I want to be obsolete. I want to walk into a classroom full of students excited to learn feminist histories and begin by marveling at how far we’ve come—how unthinkable it now feels that a president once demeaned women, faced dozens of credible accusations of sexual violence, and still rose to the highest office in the country. I want that version of this story to feel distant, resolved, finished.
Instead, I walk into my gender, women and sexuality studies classes scanning for signs of hostility—wondering who might be recording, who might be there to report me, who might see my teaching not as scholarship but as something to punish.
Teaching about marginalized communities, especially through a feminist, anti-racist lens, now carries real risk: of being surveilled, doxxed, harassed or silenced. Books are banned, curricula are targeted, and the very act of naming systems of power is treated as a threat.
And yet, I keep teaching. I keep showing students that what they are experiencing is not individual failure but the result of structural forces—and that those forces can be challenged. I tell them their voices matter, their rage is justified, and their histories deserve to be known.
I would rather be obsolete. But as long as these attacks persist, our work is far from done.