Oh, look–the “unbundling” folks are back at it, with a spate of recent articles in edtech and “edupreneur” sites dredging up the idea of finding “efficiencies” by stripping off certain components from the “process” of college/university education to make learning (which they define exclusively as degree completion, which should tell you something) more “streamlined.” Josh Kim has a good piece up today on Inside Higher Ed that pushes back against this “unbundling” fetish, rightly suggesting that it will do no more than exacerbate the divide between the privileged and everyone else. But this isn’t a new criticism of “unbundling.” We rail against Bryan Caplan’s blithe lack of self-awareness and is wrongheaded screeds “Against Education,” but let’s not forget that the disruption crowd has been riding this unbundling horse for a while. In fact, yours truly railed against this very trend three years ago, so instead of writing another rage-blog, I’ve decided to repost the original essay. The fact that it is still relevant today is a gloomy reflection on the state of higher education reformism. Continue reading “Flashback: Let Them Eat (Unbundled) Cake!”
There are two fundamental truths about Inclusive Pedagogy: it is an eminently desirable set of practices for teaching in higher ed, and it is an eminently difficult set of practices for teaching in higher ed. To teach inclusively is to swim against the powerful tide of “conventional wisdom,” internalized biases, and socio-political pressures. For those of us who try to live out the ideals of critical pedagogy in our own practice, inclusive teaching is a sine qua non. Teaching and learning cannot be liberatory, cannot be a “practice of freedom,” if any students are excluded from, or prevented from acquiring the full benefits of, their educational environment. Yet, we also know that any attempt at inclusive practices that does not acknowledge the structures of inequality in which we, our students, and our institutions operate cannot be successful. To acknowledge asymmetries, however, does not mean to legitimize them. Rather, it should be a necessary first step in undoing them to create a vital, democratic classroom. Continue reading “The Progressive Stack and Standing for Inclusive Teaching”
[Welcome back to the blog after a summer writing recess in these parts. To celebrate the beginning of another year of regular posts, I’ve included extra profanity and GIFs for your viewing pleasure.]
In these profoundly unsettling times, where the current presidential administration and congressional majority have declared war on large swaths of American society, one can be forgiven for feeling anxious, under siege, frightened about their future. Communities of color, immigrants new and older, those who identify as LGBTQIA, students, the ill and financially precarious–many of them warned of the violence and oppression they faced, and warned us that violence and oppression would expand into the public square in ways that would seem unthinkable to those who’ve never had to worry about being on the receiving end of those processes. And, in what has been both pathetic and eminently predictable, white pundits–most of them male, all of them privileged–have been wringing their hands, armchair-quarterbacking with a furious intensity that only the smugly unempathetic elites can muster in their unearned self-assuredness. And they have SOLUTIONS, y’all. So. Many. Solutions.
Imagine, if you will, this scene. The university’s annual symposium has begun, an event that promises to advance the mission of the institution by tackling subjects of depth and complexity in the human condition. This year’s theme is “Remembering the Shoah: Saying ‘Never Again’ to Genocide,” challenging students and the university community to confront some of the darkest chapters of modern human history. And now, striding to the podium to deliver the keynote address, comes…David Irving. Irving’s presence was vehemently protested by numerous campus and community organizations, including Hillel and the Anti-Defamation League, but college’s president firmly believes that students should be challenged by opinions “outside their comfort zone.” To those students who protested the fact that a conference on the Holocaust was being keynoted by the most notorious holocaust-denier in the Western world, the local newspaper’s editorial board scoffed at their need for a so-called “safe space.” “The real world doesn’t always conform to your precious beliefs,” the newspaper editorialized; “you’d best learn that now.” One of the university’s professors defended the choice of Irving as a keynote speaker, declaring “nothing is more sacred than the right of free and unfettered academic discourse in the university. In this marketplace of ideas, bad ideas will naturally by subsumed by good ones-that’s how it always works.”
1. In 1621, Thomas Prence arrived in Plymouth Colony and claimed “one akre” of land in the new settlement. Thirteen years later, a combination of ambition and a reputation for being one of the most ardent Separatist Puritans in a colony full of Separatist Puritans led to his election as governor, and he would remain a member of Plymouth’s political elite from that point forward. After the 1657 death of William Bradford-Plymouth’s original governor and more than any other man the motor that drove the colony-Prence once again became governor. Continue reading “An American Family Story in Ten Parts”
There will be legions of posts, articles, thinkpieces, and essays this morning and throughout the day wondering how “we” could have gotten everything so wrong, how things came to this, how a majority of the United States electorate chose….that. There will be attempts at scholarly analysis, visceral personal reactions, laments, and entirely too many smug, see you pointy-headed types should have listened to real people screeds.