White privilege

This article is an excerpt from Kenan Malik's new book, Not So Black and White: A History of Race from White Supremacy to Identity Politics. In 1935, while writing his masterpiece Black Reconstruction in America, W.E.B. Du Bois pondered the question of why, in the wake of the Civil War, there had not developed working-class solidarity across racial lines. “The South, after the war,” he observed, “presented the greatest opportunity for a real national labor movement which the nation ever saw or is likely to see for many decades.” Yet, he lamented, “the labor movement, with but few exceptions, never realized the situation.

Tory MP Robert Halfon is right to say that the underachievement of white working-class students is a ‘major social injustice’. He is also correct to call for ‘a proper funding settlement’ so that we have an ‘education system fit for purpose’. But this much-needed debate has been overshadowed by a red herring in the Education committee's report: the use of the term ‘white privilege’. The report claims that the use of such phrases may have contributed to the neglect of disadvantaged white kids. Of course, as Halfon says, ‘it is wrong to tell a white disadvantaged family that they are white privileged even though they may come from a very poor background and may be struggling’.

This article was originally published in The Spectator’s July 2021 World edition.  The American experiment is fragile. It has always been fragile and always will be fragile because it is so extremely unnatural. ‘Unnatural’ in this context means in conflict with human nature. Jonah Goldberg has described the fragility of the American system by comparing it to a garden hacked out of a tropical jungle. A garden surrounded by jungle is unnatural. The gardeners must tend it with unremitting care lest the jungle return. Treating our fellow human beings as individuals instead of treating them as members of groups is unnatural. Our brains evolved to think of people as members of groups; to trust and care for people who are like us and to be suspicious of people who are unlike us.

First off the blocks criticising Dr Tony Sewell’s report of the Commission on Race and Ethnic Disparities was Professor Kalwant Bhopal from the University of Birmingham. Writing in the Guardian and focusing on her specialism of education (she is director of the Centre for Research in Race and Education), she took exception to the statistics that showed the majority of ethnic minority groups 'perform better than White British pupils'. If this were true, of course, it would put to bed the whole idea of institutional racism in education and 'white privilege', for it wouldn’t be a racism worth its salt if whites systematically came bottom or near-bottom.