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James Ceaser is the Harry F. Byrd Professor of Politics at the University of Virginia, director of the Program for Constitutionalism and Democracy, and was a senior fellow at the Hoover Institution. He is the author of several books on American politics and American political thought, including...
School for $6 a Month
When governments abroad fail to offer decent schools, entrepreneurs rush in. By Chester E. Finn Jr.
How Affirmative Action Falls Short
Only skills improvement—starting with better schools—can begin to close racial achievement gaps.
Open the Gate
James Kirchick on Let Them In: The Case for Open Borders by Jason Riley
Explaining 1968
Was it a revolution? No. More like a baby-boomer coming-out party— with a rough morning after. By Niall Ferguson.
Purple Voters in the Golden State
California’s Republican Party has drifted off the centrist track. But its voters haven’t. By Morris P. Fiorina and Samuel J. Abrams.
America’s Struggle for Racial Equality
Recapturing civil rights leaders’ commitment to ending discrimination
Saving Souls—and Cities
How much worse would our inner cities be today were it not for black churches? Much worse. By John J. DiIulio Jr., director of the White House Office of Faith-Based and Community Initiatives.
After Michigan
In June the Supreme Court issued a definitive—if narrow—ruling that permits the consideration of race in university admissions. This may have been bad law—but was it a bad decision? By Robert Zelnick.
Follow the Saudi Money
Untangling a complex courtroom tale: did Saudi funding incubate Islamist terror? By Chris Mondics.
Fighting Words
Craig S. Lerner on A Time to Fight: Reclaiming a Fair and Just America by Jim Webb
The Gender Refs
Federal regulators lock arms with college athletic departments to gut men’s sports in the name of equality
Free At Last
Black Americans sign up for school choice
Mothers in Combat Boots
Reassessing a military policy
Income Integration at School
The Monochrome Society
Americanness and the unsung agreement across racial lines
Affirmative Action in Higher Education: A Dilemma of Conflicting Principles
As a university president in the 1970s (San Jose State) and then as a researcher and writer, Bunzel's long involvement with affirmative action in higher education has led him to conclude that the troubling issues of race and equality cannot be reduced to the easy categories of "right" versus "wrong." He objects to such moral absolutism (also reflected in California's Proposition 209) because it denies legitimacy to the inevitable complexities and nuances inherent in what he regards as a many-sided problem. Affirmative action in college admissions, he argues, must ultimately be viewed in relation to other competing principles and in light of many practical problems.
In trying to balance different claims and interests within a "theory of limits," Bunzel believes a more useful way to think about affirmative action is in terms of a "social contribution theory of universities." Thus he asks (among other questions), "Is some degree of race consciousness never defensible?" He does not think there is only one morally correct answer. Acknowledging that race has too often been considered excessively and sub rosa, he rejects both of the ideologically pure extremes--namely, that anything that overcomes the disadvantages of race is acceptable and that taking race into account is never appropriate under any circumstances.
Bilingual Education: A Critique
Bilingual education has been a subject of national debate since the 1960s. This essay traces the evolution of that debate from its origin in the Civil Rights Act (1964) and the Bilingual Education Act (1968), which decreed that a child should be instructed in his or her native tongue for a transitional year while she or he learned English but was to transfer to an all-English classroom as fast as possible. These prescriptions were ignored by bilingual enthusiasts; English was neglected, and Spanish language and cultural maintenance became the norm.
Bilingual education was said to be essential for the purposes of gaining a new sense of pride for the Hispanics and to resist Americanization. The Lau v. Nichols (1974) decision stands out as a landmark on the road to bilingual education for those unable to speak English: bilingual education moved away from a transitional year to a multiyear plan to teach children first in their home language, if it was not English, before teaching them in English. This facilitation theory imprisoned Spanish speakers in classrooms where essentially only Spanish was taught, and bilingual education became Spanish cultural maintenance with English limited to thirty minutes a day. The essay discusses the pros and cons of bilingual education.
Criticism of bilingual education has grown as parents and numerous objective analyses have shown it was ineffective, kept students too long in Spanish-only classes, and slowed the learning of English and assimilation into American society. High dropout rates for Latino students, low graduation rates from high schools and colleges have imprisoned Spanish speakers at the bottom of the economic and educational ladder in the United States.
This revolt, the defects of bilingual education, and the changes needed to restore English for the Children are covered in the essay. The implications of Proposition 227 abolishing bilingual education in California are also discussed.
Douglas Murray And His Continuing Fight Against The "Madness Of Crowds”
TRANSCRIPT ONLY
A little over 18 months ago, we interviewed author and columnist Douglas Murray about his then new book The Madness of Crowds: Gender, Race and Identity. That show was one of our most-watched interviews of 2019, so we thought it was time to sit down with Douglas again and get an update on where things stand with regard to, as Douglas describes in his book, “the interpretation of the world through the lens of ‘social justice,’ ‘identity group politics’ and ‘intersectionalism’ . . . the most audacious and comprehensive effort since the end of the Cold War at creating a new ideology.”
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