The predictable appeal of racist “antiracism” cant to the world of scholarship and academia in the wake of the fraudulent George Floyd Freakout is producing amusing or frightening results, depending on one’s regard for higher education and resistance to despair.

Today’s sample of Authentic Frontier Gibberish, for example, comes from “Confronting “White Feminism” in the Victorian Literature Classroom,” recently published in the scholarly journal, “Nineteenth Century Gender Studies.” The author is University of California Professor Lana Dalley, who complains that Victorian feminists are “problematic” [There’s that word again!] because they promote “white feminism.” In other words, social commentators and writers of over a hundred years ago don’t seem to reflect the current approved woke perspective of 2021. This is, apparently, a surprise. Here’s her first paragraph, an AFG classic:

“The transition to virtual learning in Spring and Fall 2020 intersected with international protests for racial justice and, more locally, Ronjaunee Chatterjee, Alicia Mireles Christoff, and Amy R. Wong’s call to “undiscipline Victorian Studies” by “interrogat[ing] and challeng[ing] our field’s marked resistance to centering racial logic” (370).(1) More specifically, they call for “illuminat[ing] how race and racial difference subtend our [Victorianists’] most cherished objects of study, our most familiar historical and theoretical frameworks, our most engrained scholarly protocols, and the very demographics of our field” (370). Since then, numerous virtual roundtables and panels have convened to discuss critical approaches to race within Victorian studies and to ponder the relevance of contemporary social justice movements to a field whose borders are historically drawn. This essay emerged from one such panel and offers practical suggestions for reframing pedagogical approaches to Victorian feminist discourses in order to “center[] racial logic” and “illuminate how race and racial difference subtend” those discourses.(2) Its suggestions are certainly not meant to be exhaustive, but simply to offer one set of practices for making the Victorian literature classroom more responsive to contemporary conversations about race and gender.”

Now who can argue with that?

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