest amount of African admixture occurs in the Druse, a religious group of the Middle East that prohibited slavery and has been closed to converts since A.D. 1043.
  • from the average size of the chunks in a person’s genome, the geneticists can calculate the number of generations since the mixing event.
  • One of the most widespread events his group has detected is the injection of Mongol ancestry into populations within the Mongol empire, such as the Hazara of Afghanistan and the Uighur Turks of Central Asia.
  • the European colonization of America is recorded in the genomes of the Maya and Pima Indians. And Cambodian genomes mark the fall of the Khmer empire in the form of ancestral DNA from the invading Tai people.
  • They find among Northern Italians an insertion of Middle Eastern DNA that occurred between 776 B.C. and A.D. 550, and may represent the Etruscans, a mysterious people said by the ancient Greek historian Herodotus to have emigrated from Lydia in Turkey.
  • his method cannot yet detect genetic mixing between very similar populations, as was the case with the English and their invaders from Scandinavia and Northern Germany.
  • “In some sense we don’t want to talk to historians,” Dr. Falush said. “There’s a great virtue in being objective: You put the data in and get the history out. We do think this is a way of reconstructing history by just using DNA.”
Javier E

Professor Says He Has Solved a Mystery Over a Slave's Novel - NYTimes.com - 0 views

  • after years of research, he has discovered the novelist’s name: Hannah Bond, a slave on a North Carolina plantation owned by John Hill Wheeler, is the actual writer of “The Bondwoman’s Narrative,” the book signed by Hannah Crafts.
  • “Words cannot express how meaningful this is to African-American literary studies,” he said in an interview. “It revolutionizes our understanding of the canon of black women’s literature.”
  • After the novel was written, its manuscript was stored in an attic in New Jersey and was little noticed until Dorothy Porter Wesley, an African-American librarian, bought it from a New York City bookseller in 1948 for $85.
Javier E

'He Hated Error More Than He Loved Truth' - Ta-Nehisi Coates - The Atlantic - 0 views

  • I first began seriously considering the immortality of white supremacy after listening to Nell Irvin Painter.
  •  Here are a couple interviews on that point--one with Phoebe Judge at WUNC in the Research Triangle in North Carolina, the other with Jonathan Judaken before a lecture at Rhodes College in Memphis.
  • The two that really pushed me over were were Edmund Morgan's American Slavery, American Freedom and Barbara and Karen Fields' Racecraft. Morgan is indispensable. There is no single book I've found myself reviewing more over the past five years. 
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  • the basic argument is that Americans tend to speak of "race" as a biological constant, which it isn't. That notion it, itself, a product of racism.
  • we say that we need a "conversation on race" or "race divides America" or we speak of "different races." Another way to say this is we need to have a "conversation on racism" or "racism divides America," or to speak of "historical victims of racism." This is very key. The was no white and black race until we created one, and this creation was--itself--an act of racism, done to justify other acts of racism. Presuming that there is biological constant called "white" and "black" removes human actors, elides responsibility, and annihilates history.
Javier E

The Enlightenment on Horseback | Standpoint - 0 views

  • does Napoleon deserve to be called Great? As Roberts concedes, the Revolutionary and Napoleonic wars cost a total of around three million military and one million civilian deaths. Of these, 1.4 million were French. For this Napoleon must share much of the responsibility. Roberts also accepts that naval warfare was an almost total blind spot for Napoleon. Even after Trafalgar, he remained convinced that he could build a fleet capable of invading Britain, wasting men, money and material on a doomed enterprise. To this we might add Napoleon's abandonment of his army in Egypt, the abduction and execution of the Duc d'Enghien, the reintroduction of slavery in French colonies in 1802, catastrophic defeat in Russia, and other similar blemishes to his reputation. And, of course, Napoleon ultimately brought France to her knees.
  • Roberts however is in no doubt that the epithet is deserved. A general at 24, Napoleon lost only seven of 60 battles fought. In 1814 he won four separate battles in five days. His capacity for decision-making and daring on the battlefield was extraordinary. If he did not invent new military strategies, he perfected them, using new formations and artillery to maximum effect. Like Napoleon himself, his superbly trained and disciplined armies moved fast, in one case covering 400 miles in 20 marching days. None of this would have been possible without the creation of a new military culture based on honour, patriotism and devotion to Napoleon's person.  Napoleon's military achievements, Roberts further contends, were matched and have been outlasted by his civil achievements. Having put an end to the violence of the Terror and the disorder of the Directory, Napoleon built upon and protected the best achievements of the 1789 Revolution: meritocracy, equality before the law, property rights, religious toleration, secular education, sound finances, and efficient administration. Napoleon, Roberts writes, was no totalitarian dictator but rather "the Enlightenment on horseback". Despite this rather disconcerting image, there is little here with which even the most stern of Napoleon's critics would disagree. For good or ill, he can justifiably lay claim to being the founder of modern France. Finally, there is the fascination aroused by the man himself. "For sheer intellectual capacity and its persistent application in government," Roberts concludes, "there has probably never been another ruler in history to match him."
Javier E

4 Types of Korean Historiography - 0 views

  • four distinct models: Confucian (yukyo), Colonial(singmin), nationalist(minjok), and minjung, or "populist," historiography
  • Confucian historiography, is concerned on the idea that a nation's "culture" constitutes the overriding determinant of its history
  • By the Koryo period, then, Chinese Confucian culture had supplanted Buddhism as the leading influence on Korean society, and it is this influence that is the source of Korea's historical legac
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  • modern nationalist historians who criticize the Confucian school as taking an overly Sino-centric view of Korean history, reflecting the Chinese bia
  • colonial historiography, or singmin sahak, is of a fundamentally geopolitical nature and is the direct consequence of Korea's colonial experience under Japanese rule(1910-1945
  • This school points to geographic determinism as the leading factor in Korean history and argues that given Korea's geographic position, international interaction with surrounding powers, especially China, Japan, Russia, and more recently, the United States, is inevitable
  • the influence (or interference) of foreign "actors" has resulted in the inability of Koreans to chart an independent course in making policy, leading to a subservient national character and the predominance of acute factionalism in Korean politic
  • retarded or stunted nature of Korean historical development, as reflected in the continued existence of slavery up to the end of the Choson dynasty and the lack of a feudalist stage in Korea's historical development
  • not only that historical development in Korea is distinguished by its lack of indigenous progress, but also that what progress that has occurred has been the direct result of foreign influence and/or pressure
  • the nationalist school, emerged as a reaction against Japanese colonialism
  • for minjung theorists, Korean history is one of suffering -- of the masses subjugated socially, politically, and economically, whether it be in the form of Chinese cultural hegemony, the domination of the yangban class, Japanese colonialization, the "neo-colonial" influence of post-liberation superpowers (Japan and the United States in the South; China and Russia in the North), authoritarian government rule, or, most recently, international pressure on trade issues
  • Korea was on the verge of a cultural, political and social renaissance, led by a number of enlightened intellectuals (e.g. the Kapsin and Kabo reform movements and the Independence Club) who saw the decay of the Choson dynasty and recognized the need to bring Korea out of its self-imposed isolation.
  • Korea was the proverbial "shrimp caught between fighting whales," and the ensuing 35-year-long Japanese colonial period, coupled with Korea's subsequent national division and a devastating civil war, essentially wiped out any possibility of an indigenous movement building a modern, civil society independent of outside interference.
  • Korean development as a modern civil society was thwarted just as it was emerging from the long, slow decline of the Choson dynasty
  • By the end of the 1970s, Korea's economic success seemed to confirm the nationalist model: Korean development, far from being dependent on outside factors (e.g. Chinese suzerainty, Japanese colonialism, etc.), had in fact undergone its own, unique evolution
  • Success in the economic field was matched by discoveries in Korean archaeology, which added a timeless dimension to the debate. The discovery of paleolithic artifacts and the widespread existence of bronze culture in ancient Korea were combined with the existence of private landholding during the Three Kingdoms period and the slow emergence of an upwardly-mobile class system during the Choson dynasty to argue that, far from being stagnant, traditional Korean society, while not exactly dynamic, was at the very least much more fluid
  • Korean history is one of slow but steady indigenous progress toward modern, civil society.
  • minjung, (populist, grassroots, "the masses," etc.) school of historical interpretation. This school emerged out of Korea's rapid economic development, with its uneven distribution of wealth and the rising class-consciousness of Korean workers, combined with popular resentment against continued authoritarian rule and the widely perceived illegitimacy of the Chun Doo-hwan government in the aftermath of the Kwangju Pro-Democracy Uprising in 1980
  • there is no single, encompassing minjung theory, and minjung theorists themselves have had mixed success in gaining widespread respect for their views, possibly in part by a reluctance by more conservative academics to give credibility to a movement admittedly inspired by Marxist ideology
  • the nationalist school was divided over how to interpret the historical legacy of the "practical learning"(silhak) movement of the late Choson period
  • with the election of former pro-democracy opposition leader Kim Young-sam as president in 1992 following his party's merger with Korea's two leading conservative parties, the rise of a dominant Korean middle class and its concomitant influence on policy making, the emergence of a new generation of Koreans unfamiliar with past hardships, and the rise of globalization (and the decline of nationalism) as a defining influence, mainstream Korean society has all but rejected minjung theory.
  • where is a minjung historian to go when his erstwhile victims have gone mainstream and have adopted many of the perspectives of their newfound (middle) class?
  • no single theory is all-encompassing: each explains a part of a much greater whole.
  • colonial historiography explains Korea's relations in an unfriendly international setting, but it does not explain why Korea was unable to better adapt to an admittedly hostile environment.
  • nationalist historiography is also unable to adequately explain why Korea was unable to register impressive economic and political development until after its liberation from 35 years of Japanese colonial rule, and even then only in the context of U.S. liberation and protection during the Korean and Cold Wars, and without addressing the roles played by Japanese capital and a receptive U.S. market for Korea's export-led growth
  • it might benefit the would-be scholar to take a multifaceted approach to Korean historiography. At the very least, a comprehensive understanding of these historical schools is in order for any significant understanding of modern Korean history.
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