Wednesday, September 17, 2008

Perspectives: Keeping the Affirmative Action Debate in Context

Diverse Issues in Higher Education
by María Ledesma
Sep 17, 2008, 00:14

We stand on the cusp of an epic moment: the chance to vote into office the first Black president in the history of the United States. This historic event is set to potentially redefine and reframe the manner in which we speak about, and handle, race in America. However, as we embark down this never before traveled path, it is critical that we keep in mind the historic events that have enabled someone like Sen. Barack Obama to ascend to the highest levels of politics.
Some have already begun to argue that, as evidenced by the senator’s success, the time has come to dismantle affirmative action programs. Anti-affirmative action proponents further argue the fact that a Black man stands one step away from the presidency of the United States is proof enough that the time has come to end all affirmative action programs. A historical accounting will tell us otherwise. A historical accounting would posit that Sen. Obama’s ascendancy into politics has been, in part, because of, not in spite of, affirmative action programs.
However, most discussions and arguments about affirmative action happen within a historical vacuum. Close analysis reveals that affirmative action has been decoupled from its historical roots, resulting in an ahistorical and acontextual framing of the policy that misinforms the general public as well as scholars and political pundits. Unfortunately, what results is a popular narrative that defines affirmative action around sound bites. This ahistorical and acontextual narrative frames the policy as nothing more than “out-dated” and “preference-laden” “quota systems.” These buzz words not only sensationalize and corrupt sincere discussions around the policy, they prejudice and completely ignore the important historical events that have helped usher in social justice programs like affirmative action. [To view the entire opinion, go to: http://diverseeducation.com/artman/publish/article_11689.shtml ]

No comments: