...in The New Yorker. Some interesting bits, although I was sorry to see Professor Singer took the bait on this absurd question:
A lot of your works cite white male academics who, for lack of a better phrase, take up a lot of space in intellectual conversations: Joshua Greene, Steven Pinker, Timothy Garton Ash, Michael Sandel, Benedict Anderson, John Rawls, to name a few. Because so much of your work is fundamentally about equity, I wonder if that is something that’s on your radar.
That’s the manner in which I was educated, I suppose, and which still is very influential in the ideas that I’m involved with. I’ve certainly worked with a lot of philosophers who are not male, but they have been white generally [then goes on to name some of them from outside the Anglophone world].
The correct answer would have been: "No, it's not on my radar, and it has nothing to do with equity. My citing more Black writers would not contribute to equity; reparations for the descendants of the victims of slavery and de jure segregation would contribute to equity. Scholarship is not about equity, it is about engaging evidence and arguments that are relevant and worth engaging. If you have in mind some evidence and arguments relevant to my work that I have neglected, I would be interested in them, independent of the race or nationality of the authors. But it is pernicious ideological obfuscation to act like keeping a tally of the race of authors you engage contributes anything to equity or human well-being."
UPDATE: Something I posted on Facebook in response to a comment from a colleague elsewhere might also be relevant here:
My position is that racial or demographic equity in citations is not a value in scholarship; truth and knowledge are the only values. If past racism has resulted in neglect of scholars who can contribute to truth and knowledge in a particular domain, then the demand should be to name those scholars so that they can be studied. But equity-qua--demographic-diversity per se is not a scholarly value. It has a stronger claim to be a value in pedagogy, policing, and other contexts of course.
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