Why Fab 5 at 25?
This is the text of my opening remarks for the Fab 5 @ 25 round table symposium. The University video taped the event and will be making that available to the public, hopefully before too long.
The impact of the Fab Five on basketball and our cultural landscape was immeasurable. As we’ve just heard it was felt even by a young Hoosier attending a small liberal arts college who would grow up to become a quantitative political scientist and our Dean. He was not alone, of course. Their superb and electrifying play, their exuberant and authentic self-expression, and their courageous outspokenness transformed not only college basketball, but, in some ways, all of sport, and sparked challenging and increasingly urgent conversations about race, money, and education in big time college sports. But you know all that. You know, too, that their legacy was left in limbo as a result of investigations uncovering the loans that one member of the team accepted.
We are here, as Dean Martin explained, to address these topics openly, in an academic setting, in keeping with the mission, and best traditions, of the great community of students and scholars that comprise the University of Michigan. We have here an opportunity to lead by continuing and deepening the challenging and urgent conversations these players and their teammates helped amplify: how can universities like Michigan preserve their educational mission and safeguard the well-being of their students in the context of the rapidly expanding commercialization of college sports? What sort of opportunities do college sports provide us for addressing and overcoming social inequalities and cultural stereotypes? What is the legacy of the Fab Five in Michigan’s own history, and what is the most appropriate way for the University to mark that legacy?
But, even as we take up these questions today, I know from experience that our event offers another, deeper opportunity for all of us. I met Jimmy King in March of 2012, when he accepted my invitation to speak to students in my undergraduate Cultures of Basketball class. He has come every time I’ve taught the course since then and has even played in the intra class 3 on 3 tournament the students organize at the end of each semester. Now, I pride myself on being an effective teacher. But I know they feel that the hour and a half they spend with Jimmy is the unforgettable highlight of the semester and that the challenging and inspiring lessons he imparts will stay with them forever.
I understand why they feel that way. I feel that way too. It’s because Jimmy is, among many other things, a superb teacher. In fact, though I don’t know Ray as well, nor Jalen or Juwan at all, I believe that all four of these men are, and were when they were students here, superb teachers. In fact, I view them as one of the University great treasures: a trove of unique life experiences which they transform into accessible lessons. These are lessons not only about basketball, or college sports. Not even only about race or class or exploitation. They are deeper life lessons about joy, creativity, and integrity, about solidarity, trust, and loyalty and, perhaps above all, about freedom. We should consider ourselves fortunate that we have here today something life doesn’t often provide: a second chance; a second chance not only to hear their voices, but to listen to them and so to learn what we may have missed when they first offered it 25 years ago. I for one, plan to make the most of it.
As the fellas used to say before stepping into the arena: let ‘em hang.