By this point in time, reactions to Nicole Hannah-Jones’ “1619 Project” have largely been divided into two camps. One camp is filled with history scholars who have pointed out that her claims are largely false, baseless and ahistorical. The other camp doesn’t care much about facts or history because they like, or at least feel compelled to like lest they be called racists by their dear friends, the message.
That the New York Times “quietly” changed one of the most ridiculous claims, which Hannah-Jones denied making to her discredit, either proved the point or proved nothing, depending on how dedicated to the secular religion of social justice one was. But is there a middle ground, where one can appreciate the “message” without getting hung up on the boldly false assertions that will make up the curriculum in woke school districts? Nicholas Guyatt tries to find it. Continue reading
