By Conor Friedersdorf The Atlantic
Instead of using his acquittal to promote vigorous discussion, many administrators sent out statements decrying the verdict.
At universities, the recent acquittal of Kyle Rittenhouse should be an opportunity to study a divisive case that sparked complex debates about issues as varied as self-defense laws, guns, race, riots, the rights of defendants, prosecutorial missteps, media bias, and more. If administrators were doing their jobs, faculty and students would freely air a wide variety of viewpoints and have opportunities to better understand one another’s diverse perspectives. Instead, many administrators are preemptively imposing their preferred narratives.
The Rittenhouse saga began in Kenosha, Wisconsin, on August 25, amid rioting that followed the police shooting of a Black man. Rittenhouse, then 17, armed himself with an AR-15-style rifle and walked into the chaos, claiming that he intended to protect the community. He wound up shooting three men, killing two. Last week, a Wisconsin jury found him not guilty of murder, crediting his claim that, at the moment he fired, he feared for his life and acted in self-defense. This, many analysts argued, was a plausible conclusion to draw from Wisconsin law and video footage and testimony presented at trial.