Jim: In chatting with my brother, we quickly got off the topic of what happens to unopposed points in a debate as I actually re-read the piece (I use the term in purpose) in detail and realized just how over-the-top it is. Isn’t it stereotypically racist of him, for example, to assume that “a large number of immigrants learning English for the first time, and poor women coming off welfare” are necessarily going to be the victims of “intolerance and discrimination”? And isn’t it “moral equivalence” when he makes statements comparing the holocaust to “English-only legislation, anti-immigrant crackdowns, and welfare cutbacks thanks to widespread stereotypes and a constant drumbeat of rhetoric against the so-called underclass?”
For that matter, let’s play a Sesame Street style “What’s the difference?” game:
1. English-only legislation (which hasn’t passed, by the way) affects those who don’t speak English, which is a choice. The consequences are confusion and perhaps an inability to take advantage of government services.
2. Anti-immigrant crackdowns (by which I assume he meant anti-illegal-immigrant crackdowns) affect those who are in the country illegally, which is usually a choice. The consequences are that the law-breaker is given a free bus ride or plane ticket back home.
3. Welfare cutbacks affect all people who depend on welfare, not just minorities. In fact, I am offended at the implication that minorities are the primary recipients of welfare! What racist claptrap! In any case, the consequences is that people receive less free money.
4. The holocaust affected people who happened to be born Jewish, and others. No choices, no options. The consequences were deadly and an abomination that will stand four hundreds or thousands of years to come as one of the darkest periods in human history.
So which of these four things isn’t like the others? What a loser!
Anyway, addressing the particular class that is the subject of the article, it seems that they were teaching a class entitled “Learning the Holocaust” and decided, strangely enough, to focus on the holocaust. Go figure? Anyway, let’s pretend, as the author seems to be, that the class is more general and focuses on racism instead. Let’s pretend it is the only class in the entire curriculum that deal with race issues at all, though I’m reasonably sure it is not. If both of those things were true, then they would be guilty of teaching about racism and picking the biggest example of racist horror ever. Wow, what a shock!
You know what would be sick as far as I’m concerned? Outlining things like English-only legislation as an example of the horrors of racism without pointing out that racism can lead to much worse things like the freaking holocaust!
Argh! It’s okay. I’m fine. Thanks for your concern. Just a sip of water, here…No really, I’m fine. Now I remember why I avoid certain websites.
Anyway, as it happens, I am very sensitive to the plight of immigrants, having had some experience with the process. I sympathize with those who cannot speak English, as I’m limited to English and Pig Latin myself despite several wasted years of Spanish courses. And I do truly sympathize with people who need welfare to get by, though my family refused to accept government assistance when we qualified for it when I was young. I am not a hard-hearted man, and I do not deny racism in the here and now. It exists and it is awful stuff. I have been discriminated against based on my age and gender, but rarely if ever because of the color of my skin, and never to the extent that some of my darker-skinned friends have reported.
But we’re talking about the holocaust, man, and nothing compares.