27.12.17

TEACH THE CONTROVERSIES.

That's long been a theme of mine, as to a naive view, all this talk in economics courses about "markets" and "prices" and "firms" and "competition" is a celebration of the existing commercial orderSorry, no.

Contrast the introspection in economics with the lack of self-reflection in this lament by a zampolit from Beloit College.
Many of us are trained to see and then speak on institutional and structural systems of oppression. I have been trained specifically to see and call out institutional racism through an intersectional lens. If we are being told to just do our job, then we are. So the real question becomes, is society ready to accept the true point of an education, which is to develop a group of critically thinking, conscious citizens? Is higher education ready and capable of taking on this work?
Sorry, lady, you're guilty of affirming the consequent, rather than treating intersectionality as one among many working hypotheses, and labelling disparate outcomes as institutional racism without considering other possible, perhaps stronger explanations for those outcomes.  Put together a set of hypotheses involving intersectionality that yield clearer explanations and let the logic and content carry the day.  But that's work.  Easier to hector and deplorable-shame.
As educators, it is our job to teach students how to think critically so that they can engage with larger social issues. That is not confined to just the social sciences, but has an impact on all academic disciplines and departments. Yet as [James] Baldwin also said, society is not always that anxious to have a mass of critically thinking and engaged people, because “what societies really, ideally, want is a citizenry which will simply obey the rules of society. If a society succeeds in this, that society is about to perish.” That is why education matters more so now than ever as a location that should be unapologetically committed to developing students to become true critically engaged thinkers who learn how to apply those knowledges, methodologies and skills to locations outside spaces like this.

It is on college and university campuses, and within our classrooms and through our programming, where resistance to this encroaching normalized white supremacist ideology must be challenged. Now is not the time to side with neutrality.
Seriously? You're going to deconstruct the old rules by imposing your own rules, and saying now is not the time to consider other rules?  The good news, dear reader, is that at least one commenter at Inside Higher Ed caught the strange loop being tied.
Our goal is to have the campus and community understand what organizing and activism are, why individuals and groups participate in these practices, and what possibilities there are or can be when we engage in other ways of knowing and being. In doing so, we hope conversations and actions move away from partisanship and into understandings of what we want humanity to be. What humanity should be.
"What humanity should be." That way await the guillotines and gulags.  So it always is with people who are so wedded to their priors that to ask "what evidence would lead you to change your mind?" is heresy.

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