The privileged are often good at articulating injury but not always able to identify if they are actually experiencing it. There is a difference in b… - Sarah Schulman

In a healthy educational forum, students engage materials regardless of agreement or comfort level and then analyze, debate, critique, and learn from them, addressing the discomfort as well as the text.

People may be part of negative friendships, families, or communities who attack outsiders instead of being self-critical. They may be receiving encouragement to blame and scapegoat others. They may live within groups, relationships or families that do not tolerate the admission of mistakes, and that reinforce Supremacy ideologies about each other in order to maintain illusions of righteousness. This pressure, resulting in the action of collectively deflecting blame, does not mean that the person being blamed is abusive. In fact, it says nothing at all about that person, except that they are in turn being caused great pain for no reason. And in my mind, they have the right to resist that unilateral blame. In this way, group bullying is multiplicative of injustice, even though it is done in the name of nation, family, friendship, or distorted renditions of “loyalty.”

My view, in sum, was that while sexual and physical abuse does occur on campuses, and prejudice and discrimination may be rampant in class, actual sexual and physical abuse do not usually take place in a classroom. So intellectual, educational settings are among the few places in life where these things can be analyzed and engaged with depth without threat of actual physical danger. Being reminded that one was once in danger has to be differentiated from whether or not one is currently in danger. Confusing the two is a situation that quickly becomes destructive. Being conscious about one’s own traumatized past experiences, and how they manifest into current traumatized behavior, can be a force for awareness of one’s own reactions, not a means of justifying the repression of information. Additionally, as a teacher, I opposed all restraints from administrations on classrooms.