The stupidity exposed in this article is shared by so many of those mentioned in the article it is difficult to know where to start. So lets start with the universality of the problem. As any even half way intelligent person knows by now colleges are no longer higher learning institutions they are bastions of idiocy and as such employ people with the meaningless title of professor. So, in this example, the university, Ball State, proves themselves a bastion by allowing their English department to treat as a real area of study the excuse making pomposity of some fool with the meaningless title of professor proving their English department and their administration to be the enablers and cause of their well deserved bastion title.
With the proof of the admin and the department quite evident lets move on to the audience. Now, while the article states the lecture was “well attended” many were forced though, sadly, I doubt that greatly affected the conclusion most of them came away with as stated by the sole example the author gives in the last three paragraphs. It only serves as further condemnation of public education and the ridiculous admission standards and expectation levels of our bastions of idiocy. Of course no one should be required to LEARN proper grammar, punctuation, enunciation, spelling or, heaven forbid, an ability to communicate with others that does not, would not, could not allow the guest speaker of this lecture to even have a topic about which to make excuses.
Which brings us to the “professor”who gave the lecture. Many would see him as the main culprit I suppose but I don’t. I see him as nothing more than an unchallenged, uneducated fool who “always expects a performance trophy and has always been given one. A man playing the “education” game who has never been confronted by anyone with the question, what the heck are you talking about? Living, breathing proof, indeed, why the title of professor has become meaningless. Part of the group of puppets who have no idea they are puppets (see Elizabeth Warren or Elijah Cummings for current examples). People who honestly believe they are smart even though they KNOW deep down inside, if they were ever able to be honest with themselves anymore, they are not anything approaching smart. But what is worse, and much worse because this they have no way of knowing, they ARE NOT WISE. Wisdom is a completely foreign word to them though, I am sure, they think themselves wise. They know nothing of man’s nature. They perpetuate the very ideas that have enabled man’s misery from the beginning of recorded history. And this thought, enabling man’s misery, escapes them because they think only of themselves.
I was going to cite examples of the logical fallacies and just plain idiocy of the professor’s what? proposition? that he, and the unquestioning, unable to critically think students or the completely puppet bastion of idiocy, take as fact and perhaps I will in another post (though I doubt it) but it really doesn’t matter because anyone that cannot see what is really going on here likely will never see nor understand how every standard of excellence and all that has made this country the only of its kind ever and the only true FREE country that has ever existed is constantly under attack by those who are servants, and make no mistake they are slaves, of darkness.
Professor says grading, good grammar are examples of white supremacy
MUNCIE, Ind. — Ball State University recently hosted a presentation to “engage with the question of how English language practices in college classrooms contribute to white supremacy.”
“Freeing Our Minds and Innovating Our Pedagogy from White Language Supremacy” was the title of the 75-minute guest lecture given on October 14 by Asao Inoue, a professor and the associate dean of the College of Integrative Sciences and Arts at Arizona State University.
“We are all implicated in white supremacy,” Inoue said during his presentation, co-hosted by Ball State’s English department, university writing program, and Office of Inclusive Excellence.
“This is because white supremacist systems like all systems reproduce themselves as a matter of course,” he said. “This includes reproduction of dominant, white, middle-class, monolingual standards for literacy and communication.”
White language supremacy, according to Inoue, is “the condition in classrooms, schools, and society where rewards are given in determined ways to people who can most easily reach them, because those people have more access to the preferred and embodied white language practices, and part of that access is a structural assumption that what is reachable at a given moment for the normative, white, monolingual English user is reachable for all.”
“Your school can be racist and produce racist outcomes,” Inoue said. “Even with expressed values and commitments to anti-racism and social justice.”
In one of his slides, Inoue states that “grading is a great way to protect the white property of literacy in schools and maintain the white supremacist status quo without ever being white supremacist or mentioning race.”
Another slide dealt with possible objections to his theory (shown at left).
As previously reported by The College Fix, Inoue is known for advocating that students should be graded based on the “labor” they put into their work, not the “quality” of the finished product.
“We must rethink how we assess writing, if we want to address the racism,” Inoue wrote in his 2015 book “Antiracist Writing Assessment Ecologies: Teaching and Assessing Writing for a Socially Just Future.”
In another paper, “A Grade-less Writing Course that Focuses on Labor and Assessing,” Inoue argued that writing teachers should “calculate course grades by labor completed and dispense almost completely with judgments of quality when producing course grades.”
During his presentation at Ball State University, Inoue said that in order to succeed in even the most liberal and forward-thinking institutions of higher education today, a person of color has to act, think and sound white to some degree.
Inoue’s call to action was for students to consider the language they use and question how what they do in college is another version of what he described as society’s long-standing inherited, structured, normalized, eugenic, and white-supremacist project.
“How do we innovate ourselves out of this historical racist project so that we are engineering together, a bigger, more diverse, more equitable braver, more beneficent, tomorrow?” Inoue asked the audience.
Inoue’s presentation, which included a question and answer session, was in front of a packed crowd. Some students attended as part of a class assignment.
“We have to take field notes for ENG 220: Language and Society, where we relate what we are talking about in class to real life examples, and that talk was one of them,” Hannah Sullivan, one of those students, told The College Fix.
Sullivan said she agreed with what Inoue said about grading in terms of motivating students.
“Grades within themselves often take away from the learning process as the focus becomes more about memorization of information rather than learning and exploring the information,” Sullivan said.