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18 Berkeley J. Afr.-Am. L. & Pol'y 1 (2016)

handle is hein.journals/afamlpol18 and id is 1 raw text is: 


















Requiem for a Rock: Teaching Race for the

                             Last Time


                    David Dante Troutt*

IN T R O D U C T IO N   .................................................................................................... 1
I.TEACHING RACE THROUGH REGIONAL EQUITY ............................................ 6
       A. Regional Equity: Law as Butler and Bouncer .............................. 6
       B.  Teaching Race through Six Core Assumptions about
           A m erican O pportunity  ................................................................ 10
It.TEACHING DIARY: A DRAMA IN FOUR ACTS ............................................ 14
       A . The  W arm Beginning ................................................................  14
       B.  Progressive Mutuality (Confronting Localism) ......................... 16
       C . The  Intrusion of  R eality  .............................................................. 18
       D . B lam ing R ace  .............................................................................  20
C O N CLU SIO N   .............................................................................................. . .  23

                               INTRODUCTION
     Teaching race within the law school curriculum has always been absurd.
After 20 years of trying, I liken the exercise to the Myth of Sisyphus. In a
lovely little essay by that name, Albert Camus wrote of the relevant self-
torture-the face screwed up, the cheek tight against the stone, the shoulder
bracing the clay-covered mass, the foot wedging it, the fresh start with arms


          DOI: http://dx.doi.org/10.15779/Z382P1Q
    *     Professor of Law, Justice John J. Francis Scholar, Director, Center on Law in
Metropolitan Equity, Rutgers School of Law-Newark. There are too many colleagues and
mentors of race, regional equity, and law teaching to thank individually for their contributions to
these insights, but I am grateful. I have been fortunate to teach the students referred to here as
well as a full generation who have challenged and molded me as a professor. Everlasting
gratitude goes to my wife Shawn and our daughters for keeping me going in this pursuit as in all
things.

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