In Europe there’s a trend to criticize or even in some cases do away with the field of gender studies. Naturally, this makes the gender studies professors very very nervous:
The attacks take many different forms, including blacklists and harassment of individual scholars, the proposal of legislative measures to police classroom speech, and attempts to censor academic events. In Brazil the pioneering gender studies scholar Judith Butler was burned in effigy and accosted by protestors at the airport last year after far-right Christian groups objected to her visit to the country for a conference she’d helped to organize. As Butler told Inside Higher Ed in an interview at the time, her sense was that the protesters “who engaged this frenzy of effigy burning, stalking and harassment want to defend ‘Brazil’ as a place where LGBTQ people are not welcome, where the family remains heterosexual (so no gay marriage), where abortion is illegal and reproductive freedom does not exist. They want boys to be boys, and girls to be girls, and for there to be no complexity in questions such as these.”
David Paternotte, an associate professor in sociology at the Free University of Brussels and co-editor of the book Anti-Gender Campaigns in Europe (Rowman & Littlefield, 2017), said less extreme attacks on gender studies often take the form of press articles criticizing the discipline. “People saying it’s ideological, it’s not scientific. This is what we hear the most — that it’s a waste of public money, it shouldn’t be a part of what is taught at universities.”
This reached a head recently in Hungary, a phenomenon I’ve written about previously. From that post of mine:
It does indeed appear, however, as though a sort of reverse cultural revolution might be taking place in Hungary, a campaign by Orban’s party to restore the older ways and stamp out some of the leftist/progressive cultural agenda…
Orban wants the Granscian march to go in the other direction for a change.
That first article I linked in this post—the one from Inside Higher Ed—is rather long. But I found it fascinating for several reasons, chief among them the condescending holier-than-thou tone of the gender studies professors cited. The gist of what they were saying was that the troglodyte right-wingers are politically motivated in their fight against gender studies, but there is absolutely zero acknowledgement of the gender studies profs’ own political perspective, a point of view that informs their every study and every utterance. “You’re political, but I’m just an objective, enlightened researcher” is the basic message, and it’s a false one.
And in fact, what a nation decides to teach is very often a political decision, particularly in its state-funded schools, as opposed to its private schools—with the possible exception of math and science, although, as the Soviets taught us, instructive in this area as in so many others, math and science can be made to be political as well. Where there’s a will there’s a way.
But some areas of study, especially those with “studies” in their name and which tended to spring up post-1960s, are more political and more deeply political than others. Not only that, but their science is shakier and more politically driven. Gender studies is one of those fields, although it’s not the only one.
That doesn’t mean it should be banned. Perhaps states are within their rights refusing to fund disciplines such as gender studies in state-funded schools, which preserves the right of private schools to offer courses. That’s highly unlikely to happen in the US at this point, anyway, because most state university systems are wholly dominated by the left, which champions gender studies. But in Europe things seem different, particularly in Hungary.
In Allan Bloom’s great work The Closing of the American Mind he dealt with the political aspects of education:
Every educational system has a moral goal that it tries to attain and that informs its curriculum. It wants to produce a certain kind of human being…In some nations the goal was the pious person, in others the warlike, in others the industrious…Aristocracies want gentlemen, oligarchies men who respect and pursue money, and democracies lovers of equality. Democratic education, whether it admits it or not, wants and needs to produce men and women who have the tastes, knowledge, and character supportive of a democratic regime. Over the history of our republic, there have obviously been changes of opinion as to what kind of man is best for our regime. We began with the model of the rational and industrious man, who was honest, respected the laws, and was dedicated to the family (his own family—what has in its decay been dubbed the nuclear family). Above all he was to know the rights doctrine; the Constitution, which embodied it; and American history, which presented and celebrated the founding of a nation “conceived in liberty and dedicated to the proposition that all men are created equal.”…
But openness…eventually won out over natural rights, partly through a theoretical critique, partly because of a political rebellion against nature’s last constraints. Civic education turned away from concentrating on the Founding to concentrating on openness based on history and social science.
Although that was written some time during the 1980s (his book was published in 1987 but it was based at least in part on lectures Bloom had given earlier), you can see that the foundation for the current situation (including that involving gender studies) had been laid by that time. Bloom’s book also contains a lengthy description of a late-1960s fight at Cornell over (among other things) the establishment of an Afro-American Studies department and who would control it. If you haven’t read Bloom’s work, you might want to look at Thomas Sowell’s rather brief account here.
Here’s some background of how Cornell 1969 was a sort of ground zero for the special “studies” departments and their spread throughout academia:
Only days before the Straight takeover, on April 10, 1969, the Cornell administration had approved $240,000 to create an Afro-American Studies Center and a director, James Turner, had been identified months earlier. “The students wanted an autonomous program; they wanted the center to have control of its own destiny,” said Eric Acree, librarian at the Africana Studies and Research Center.
But change did come even more quickly after the takeover. “You now have recognition that other people need to be studied — women, gays and lesbians, Latinos, Asian Americans — and all of that is an outgrowth of the black studies movement,” said Acree.
According to Robert L. Harris, professor of Africana studies, entire scholarly fields had been ignored. “The seriousness of Africana studies as an academic endeavor had been questioned, simply because the breadth and depth of existing scholarship was not widely known,” he said. “In the decades since, the field has been the source of vast quantities of indisputably serious, relevant, compelling work.”
Actually, I think that black studies and gender studies and all the rest are very legitimate fields to ponder and learn about—in other words, they are legitimate areas of study if those studies could be objective and present all sides of the questions involved.
The real problem is the extreme leftist slant that seems inherent in those departments, baked in the cake. There is also the question of whether separate departments are necessary or whether courses in these areas could be taught within existing generalized departments such as history. However, I wonder whether there’s any turning back at this point, at least in the US.