You're quite right, Mitch Berbrier, that there's a rough dividing line between at least an older ideal of what it means to be a scholar and what "activist-scholars" aim for (and aim to impose) in scholarship and teaching. The intellectual and strategic political errors Redstone discusses routinely show up in university classrooms. For example, I've had students contact me before a course begins to inform me that they've looked at a list of required text for my class and that there are too few books by authors of color. Students have offered me help me identify (what they regard as) appropriate readings by authors of color (and members of other disfavored or marginalized groups) before they have taken a course I'm instructing or have accused me before meeting me of "whitewashing" the subject of a course I'm teaching. When I teach the work of white men, students sometimes engage in anti-racist activism in class, challenging the idea that "we" should be reading white men when we could (and should) be reading the work of people of color. When they disapprove, their first assumption is that I'm ignorant--that I just don't know what I'm supposed to be doing and that I'll respond positively to their efforts to educate me. They don't know that I've published scholarship on race and racism and for many years taught courses focused on those subjects. When they realize my heresy's deliberate, some students are intrigued. Those are the students I can still enjoy teaching.