Back in the fall of 2021, while teaching a unit on the presidency in an American government class, I encountered a question from a student about why I would even address Donald Trump. My response was straightforward: “Because he was a president.”
This simple exchange illustrates the essence of academic freedom — a principle that is currently under threat in Virginia.
The question didn’t arise from mere curiosity; it stemmed from a broader political critique, suggesting a “thinly veiled attempt to incorporate the progressive left’s groupthink on our students.” However, my classroom, rooted in critical analysis, focused on the constitutional framework outlined in Article II, which all presidents, including Trump, operate within. This approach allows students to draw their own informed conclusions. However, it’s not just about teaching the Constitution; it’s about fostering a space where students learn to think critically and independently. I have served in elected office for nearly 30 years, yet I’ve never tried to use my politics to sway students. Instead, my goal is to empower them with all the facts and encourage them to form their own opinions.
As a university professor and administrator with more than 40 years of experience, I find the recent actions by Gov. Glenn Youngkin’s administration deeply troubling. It has requested syllabi and other materials from institutions such as George Mason University and Virginia Commonwealth University, purportedly to avoid the imposition of “progressive groupthink.”
Yet, this is a clear misstep into academic territories where such interference is not only unnecessary but also harmful. Accusations from the administration that Virginia’s universities are promoting progressive left groupthink among students not only miss the mark but also reveal a fundamental misunderstanding of higher education. It’s about equipping students with the tools to navigate complex issues, not indoctrinating them with a particular ideology.
Curriculum development is an intentional, rigorous process that lies at the heart of educational success. It is designed to ensure that learning outcomes not only meet academic standards but also prepare students for real-world challenges, including workforce readiness. This process is thoughtful and inclusive, often involving multiple stakeholders to balance various perspectives and expertise. The goal is to foster environments where critical thinking thrives and students are equipped to engage constructively in society.
Throughout my two decades as an administrator, I participated in countless reviews and revisions of curricula, always with the objective of enhancing educational quality and relevance at the forefront. This experience taught me the importance of shielding academic content from political influences, ensuring that our educational institutions remain spaces of free inquiry and debate.
The Youngkin administration’s focus on diversity, equity, inclusion (DEI), and racial literacy as areas of concern only underscores its intent to reshape academic discourse in ways that align with a specific political agenda. This not only contradicts the governor’s professed belief in fostering environments where conventional thinking can be challenged, but it also represents a dangerous precedent for political interference in educational content.
The American Association of University Professors has rightly highlighted this alarming trend. As someone who has dedicated their career to the advancement of knowledge and democratic values in education, I stand with them in the fight to safeguard freedom of inquiry and promote racial justice in higher education.
The wisdom of civil rights leader and Norfolk native Ella Baker rings especially true today: “We who believe in freedom cannot rest until it comes.”
In the context of higher education, this means resisting political interventions that seek to dictate what is taught and how it is taught. Our students deserve no less than a comprehensive education that equips them to think critically and engage meaningfully with the world around them.
As we consider the future of higher education in Virginia, let us remain committed to the principles of academic freedom and the intentional, thoughtful process of curriculum development. It is through these efforts that we truly prepare our students for the challenges of today and tomorrow.
State Sen. Mamie E. Locke, Ph.D., represents the 23rd District, which includes Hampton and part of Newport News.
