25 February 2017

Teaching History: Cause & Effect?

Cause?
. . . many historians have become obsessed with inequality and white privilege in American society. And this obsession has seriously affected the writing of American history. The inequalities of race and gender now permeate much of academic history-writing . . . ~ Professor Gordon S. Wood

Cause?
The people who came out of the ‘60s are currently in control of the profession and it’s has become essentially race-class-gender issues. ~ Professor Gordon S. Wood
Effect?
"The problem is not just overgrown crybabies and helicopter parenting, but an extreme version of identity politics, which encourages students to demand power and privilege on the sole basis of their race, gender, or sexual orientation,” Greer writes. “The flipside is that they want to disenfranchise and humiliate everyone who is not part of their designated victim groups—especially straight, white men. . . . “Higher education now incentivizes students to adopt and exploit an identity that can give them a leg up in the Victimhood Olympics. This, in turn, encourages the ‘victimized’ students to hate their fellow classmates who are assigned the oppressor identity by the mandated form of campus politics. Additionally, it leads these grievance mongers to also hate traditional America and Western civilization." (Source.)
Effect?
Since knowing the race and/or gender of who wrote the piece of music students are playing is so important, the band directors at Spring Lake Park High School in Minnesota “have pledged” to include at least one composition by a woman, and one by a “composer of color” in each of its bands’ concerts. (Source.)
Effect?
Pepperdine University will remove a statue of Christopher Columbus from its main campus after students at the Southern California Christian school made multiple demands to take it down. . . . Pepperdine’s student newspaper, The Graphic, reported that around two dozen students took to the statue’s location on Columbus Day last semester and chanted “take it down.” A written statement from the protest group, “Waves Against Columbus,” claimed the statue is “a celebration of genocide and racial oppression.” (Source.)
Effect?
The Writing Center at the University of Washington is telling students that expecting Americans to use proper grammar perpetuates racism.

A press release put out by the University of Washington’s Writing Center argues that “there is no inherent ‘standard’ of English,” and that pressure to conform to proper American grammar standards perpetuate systems of racism. (Source.)
Again, I'm just asking.

3 comments:

Arlee Bird said...

So much outlandish thinking from the once-hallowed halls of academia. I wonder if the new writing standards if they become standard throughout most or all universities will affect the scholarly writings. Will the academic journals be publishing works in the newly accepted non-racial forms? Will graduate theses permit poorly written papers--or at least those that would have once been considered as poorly written?

Will the rest of us with more traditional language training need to go back to school in order to relearn reading, writing, and speaking in a way that is more acceptable to all other races and those with lower level skills of expression?

Sounds like another advent of ebonics craziness and more. We need to greater homogenization of communicating skills not greater division and more sensitivity to absolutely everyone's needs.

Arlee Bird
Tossing It Out

Richard G. Williams, Jr. said...

Arlee - Academia has, sadly, become a caricature, a laughing-stock. Thanks for commenting.

Mike said...

I am a college librarian and I defintely see the anti-white bias creeping into things, or should I say 'anything but white/Christian/straight males. I overheard a faculty person here being asked who were those men on a famous painting on the wall who were signing the Declaration. Rather than identify them he called them "just some dead white guys".