By Jason Stanley

Legal residents of the United States sent to foreign prisons without due process. Students detained after voicing their opinions. Federal judges threatened with impeachment for ruling against the administration’s priorities.

In this Opinion video, Marci Shore, Timothy Snyder and Jason Stanley, all professors at Yale and experts in authoritarianism, explain why America is especially vulnerable to a democratic backsliding — and why they are leaving the United States to take up positions at the University of Toronto.

Professor Stanley is leaving the United States as an act of protest against the Trump administration’s attacks on civil liberties. “I want Americans to realize that this is a democratic emergency,” he said.

Professor Shore, who has spent two decades writing about the history of authoritarianism in Central and Eastern Europe, is leaving because of what she sees as the sharp regression of American democracy. “We’re like people on the Titanic saying our ship can’t sink,” she said. “And what you know as a historian is that there is no such thing as a ship that can’t sink.”

She borrows from political and apolitical Slavic motifs and expressions, arguing that the English language does not fully capture the democratic regression in this American moment.

Professor Snyder’s reasons are more complicated. Primarily, he’s leaving to support his wife, Professor Shore, and their children, and to teach at a large public university in Toronto, a place he says can host conversations about freedom. At the same time, he shares the concerns expressed by his colleagues and worries that those kinds of conversations will become ever harder to have in the United States.

“I did not leave Yale because of Donald Trump or because of Columbia or because of threats to Yale — but that would be a reasonable thing to do, and that is a decision that people will make,” he wrote in a Yale Daily News article explaining his decision to leave.

Their motives differ but their analysis is the same: ignoring or downplaying attacks on the rule of law, the courts and universities spells trouble for our democracy.

On 14 February, the US Department of Education’s office of civil rights issued a letter providing notice to American educational institutions, schools and universities of the department’s new interpretation of federal civil rights law. The letter lays out new conditions for institutions to receive federal funding, including in the form of student loans or scientific and medical research.

Title VI of the 1964 Civil Rights Act prohibits discrimination on the basis of race, color and national origin in federally assisted programs or activities. The education department’s “Dear Colleagues” letter redefines the central targets of Title VI to centrally include supposed discrimination against whites. The letter was followed, on 28 February, with a set of guidelines for its interpretation. The novel understanding of anti-white discrimination in these documents is a chilling manifestation of educational authoritarianism.

[…]

The guidelines for what would count as a Title VI violation are vague. From the guidelines:

"a racially-oriented vision of social justice, or similar goals will be probative in OCR’s analysis of the facts and circumstances of an individual case."

The most straightforward way to read the letter and the guidelines is as defining “school-on-student harassment” as including Black history. The letter treats teaching large swaths of Black and Indigenous history as akin to a white professor consistently referring to all of their Black students with a terrible racial slur.

The “more extreme practices at a university” that “could create a hostile environment under Title VI” include “pressuring them to participate in protests or take certain positions on racially charged issues”. But reason, rationality and morality are sources of “pressure”. How does one distinguish the pressure placed on people by moral arguments for racially charged issues from other kinds of pressure?

The guidelines create a culture of fear and intimidation around history. If one discusses Black history, one immediately risks endorsing the view that the United States “is built upon ‘systemic and structural racism’”. The guidelines invite students to report their teachers and their school administrators for not adhering to a state-imposed ideology about history, as well as state-imposed ideology about gender, which threatens to make teaching critically about gender identity, or including trans perspectives, into school-on-student harassment. Failure to adhere to state ideologies about history and gender fits this new definition of “school-on-student harassment”. Billions in federal funding is at stake.

What we can see from this example of Nazi Germany, and from studying other instances of fascist movements around the world, is that there are five major themes of fascist education:

1. National greatness
2. National purity
3. National innocence
4. Strict gender roles
5. Vilification of the left

These themes are essentially different ways that fascist movements stoke grievances among the dominant group they serve in order to further their aims. In the process, they are careful to eliminate any contradiction of their narrative. This would include, for example, any scholarly research revealing flaws in national myths, any form of education that clearly reveals national guilt, any suggestion that diversity and plurality might be beneficial to society, or that more equitable gender relations might be beneficial, or that the political left is significantly less of a threat than they imagine.