robertogreco + highered   495

David F. Noble: A Wrench in the Gears - 1/8 - YouTube
davidnoble  power  education  progressive  corporatism  highered  highereducation  documentary  rules  schools  schooling  deschooling  unschooling  cv  learning  howwelearn  howweteach  teaching  activism  authority  abuse  academia  resistance  canada  us  lobbying  israel  criticalthinking  capitalism  experience  life  living  hierarchy  oppression  collegiality  unions  self-respect  organizing  humanrights  corporatization  luddism  automation  technology  luddites  distancelearning  correspondencecourses  history  creditcards  privacy  criticaltheory  criticalpedagogy  attendance  grades  grading  assessment  experientialeducation  training  knowledge  self  self-directed  self-directedlearning  pedagogy  radicalpedagogy  alienation  authoritarianism  anxiety  instrinsicmotivation  motivation  parenting  relationships  love  canon  defiance  freedom  purpose  compulsory  liberation 
2 days ago by robertogreco
THE THINKBELT: THE UNIVERSITY THAT NEVER WAS | Discover Society
"In this commentary, I revisit an article from New Society which evokes a moment in the development of British higher education in the post-war period but also, I argue, could still illuminate thinking on debates about the roles and responsibilities of universities within their wider social settings. The Potteries Thinkbelt piece, published in 1966, proposes an unbuilt project that today serves as a parable of what higher education did not become, of a path not taken. To contemporary eyes, aspects of the Thinkbelt proposal may seem fantastical; yet, if we can enable what Coleridge named ‘that willing suspension of disbelief’, it could offer us lessons about the relationship between universities and the cities or regions that host them.

The author of the Thinkbelt was Cedric Price, an architect with relatively few realized projects but who, through his teaching roles, writings and published drawings, has nonetheless exerted a deep influence on how leading members of a generation of architects think about architecture, and how their buildings sit within their wider social settings. In the Thinkbelt, Price outlined an ambitious project for a centre of higher education amongst the coal fields of Staffordshire. These pits originally served ceramics factories throughout the region but, by the early 1960s, had fallen into disuse – de-industrialisation came early to the Potteries. The landscape Price wished to regenerate spanned approximately 100 square miles, was triangular in shape, and stretched from Pitts Hill in the North, Madeley at its Western point and Meir to the East, with Stoke and Newcastle-Under-Lyme located at its heart.

The Thinkbelt would connect to outside rail, road and air networks via transfer areas at the points of the triangle. Industrial units at these points offered campus sites that could be reconfigured according to differing uses – so, in addition to public learning spaces, these units would also offer accommodation for visiting students and staff. The transfer sites would be connected together by continuously running railbuses using the disused railway network that previously had connected the pits with the potteries; Price was interested in enhancing the efficacy of the already there. Furthermore, the railbuses themselves could be reconfigured as learning spaces so that teaching might be carried out en route, with fold-out deck units offering more space for larger lectures and talks.

Price envisaged the Thinkbelt as offering education for 20,000 students, following mostly applied curricula in engineering and science subjects. Indeed, the Thinkbelt was an industrial undertaking in large part; its remit included working with regional industries as research and design centres, as well as offering re-training in new industries for local residents whose work in the pits and potteries had disappeared. The Thinkbelt was designed for 20,000 students, but with provision for 40,000 residential units that were flexible in form and adaptable to possible relocation and aggregation; Price wished to see student housing combined with local council tenancies. The four different forms of residential units were crudely named as sprawl, capsule, crate and battery housing, using terminology specifically intended to irritate professional designers.

The Thinkbelt rejected previous and contemporaneous ideas about appropriate university architecture, with Price’s aesthetic citing industrial forms such as the container, rather than what he perceived to be the pretensions of twentieth century university buildings. Typically, he viewed contemporaneous campus designs as aspiring to the medieval form of the castle (ivory towers included), making defensive spaces removed from the rest of their towns. Price made a virtue of his avoidance of the design principles that characterised the university movement in both pre-war and post-war periods. ‘While students’, he wrote in 1970, ‘are at present one of the most mobile social groups of technologically advanced societies the nature of their own particular production plants – schools, colleges and universities, is static, intro-spective, parochial, inflexible and not very useful’ (1).

If Price cared little for university architecture, he cared even less for the principles of university education, taking care to avoid the use of the word in his scheme. Certainly his scheme for such a large cohort of students by contemporaneous standards worked against the exclusivity typical of the sector at that time; his preference for science and engineering spoke to the idea that education should be seen as serving wider societal uses, rather than purely for the fulfilment of individuals from elite social groupings. The Thinkbelt sought to correct an imbalance in the esteem paid to ‘applied’ rather than ‘pure’ knowledge, through an architecture which was functional, flexible and impermanent rather than ornamental, fixed in purpose and inert.

The Thinkbelt was to be a site of learning premised on patterns of mobility, at individual, collective and even infrastructural scales. This mobility, embedded within the physical buildings themselves, spoke to a wider understanding of the word in debates about meritocracy and the opening out of higher education to a part of the population hitherto under-represented. Price’s project was far-sighted in its emphasis on flexibility within the curriculum, planning for access through life-long and part-time learning and hence alive to the needs of student groups that, as Paul Stanistreet has suggested, are often overlooked in contemporary debates. Certainly the Thinkbelt anticipates debates about whom and what higher education is for, pre-dating current arguments about the value of a university degree in terms of the ‘employability’ agenda for the individual learner and the value of an educated workforce for national industries. Price’s analysis of the social value of higher education more generally is incisive; towards the conclusion of the New Society piece he makes the case for student loans to become salaries, arguing that where ‘people are doing a job society wants them to do, they must be paid for it’.

Moreover, the Thinkbelt prompts consideration of the disjuncture that can arise between the places where we work and where we live. The combination of student residences with local council tenancies sought to integrate the student experience with that of the wider population, disrupting preconceived ideas about the housing of students on campus accommodation away from residents of the towns and cities that give universities their names. Indeed, the Thinkbelt was written in the shadow of early tensions, noted in the article itself, between managers and students at Keele, and the University’s apparent disregard for the surrounding region. In this magazine, Mary Stuart has questioned how alive universities are to their civic missions – the Thinkbelt, for all its hypothetical aspects, gives us a benchmark for thinking through such issues. Are our universities supplementary to the cities and regions that give them their names and that sustain them economically? How do academics and students engage with each other? And how do we interact with our neighbouring populations?

The Thinkbelt is an experiment in conceiving of a different type of learning environment; think about the dynamics of a lecture in a moving rail carriage, and how it might bring staff and students into contact in a way that we can all too easily avoid in the stratified spaces we build into our campus lives. The Thinkbelt is premised on a different social and political settlement for higher education to that which we labour under today; in its own time, it did not attract the attention of policy makers, falling as it did by the margins of planning for the University of the Air – later to become the Open University. Yet its focus on place remains of interest. In returning to the Thinkbelt here, my argument is not that Price’s proposal offers us answers to our debates about the public role of universities today – there are too many questions around the complexities of academic freedom, architectural design and political context to claim that. Nonetheless, as Samantha Hardingham reflects, ‘if there is a use for presenting this material again, here and now, it may be to ask whether we are looking at something we already know, or looking for something we still cannot see yet’ (2).

Whether Price’s proposal can offer clues about a future we cannot yet see is interesting for a number of reasons, not least in raising the question of why we find it difficult to imagine our futures in quite the same ways, with quite the same optimism as he did. At the beginning of this commentary, I suggested that adopting a ‘willing suspension of disbelief’ might be useful in approaching the Thinkbelt; for Coleridge, the suspension of disbelief is necessary to enable what he understood as ‘poetic faith’. Poetry and faith – it strikes me that these are qualities too often missing from thinking about higher education, and its planning; by these I mean a belief in the potential of universities to actively shape socially just economies and societies (rather than accelerating the reproduction of inequalities, as Stephen McKay and Karen Rowlingson argue), and the lyrical licence to imagine how they might do this."
darylmartin  2014  thinkbelt  cedricprice  universities  colleges  highered  highereducation  architecture  education  rail  transportation  unschooling  deschooling  cities  urban  urbanism  disbelief  transcontextualism 
6 weeks ago by robertogreco
For Hire — The California Sunday Magazine
"When the class of 2018 graduated from college, they were the first of a new generation — Generation Z — to join the workforce. They watched their parents lose their jobs a decade earlier and fall into debt and worry about whether they’ll be able to retire. They’ve seen the rise of part-time work, the decline of well-paying entry-level jobs, and the continued shrinking of once-stable career options. Although the economy has recovered, for many graduates, financial security still feels unattainable. Here, teachers, students, job-seekers, parents, and résumé-embellishers reveal what they think it now takes to earn a living."
work  careers  genz  generationz  highered  highereducation  resumes  employment  jobs  labor  studentdebt  money  finance 
6 weeks ago by robertogreco
The Culture of Professional Colleges Failed Dr Payal Tadvi – Just as It Did Me
[via: https://twitter.com/achakrava/status/1135066908737204224

"I've heard this from Dalit friends in India, from first-generation/low-income/immigrant students and students of color in the US. As a college professor nothing infuriates me quite as much as this. Education is meant to be a path to emancipation not a space for reproducing power."]

"The conversations around Dr Payal Tadvi’s suicide, on May 22, 2019, have been quite unsettling. That some have attributed it to work pressure or “cowardliness”, shows a lack of understanding about how caste works or how deeply pervasive it is. I can imagine what could have driven her to end her life – I experienced unapologetic casteism at university too.

I attended one of India’s elite law schools. In these spaces – unlike in medical and engineering colleges – casteism was subtle and intellectualised (perhaps because aspiring lawyers knew how to avoid a penalty under the Prevention of Atrocities Act). I could never really tell what made me feel different, lonely and marginalised.

I sensed that I didn’t think like them, share their fascination with the same cultural icons and activities, and did not behave in a manner deemed appropriate by them. All of which, I later understood through my readings, was shaped by one’s caste background.

In my first year, a faculty member proclaimed that she was Brahmin, and went on to ask other Brahmin students to raise their hands. The same lecturer asked us to make a project on our ancestors. I wasn’t comfortable sharing my ancestry, but I had to – it was to be marked for 20 marks.

The upper caste students didn’t see it as a big deal. For many of them, it was an opportunity to boast of the achievements of their forefathers and their rich ancestries, all somehow related to their social location. Some of us, who had no such histories to tell, felt ashamed when it was our turn.

The casteism of my peers was mostly implicit. Explicit references to caste were mostly stereotypical and prejudiced. Tambrams and Kayasths were the most intelligent, apparently, Rajputs valiant and emotional; Banias shrewd and money-minded, and so on. In groups dominated by savarnas, such remarks were often made, for each other in jest. It made me wonder how they’d refer to me if they knew who I was: a former untouchable.

When I tried to point out that such statements were inherently casteist, they defended themselves, saying they had a right to feel proud of their caste and that I should be proud of mine. Be proud of the fact that people from my caste were routinely humiliated, pushed into bonded labour, and beaten up when they tried to go to school? Okay.

A savarna friend once told me that I was uncultured because I was not trained in any classical dance or music. Another told me she would never forgive people who availed of SC/ST quotas because, if it weren’t for us, she would be in a better law school. Her tone made me feel like I had committed a heinous crime.

Some even rationalised the caste system as a result of genetic differences among the varnas, with Dalits and Adivasis as the most inferior. One boy used this as the reason he was in love with a certain Kshatriya girl, because she was apparently honourable and would give birth to strong children.

One boy didn’t hesitate to let the elevator shut on a boy from the Meena community, saying ”ye Meena log ke saath aise hi hona chahiye’‘. It was that normalised. If you called them out on it, they would brilliantly justify themselves, leaving us feeling like we were just over-reacting.

Classroom discussions on the jurisprudence of reservations were one-sided, usually concluding that reservations must wither away or be provided on economic grounds. The discussions were dominated by UC students; our voices silenced by their loud, assertive ones, confident in their ignorance of the larger social context.

These were all bright, well-meaning, caste-blind students who were extremely thick to the social realities outside of life as they knew it. My confidence and self-esteem were beaten to a pulp by everyday microaggressions. Eventually, it got to me and I succumbed into believing that I deserved to feel that way.

After all, my existence in that university was an anomaly, and I had taken up their space. The assault to my dignity was the price I had to pay for the privilege of studying at such an eminent institution.

Those experiences, coupled with rampant sexism, took a toll on my mental health. I tried to talk to the few people I thought I could, including my parents. But they couldn’t understand what I was going through. I’m a first-generation college graduate, and my world is very different from theirs.

My savarna seniors told me that I was victimising myself, and that law schools are extremely competitive spaces; I had to toughen up or be left behind. I didn’t know how to explain this to my doctor either. She told me I had “low self-esteem and an inferiority complex and that I should only think positively.”

I couldn’t, so I became a recluse. I took up less space, participated less and confined myself mostly to my room, escaping into books and art. I managed to get through five miserable years. I have had enough time since then to process and understand that ordeal.

When I look back now, what bothered me most was my inability to respond in a way that made me feel empowered. Instead, I protested weakly, with the savarnas beating me with their eloquence. I was already gaslighted into believing I was a waste of space in a meritorious institution. I had so deeply internalised their narrative that I couldn’t fight the it within my own self, let alone them.

It wasn’t until I read Ambedkar (conveniently excluded from the law school’s curriculum), Yashica Dutt’s Coming out as Dalit or Christina Thomas Dhanraj’s writings that I could develop the intellectual ammunition to fight the narrative – first with myself and then others.

My colleagues from the Dalit, Bahujan and Adivasi communities went through similar experiences. When we enter these privileged spaces, we are very vulnerable and develop various coping mechanisms. Some internalise the dominant campus culture, hiding our identities and trying to emulate them. Some become depressed, even self-destructive.

At my university, we refrained from forming a homogenous group, because some of them were not comfortable with being ‘that quota group’, as one friend put it. Many of us wanted to learn from our savarna peers, even if it meant putting up with their micro-aggressions and gritting our teeth through their thoughtless remarks.

Expecting savarnas to magically unlearn their casteism and make these spaces inclusive would be foolish. It is so central to their lives that they may genuinely not see it, the way fish may be unaware of water. Those of us who were never a part of it, can’t help but see it – we are reminded of it with every interaction.

That’s where our institutions have failed us. Professional institutions – medical, engineering or law – do not encourage any form of student politics. Their students have no safe spaces in which to confidently come to terms with their identities, and assert the same when someone threatens their dignity.

Greater student representation from these communities would also help make these spaces more inclusive. Another institutional-level solution would be to establish mandatory workshops on casteism and sexism every year, so that these spaces don’t churn out even more insensitive professionals, like the ones who killed Dr Payal Tadvi, Rohit Vehmula, Bal Mukund Bharati and others."
caste  education  highered  highereducation  india  2019  emancipation  hierarchy  bias  power  privilege 
6 weeks ago by robertogreco
Opinion | The College Dropout Crisis - The New York Times
"American higher education has a dropout problem. About one in three students who enroll in college never earn a degree. But a promising solution is staring us in the face: Schools with similar students often have very different graduation rates. This suggests that the problem isn’t the students — it’s the schools.

Here we looked at 368 colleges arranged by what we would expect their graduation rates to be, based on the average for colleges with similar student bodies."



"For too long, she added, university leaders have been distracted and have been chasing prestige and rankings, rather than getting better at helping students succeed."
colleges  universities  highered  highereducation  dropouts  data  2019  statistics  education  academia  prestige  rankings 
6 weeks ago by robertogreco
Opinion | Can Californians Still Find a Path to Mobility at the State’s Universities? - The New York Times
"As a counter to staggering inequality, the system needs to be more open to the people who actually live in the Golden State."



"Joan Didion described her alma mater, the University of California, as “California’s highest, most articulate idea of itself, the most coherent — perhaps the only coherent — expression of the California possibility.”

That ethos has endured. The University of California has prevailed as both symbol and engine of opportunity, true to the spirit of the state’s founding constitution, which endorsed an accessible, independent institution of higher learning. From admitting women in 1870 to establishing the nation’s first multi-campus research university, and from its string of world-changing scientific breakthroughs to its embrace of undocumented immigrants, the University of California has reflected and nurtured the state’s core values.

The university plays a critical role at a time when the top 1 percent in California draw almost a quarter of the total income while six in 10 children are covered by Medi-Cal. But to be most effective as a force to counter the staggering inequality, the university needs to reshape campuses so they not only look more like California but also again offer what Carol T. Christ, the chancellor of Berkeley, calls “equity of experience” — equal access to science and technology majors, research opportunities, campus life and study abroad.

Berkeley is one of the university’s nine undergraduate campuses, the top tier of a remarkable tripartite public system that educates a majority of California students. The undergraduate universities consistently rank as the most effective schools in the country as drivers of upward economic mobility. More than 40 percent of their undergraduates are the first in their families to attend college. More than half come from families with annual incomes of less than $80,000 and pay no tuition. Berkeley, which enrolls a smaller share of lower-income Pell grant recipients than any other campus, still educates the lower-income students at almost twice the rate of Ivy League schools — and Pell grant recipients graduate at roughly the same high rates as their wealthier classmates.

What has fractured since Ms. Didion graduated in 1956 is the cohesive community, the assumption of shared experience that bound so many generations of alumni, particularly at Berkeley, the university’s flagship and still its best-known brand. Today, Berkeley has cleaved into disparate worlds divided by class, race and major. In its stratification and struggles, it mirrors a complex nation-state with deep divisions and extremes.

The symbiotic relationship between school and state means that Ms. Christ and her counterparts grapple with the consequences of some of California’s most intractable conditions: a housing crisis that forces many students to commute for hours because they cannot afford to live anywhere near the Bay Area; a poverty rate that means some students skip meals and others send financial aid money home; a volatile state budget dependent on the superwealthy and prone to boom-and-bust cycles; and decades of underfunded primary and secondary public schools that strain to educate a diverse student body.

Although Latinos are the largest ethnic group in the state and a majority of the school-age children, they remain underrepresented across the university system, most of all at Berkeley. Only 5 percent of the Berkeley faculty members are Latino. Latino student enrollment has increased to about 14 percent, still far short of reflecting California over all.

Berkeley, the original campus (hence its nickname, Cal), was central to the agreement that shaped California’s system of higher education. The 1960 master plan established jurisdictions for the University of California (which retained its exclusive right to offer graduate programs), California State University and the community colleges. The master plan guaranteed admission to the four-year schools for top high school seniors and envisioned community colleges as feeders for other students. An era of expansion ensued to meet record demand as California passed New York to become the most populous state.

Then came more complicated decades: the Free Speech Movement, which helped propel Ronald Reagan to the governorship; Proposition 13, which slashed state revenues; Proposition 209, which banned affirmative action; and multiple recessions. During the worst years of the Great Recession, the University of California lost a third of its state support, and tuition, once free, rose to $12,000 from about $8,000 per year, for the first time surpassing state aid in total revenue.

For first-generation students, financial obstacles are only the start, especially at Berkeley, where faculty members have long valued research above teaching and the school has reveled in its sink-or-swim culture. Alejandra Tapia, who graduated in the class of 2019 with a major in molecular and cell biology, is both a success story and a cautionary tale. Raised by a single mother who worked in the fields, Ms. Tapia decided to become a doctor after her mother suffered a stroke. She attended four high schools, all in farmworker communities.

Through grit and intelligence, she won a full scholarship to Berkeley. Many days, she wondered if she had made the right choice. She had expected the intellectual challenges; she did not expect to navigate alien academic and social worlds with no support. Often the only Latina in her labs, she juggled pre-med classes, 15 hours a week of work and worries about her family. She came close to leaving. “It has made me better and stronger than what I thought I could ever be,” she said, triumphant that she had persevered. Thinking about the hardships, she began to cry.

The culture of intellectual Darwinism undermines the goal of equity in an era when so many students arrive without the cultural or financial resources once taken for granted. What is needed is more than just an update to the master plan, still the governing covenant. California needs a master plan for equity, a goal that would take a combination of vision, political will and acumen.

“The Master Plan was designed to provide a broadly traditional education to a broadly traditional student body,” the chancellors of the university and the community college system wrote last year in an agreement to formalize paths among the systems. “What is missing is a systemic reimagination of the ends of education in light of 21st-century conditions.”

The unbridled optimism and growth of the 1950s and early ’60s had downsides but nurtured a system that grew based on ideas, with confidence that resources would follow. Decisions now are too often made the other way around. Out-of-state students pay three times as much in tuition as residents; since the financial crises, their numbers soared to 18 percent of the enrollment.

There are signs of progress. One of every three new students at Berkeley is a junior transfer from a community college. They are more likely to be Latino, first generation, from lower-income families and more likely to concentrate in humanities because they lack the prerequisites for science and technology majors. Transfer students will be key for Chancellor Christ to fulfill her goal to make Berkeley a “Hispanic-Serving Institution,” a designation already achieved by six of the university campuses, which requires that a quarter of the students be Latino.

“The University and the State of California are inseparable,” Ansel Adams wrote in the late 1960s, after he had photographed every aspect of the university for its centennial celebration. “The challenge to the University of California today is nothing less than to help bring forth the civilization of the future.” Fifty years later, the future looks very different, but the challenge of its mission remains."
miriampawel  2019  universityofcalifornia  california  communitycolleges  colleges  universities  highered  highereducation  socialmobility  joandidion  access  inequality  funding  tuition  anseladams  society  masterplan  uc 
6 weeks ago by robertogreco
Abraham Verghese and Denise Pope — How Do You Want to Be When You Grow Up? - The On Being Project
"Ms. Tippett: So I always worry about when any conversation veers into the “kids these days” mode. But that’s not what we’re doing here. We are talking about how this matter of success and what it means has shifted in our lifetimes. Those of us who’ve been around for a little while perceive that, and Denise, you have actually studied that. You have put research to that. You started to see, when you started to look at this, that there’s a lot of hyperactive attention to success in terms of academic achievement, study habits, classroom discipline, peer culture — dropout rates would be the opposite, and, as you said, just about no serious attention to classroom experiences and the character of their intellectual engagement.

Ms. Pope: Yeah. I always start my talks out with “How do you define success?” And if I say it to students in a student assembly, without fail, usually, the top couple of answers are money, grades, test scores, where you go to college, something like that. And that’s been consistent, now, for 15 years.

And when I ask the same question to the parents — and usually, it is the parents of those kids, who are coming at the same school that night — it’s never that. Now, they could be lying; they don’t want to say “money,” when — but usually —

Ms. Tippett: “I want my kid to make a lot of money.” [laughs] Right.

Ms. Pope: No one’s going to stand up and say that out loud. But they say happiness, well-being, give back to society, love and be loved — really different from what we’re hearing from the kids.

Ms. Tippett: That’s interesting, isn’t it, because I would presume, and I think you would too, that they mean that. But what it points at, to me, is that we know how to teach these other things, and we invest in them — that, it’s what I perceive, that we have lost our sophistication about investing in those things, even if we believe them.

Ms. Pope: And I think it’s in the everyday little messages that schools send and that parents send. When you walk into schools, you see awards. One of the first things, when you walk into a school, is usually the trophy case. Sometimes you see pictures of kids with 4.0s on the wall. We publish honor students in the newspaper. The first thing a parent says when the kid walks in the door is, “How’d you do on the history test?” You’re sending those messages that external, extrinsic — grades, test scores — that’s what matters more. They’re posting their report cards on the fridge. They’re not posting their public service activities on the fridge. They’re not raving to grandma about that when they talk about SAT scores. So it’s happening — we’re sending the messages to these kids to produce that result."



"Ms. Pope: There’s definitely a corollary in education around relationships, because we know that when you feel that there’s someone who has your back, when there’s an adult you can go to if you have a problem, if your teacher truly cares about you, knows your name, knows who you are, knows how you learn, kids are more engaged. They do better. And that’s where we say, it isn’t rocket science. We know how to get kids to learn. We know that if you feel safe, and you feel like you belong, and you’re excited and engaged, you’re more likely going to learn than if you’re not. And it’s just, the whole system is getting in the way of those relationships and that learning being able to happen. So we work very concretely with schools: Can you change your bell schedule so that not everyone’s running around eight times a day? Can you have a later start so that kids can get more sleep, because they need it? Can you build time in for teachers and students to work together and meet and talk and have advisory? We know how to do this; it’s just really hard to break what — everybody in their life has been through 14, 12, 16 years of school that all look the same, and we’re talking about something that’s pretty different and scary, particularly for those schools that have those high-achieving kids, because if it ain’t broke, and we’re saying, no, no, no, it’s broke …

[laughter]

… it’s broke — it looks different. You might be getting good grades and getting them into college …"



"Dr. Verghese: I think that the real education of my life was all the failures. That is, really, what shaped me. So I began medical school in Ethiopia, actually, and a very nice school run by the British consul for East Africa. And then civil war broke out. So, suddenly, in the middle of my third year of medical school, I was adrift. And it was the worst thing that could’ve ever happened to me, I thought.

My parents had come here a little before that, reading the writing on the wall, and I joined them in New Jersey. And I could not get back into medical school, because I didn’t have an undergraduate degree. In most parts of the world, you go straight from high school to premed to medical school. And I began to work as an orderly. And I think it was the hardest part of my life. At the time, I thought this was really the pits. And I was working night shifts and sharing a car with my parents.

But I look back now, and if I have any sort of reputation in America, I think it’s come from the fact that I got to see what happens to the patient in the 23 hours and 57 minutes that the doctors are not in the room. I feel a great solidarity with my colleagues in nursing, nursing assistants. And I think that that “failure,” so to speak, turned out to be the biggest success. And I don’t want to go on, but I would say that almost everything I learned — and I hope undergraduates really listen to this; in fact, I know, Dr. Costanzo and others have a whole project around resilience and failures — that is really where your education comes. The rest of it is fluff.

Ms. Tippett: I’ll just say here that every time I get introduced like I did tonight, which was so gracious and beautiful, but it’s like, we live in this presentational culture. And every time, I cringe a little bit because I know the real story.

[laughter]

And it’s not that all of those credentials don’t matter, but the real story, it’s just full of more — most of the time, for many years, even the things that look like a success, eventually, often feel like failure so much of the time — or just very uncertain. And if I look at my résumé now, of my 20s, I walked into all of these adventures. And it looks so impressive, and I know that every single minute of every single day of all of those years, I was constantly second-guessing myself and wondering what I should be doing that would be better.

And I actually think this is one reason that friendship across generations is really important. I think it’s really a calling for this century because the wisdom of young adulthood, I think, is actually an urgency and an impatience and this longing and this aspiration to see the world whole and make it better. We want that. But there’s something so relaxing about living for a while and knowing in your body that life is long and knowing that there will be another side to whatever is happening. And so that’s really the experience you have of failure.

But I will say, the wisest people I’ve interviewed — and the most successful, I would say, in human terms — are not successful in spite of what’s gone wrong for them but because of how — not just how they have walked through that, but how they integrated it into their wholeness on the other side.

Mr. Feineh: Switching to the perspective of an employer or a mentor or a professor, what can each of those roles and people do to encourage alternate ways of thinking about success, more from the extrinsic to the intrinsic mode of viewing success?

Dr. Verghese: Well, maybe I’ll start and say that I actually think that my mentees are teaching me what success means because I think the millennials, they really have a much better sense of what’s important. And sometimes our generation complains about that, that this is just a job for them, not a calling. But, on the other hand, they are much more ready to put their family and their children first in a way that I regret that I didn’t do. And so I’ve learned from them to be flexible, to be much more concerned about their personal health than I think we were. So, I’m not sure that I impart as much to them as they impart to me.

But that said, I think a lot of — when I do impart things that are not strictly medical and career, it’s mostly about just relaxing and making sure that they’re enjoying the journey.
I have a very simple definition of success, which is, any day above ground is a good day …

[laughter]

… given the alternative, and I see plenty of that. So if you start with that premise, and it’s not hard to do in medicine, then literally every day is a good day. How can you not bring your best to it?

Mr. Feineh: And the last question I have here is from a young person who went to a competitive school in Palo Alto …

[laughter]

… and finds him or herself struggling to question what success looks like. “I feel like I have few role models. Even the three of you have successful careers that were explored in your introductions.” And this person is curious to hear your thoughts about career, mentorship-building, how to create some of these pipelines, and a final direct action to help students expand some of their opportunities.

Ms. Pope: We hear this question a lot from kids. There’s a couple of different answers. One is that people assume that there’s a straight and narrow path, that I knew when I was 18 that I was going to be sitting up here today. And I can tell you, absolutely not. I didn’t even think I should be up here with this guy, anyway, now. So I think that idea of a straight and narrow path is really outdated, and as a young person — so part of this is, your prefrontal cortex — getting into the medical side of things — is not fully developed. And the … [more]
kristatippett  denisepope  abrahamverghese  2019  education  unschooling  success  youth  colleges  universities  life  living  highered  highereducation  schooliness  schooling  school  resilience  presence  markrothko  parenting  motivation  extrinsicmotivation  workllifebalance  generations  agesegregation  careers 
7 weeks ago by robertogreco
Spadework | Issue 34 | n+1
"By the time I started organizing so much that it felt like a full-time job, it was the spring of 2016, and I had plenty of company. Around the country there were high-profile efforts to organize magazines, fast-food places, and nursing homes. Erstwhile Occupiers became involved in the Bernie Sanders campaign and joined the exploding Democratic Socialists of America, whose members receive shabby business cards proclaiming them an “official socialist organizer.” Today’s organizers — not activists, thank you — make clear that they are not black bloc participants brawling with police or hippies plotting a love-in. They are inspired by a tradition of professional revolutionaries, by Lenin’s exhortation that “unless the masses are organized, the proletariat is nothing. Organized — it is everything.” Organizing, in other words, is unembarrassed about power. It recognizes that to wield it you need to persuade untold numbers of people to join a cause, and to begin organizing themselves. Organizing means being in it to win.

But how do you win? Historical materialism holds that crises of capitalism spark revolts, perhaps even revolutions, as witnessed in the eruption of Occupy and Black Lives Matter; uprisings in Spain, Greece, and Egypt; and the British student movement against tuition fees. But there’s no guide for what happens in the long aftermath, as the left has often learned the hard way.

In previous moments of upheaval and promise the left has often turned to Antonio Gramsci, who sought to understand why working-class revolts in Europe following the Russian Revolution had led to fascism. Gramsci concluded that on some level people consent to subservience, even take it for granted, when the order in which they live comes to seem like common sense. Hegemony was subtler than outright coercion, more pervasive, permeating the tempos of daily life.

It was hegemony, Stuart Hall argued in 1983, that was key to understanding the disappointment of his own generation — why Thatcher and the new right had triumphed in remaking common sense after a decade of labor union revolt. Hegemony shaped how people acted when they weren’t thinking about it, what they thought was right and wrong, what they imagined the good life to be. A hegemonic project had to “occupy each and every front” of life, “to insert itself into the pores of the practical consciousness of human beings.” Thatcherism had understood this better than the left. It had “entered the struggle on every single front on which it calculated it could advance itself,” put forth a “theory for every single arena of human life,” from economics to language, morality to culture. The domains the left dismissed as bourgeois were simply the ones where the ruling class was winning. Yet creating hegemony was “difficult work,” Hall reminded us. Never fully settled, “it always has to be won.”"



"The Thatcherite project was since then much advanced, and we had internalized its dictates. For our whole lives we had learned to do school very well; in graduate school we learned to exploit ourselves on weekends and vacations before putting ourselves “on the market.” Many of us still believed in meritocracy, despite learning every day how it was failing us. The worse the conditions of academic life became, the harder everyone worked, and the harder it became to contest them. Plus, we were so lucky to be there — at Yale! Compared to so many grad students, we had it good, and surely jobs were waiting on the other side for us, if for anyone. Who were we to complain? Organizing a union of graduate students at Yale seemed to many like an act of unbearable privilege — a bunch of Ivy League self-styled radicals doing worker cosplay."



"Realizing that it was not enough for people to like me was revelatory. I had to learn to be more comfortable with antagonism and disagreement, with putting a choice in front of people and letting them make it instead of smiling away tension and doing the work myself. I had to expect more from other people. With other organizers, I role-played the conversations I feared most before having them; afterward, I replayed them over and over in my head. I struggled to be different: the version of myself I wanted to be, someone who could move people and bend at least some tiny corner of the universe.

It’s not easy to be the site of a battle for hegemony. It’s not a beatific Whitmanesque “I contain multitudes”; it’s an often painful struggle among your competing selves for dominance. You have one body and twenty-four hours in a day. An organizer asks what you’ll do with them, concretely, now. You may not like your own answer. Your inner Thatcherite will raise its voice. You can’t kill it off entirely; you will almost certainly find that it’s a bigger part of you than you thought. But organizing burrows into the pores of your practical consciousness and asks you to choose the part of yourself that wants something other than common sense. It’s unsettling. It can be alienating. And yet I also often felt I was finally reconciling parts of myself I’d tried to keep separate — what I thought, what I said, what I did. To organize, and to be organized, you have to keep in mind Hall’s lesson: there is no true or false consciousness, no true self that organizing discovers or undoes. You too, Hall reminds us, were made by this world you hope to change. The more distant the world you want to live in is from the world that exists, the more deeply you yourself will feel this disjuncture. “I’m not cut out for this,” people often say when they struggle with organizing. No one is: one isn’t born an organizer, but becomes one."



"The relationality of organizing is maybe the hardest thing to understand before you’ve done it. But it is the most important. This is not because people are governed by emotions instead of reason, though they sometimes are. It’s because the entire problem of collective action is that it’s rational to act collectively where it’s not to act alone. And you build the collective piece by piece.

Organizing relationships can be utopian: at their best, they offer the feminist dream of intimacy outside of romance or family. In the union, I loved people I did not know very well. In meetings I was often overcome with awe and affection at the courage and wisdom of the people there with me. I came to count many of the people I organized with as my dearest friends. When I needed help, there were always people I could call, people who would always pick up the phone, people I could and did talk to about anything. These relationships often served as a source of care and support in a world with too little of those things. But they were not only friendships, and not only emotional ballast. The people I looked to for support would also push me when it was called for, as I would them; that, I knew, was the deal.

Our relationships forged the practical commitments to one another that held the union together. They made us accountable to each other. They were difficult and multifaceted, often frustrating, intensely vulnerable, and potentially transformative but no less prone than any other relationship to carelessness, hurt, and betrayal, and always a lot of work. We were constantly building them and testing their limits, pushing each other harder the closer we got. They had to bear a lot of weight. In more abject moments, I wondered whether they were anything more than instrumental. More often, though, I wondered what was so menacing about usefulness that it threatened to contaminate all else.

The word comrade, Jodi Dean argues, names a political relationship, not a personal one: you are someone’s comrade not because you like them but because you are on the same side of a struggle. Comrades are not neighbors, citizens, or friends; nor are they any kind of family, though you might call them brother or sister. The comrade has no race, gender, or nation. (As one meme goes: “My favorite gender-neutral pronoun is comrade.”) Comrades are not even unique individuals; they are “multiple, replaceable, fungible.” You can be comrades with millions of people you have never met and never will. Your relationship is ultimately with the political project you have in common. To many noncommunists, Dean readily admits, this instrumentalism is “horrifying”: a confirmation that communism means submitting to the Borg. But the sameness of the comrade is a kind of genuine equality.

Being an organizer is like being a comrade in some ways but different in others. The people you organize alongside may be comrades, but the people you are organizing often aren’t; the point of organizing, after all, is to reach beyond the people who are already on your side and win over as many others as you can. So you can’t assume the people you organize share your values; in fact, you should usually assume they don’t. This means that unlike comrades, organizers aren’t interchangeable. It matters who you are. McAlevey’s theory of the organic leader is that people have to be organized by people they know and trust, not by strangers who claim to have the right ideas. The SNCC looked for “strong people” — not necessarily traditional leaders, but people who were respected and trusted among their peers, on the logic that people would only take risky political action alongside people they trusted. When organizers reflect the people they organize, they win: when women of color organize other women of color, a 2007 paper by Kate Bronfenbrenner and Dorian Warren shows, they win almost 90 percent of elections. This cuts both ways: when women and people of color led the organizing in my department, we often struggled to get white men to take us seriously.

Yet the comradely element of organizing can also open up space for building relationships with people beyond those boundaries. It’s not that class and race and gender disappear, transcended by the cause — … [more]
alyssabattistoni  organizing  academia  academics  highereducation  highered  2019  labor  work  unions  thatcherism  reaganism  margartthatcher  communism  ronaldreagan  capitalism  meritocracy  hegemony  stuarthall  busyness  antoniogramsci  comrades  relationships  relationality  utopia  hierarchy  instrumentalism  equality  leadership  politics  class  race  gender  school  schooliness  schooling  transcontextualism 
7 weeks ago by robertogreco
Building an Inclusive Campus
[via: https://twitter.com/Jessifer/status/1128104712316825601

bracketed parts from Twitter thread:
https://twitter.com/Jessifer/status/1128111041177694208 ]

"Scaffolding can create points of entry and access but can also reduce the complexity of learning to its detriment. And too often we build learning environments in advance of students arriving upon the scene. We design syllabi, predetermine outcomes, and craft rubrics before having met the students. We reduce students to data.

["I'm increasingly disturbed when I see compassion, respect, and equity for students being mislabeled with the derogatory word “coddling."

"We need to design our pedagogical approaches for the students we have, not the students we wish we had." @Jessifer @saragoldrickrab https://www.chronicle.com/article/Teaching-the-Students-We-Have/245290 ]

5 things we can do to create more inclusive spaces in education:


1) Recognize students are not an undifferentiated mass.


2) For education to be innovative, at this particular moment, we don’t need to invest in technology. We need to invest in teachers. 


3) Staff, administrators, and faculty need to come together, across institutional hierarchies, for inclusivity efforts to work. At many institutions, a faculty/staff divide is one of the first barriers that needs to be overcome.


4) The path toward inclusivity starts with small, human acts:

* Walk campus to assess the accessibility of common spaces and classrooms. For example, an accessible desk in every classroom doesn’t do much good if students can’t get to that desk because the rooms are overcrowded.

* Invite students to share pronouns, model this behavior, but don’t expect it of every student.

* Make sure there is an easy and advertised process for students, faculty, and staff to change their names within institutional systems. Make sure chosen names are what appear on course rosters.

* Regularly invite the campus community into hard conversations about inclusivity. For example, a frank discussion of race and gender bias in grading and course evaluations.

5) Stop having conversations about the future of education without students in the room."

["“Critical formative cultures are crucial in producing the knowledge, values, social relations and visions that help nurture and sustain the possibility to think critically...” @HenryGiroux

The path toward inclusivity starts with small, human acts.

"You cannot counter inequality with good will. You have to structure equality." @CathyNDavidson

"The saddest and most ironic practice in schools is how hard we try to measure how students are doing and how rarely we ever ask them." @fastcrayon" ]
teaching  howweteach  jessestommel  2019  scaffolding  syllabus  syllabi  pedagogy  inclusivity  inclusion  humanism  cathydavidson  henrygiroux  measurement  assessment  differentiation  coddling  compassion  respect  equity  outcomes  standardization  learning  howwelearn  ranking  metrics  norming  uniformity  accreditation  rigor  mastery  rubrics  performance  objectivity  education  highered  highereducation  grades  grading  bias  alfiekohn  hierarchy  power  paulofreire  pedagogyoftheoppressed  throeau  martinbickman 
9 weeks ago by robertogreco
The Design Thinking Movement is Absurd – Lee Vinsel – Medium
"A couple of years ago, I saw a presentation from a group known as the University Innovation Fellows at a conference in Washington, DC. The presentation was one of the weirder and more disturbing things I’ve witnessed in an academic setting.

The University Innovation Fellows, its webpage states, “empowers students to become leaders of change in higher education. Fellows are creating a global movement to ensure that all students gain the necessary attitudes, skills, and knowledge to compete in the economy of the future.” You’ll notice this statement presumes that students aren’t getting the “attitudes, skills, and knowledge” they need and that, more magically, the students know what “attitudes, skills, and knowledge” they themselves need for . . . the future.

The UIF was originally funded by the National Science Foundation and led by VentureWell, a non-profit organization that “funds and trains faculty and student innovators to create successful, socially beneficial businesses.” VentureWell was founded by Jerome Lemelson, who some people call “one of the most prolific American inventors of all time” but who really is most famous for virtually inventing patent trolling. Could you imagine a more beautiful metaphor for how Design Thinkers see innovation? Socially beneficial, indeed.

Eventually, the UIF came to find a home in . . . you guessed it, the d.school.

It’s not at all clear what the UIF change agents do on their campuses . . . beyond recruiting other people to the “movement.” A blog post titled, “Only Students Could Have This Kind of Impact,” describes how in 2012 the TEDx student representatives at Wake Forest University had done a great job recruiting students to their event. It was such a good job that it was hard to see other would match it the next year. But, good news, the 2013 students were “killing it!” Then comes this line (bolding and capitalization in the original):

*THIS* is Why We Believe Students Can Change the World

Because they can fill audiences for TED talks, apparently. The post goes on, “Students are customers of the educational experiences colleges and universities are providing them. They know what other students need to hear and who they need to hear it from. . . . Students can leverage their peer-to-peer marketing abilities to create a movement on campus.”

Meanwhile, the UIF blog posts with titles like, “Columbia University — Biomedical Engineering Faculty Contribute to Global Health,” that examine the creation of potentially important new things mostly focus on individuals with the abbreviation “Dr.” before their names, which is what you’d expect given that making noteworthy contributions to science and engineering typically takes years of hard work.

At its gatherings, the UIF inducts students into all kinds of innovation-speak and paraphernalia. They stand around in circles, filling whiteboards with Post-It Notes. Unsurprisingly, the gatherings including sessions on topics like “lean startups” and Design Thinking. The students learn crucial skills during these Design Thinking sessions. As one participant recounted, “I just learned how to host my own TEDx event in literally 15 minutes from one of the other fellows.”

The UIF has many aspects of classic cult indoctrination, including periods of intense emotional highs, giving individuals a special lingo barely recognizable to outsiders, and telling its members that they are different and better than ordinary others — they are part of a “movement.” Whether the UIF also keeps its fellows from getting decent sleep and feeds them only peanut butter sandwiches is unknown.

This UIF publicity video contains many of the ideas and trappings so far described in this essay. Watch for all the Post-It notes, whiteboards, hoodies, look-alike black t-shirts, and jargon, like change agents.

When I showed a friend this video, after nearly falling out of his chair, he exclaimed, “My God, it’s the Hitlerjugend of contemporary bullshit!”

Tough but fair? Personally, I think that’s a little strong. A much better analogy to my mind is Chairman Mao’s Cultural Revolution.

When I saw the University Innovation Fellows speak in Washington, DC, a group of college students got up in front of the room and told all of us that they were change agents bringing innovation and entrepreneurship to their respective universities. One of the students, a spritely slip of a man, said something like, “Usually professors are kind of like this,” and then he made a little mocking weeny voice — wee, wee, wee, wee. The message was that college faculty and administrators are backwards thinking barriers that get in the way of this troop of thought leaders.

After the presentation, a female economist who was sitting next to me told the UIFers that she had been a professor for nearly two decades, had worked on the topic of innovation that entire time, and had done a great deal to nurture and advance the careers of her students. She found the UIF’s presentation presumptuous and offensive. When the Q&A period was over, one of UIF’s founders and co-directors, Humera Fasihuddin, and the students came running over to insist that they didn’t mean faculty members were sluggards and stragglers. But those of us sitting at the table were like, “Well then, why did you say it?”

You might think that this student’s antics were a result of being overly enthusiastic and getting carried away, but you would be wrong. This cultivated disrespect is what the UIF teaches its fellows. That young man was just parroting what he’d been taught to say.

A UIF blog post titled “Appealing to Your University’s Faculty and Staff” lays it all out. The author refers to Fasihuddin as a kind of guru figure, “If you participated in the Fall 2013 cohort, you may recall Humera repeating a common statement throughout session 5, ‘By connecting to other campuses that have been successful, and borrowing from those ideas you hear from your UIF peers, it removes the fear of the unknown for the faculty.”

Where does the faculty’s fear come from? The blog post explains, “The unfortunate truth in [Humera’s] statement is that universities are laggards (i.e. extremely slow adopters). The ironic part is universities shouldn’t be, and we as University Innovation Fellows, understand this.”

Now, on the one hand, this is just Millennial entitlement all hopped up on crystal meth. But on the other hand, there is something deeper and more troubling going on here. The early innovation studies thinker Everett Rogers used the term “laggard” in this way to refer to the last individuals to adopt new technologies. But in the UIF, Rogers’ vision becomes connected to the more potent ideology of neoliberalism: through bodies of thought like Chicago School economics and public choice theory, neoliberalism sees established actors as self-serving agents who only look to maintain their turf and, thus, resist change.

This mindset is quite widespread among Silicon Valley leaders. It’s what led billionaire Ayn Rand fan Peter Thiel to put $1.7 million into The Seasteading Institute, an organization that, it says, “empowers people to build floating startup societies with innovative governance models.” Seasteaders want to build cities that would float around oceans, so they can escape existing governments and live in libertarian, free market paradise. It’s the same notion undergirding the Silicon Valley “startup accelerator” YCombinator’s plan to build entire cities from scratch because old ones are too hard to fix. Elon Musk pushes this view when he tweets things, like “Permits are harder than technology,” implying that the only thing in the way of his genius inventions are other human beings — laggards, no doubt. Individuals celebrated this ideological vision, which holds that existing organizations and rules are mere barriers to entrepreneurial action, when Uber-leader Travis Kalanick used a piece of software to break city laws. And then they were shocked, shocked, shocked when Kalanick turned out to be a total creep.

Now, if you have never been frustrated by bureaucracy, you have not lived.Moreover, when I was young, I often believed my elders were old and in the way. But once you grow up and start getting over yourself, you come to realize that other people have a lot to teach you, even when — especially when — they disagree with you.

This isn’t how the UIF sees things. The blog post “Appealing to Your University’s Faculty and Staff” advises fellows to watch faculty members’ body language and tone of voice. If these signs hint that the faculty member isn’t into what you’re saying — or if he or she speaks as if you are not an “equal” or “down at you” — the UIF tells you to move on and find a more receptive audience. The important thing is to build the movement. “So I close with the same recurring statement,” the blog post ends, “By connecting to other campuses that have been successful . . . it removes the fear of the unknown for faculty.”

Is there any possibility that the students themselves could just be off-base? Sure, if while you are talking someone’s body tightens up or her head looks like it’s going to explode or her voice changes or she talks down to you and doesn’t treat you as an equal, it could be because she is a demonic, laggard-y enemy of progress, or it could be because you are being a fucking moron — an always-embarrassing realization that I have about myself far more often than I’d like to admit. Design Thinkers and the UIF teach a thoroughly adolescent conception of culture.

Edmund Burke once wrote, “You had all of these advantages . . . but you chose to act as if you had never been molded into civil society, and had everything to begin anew. You began ill, because you began by despising everything that belonged to you.” The brain-rotting … [more]
leevinsel  designthinking  2018  d.school  tedtalks  tedx  cults  innovation  daveevans  design  d.life  humerafasihuddin  edmundburke  natashajen  herbertsimon  peterrowe  robertmckim  petermiller  liberalarts  newage  humanpotentialmovement  esaleninstitute  stanford  hassoplattner  davidkelly  johnhennessy  business  education  crit  post-its  siliconvalley  architecture  art  learning  elitism  designimperialism  ideo  playpump  openideo  thommoran  colonialism  imperialism  swiffer  andrewrussell  empathy  problemsolving  delusion  johnleary  stem  steam  margaretbrindle  peterstearns  christophermckenna  georgeorwell  thinking  howwwethink  highered  highereducation  tomkelly  nathanrosenberg  davidmowery  stevenklepper  davidhounshell  patrickmccray  marianamazzucato  commercialization  civilrightsmovement  criticism  bullshit  jeromelemelson  venturewell  maintenance  themaintainers  maintainers  cbt  psychology  hucksterism  novelty  ruthschwartzcowan  davidedgerton 
9 weeks ago by robertogreco
Almost All the Colleges I Wanted to Go to Rejected Me. Now What? - The New York Times
"There’s a greater delusion here. We’re often encouraged to imagine our society as an egg-sorting machine: jumbo, extra-large, large, medium (and then the sizes that don’t show up in the supermarket: small, peewee). We’re drawn to the idea that the rewards of social life — money, esteem, opportunities at college and then, later, at work — are determined by talent and dedication. In this picture, everyone can be ranked on a scale of how meritorious they are. True, we can complicate that picture a little and acknowledge that skills are various; that one person might be a fine mathematician and another a fine musician. But even if you had multiple scales for multiple skills, you would find that the vast majority of us aren’t great at anything. A person can only be at the top if there are lots of people ranged below.

If your self-worth is tied to being better than others, then, you’re headed for trouble. Your classmate in the honors program can feel inadequate compared with a higher-performing classmate in that program, who can feel inadequate compared with a still-higher-performing classmate and so on up the line. They could all walk around in a state of dejection. But that would be an ethical error. Why ethical? Because ethics, in its classical sense, concerns itself with what makes a life go well.

In the end, what matters isn’t how we rank against others. (Though my hunch is that you’re the only student at your school to be published in The New York Times this week!) You started out with a bundle of talents and interests unlike anyone else’s — yes, even if you have an identical twin. Your life so far has allowed you to develop some of them and to take up projects that you are committed to: Maybe it’s playing the guitar decently, writing a short story, serving the needs of the less well off in your community, being a good Christian or Muslim. Maybe your aim right now is simply being a good friend, taking genuine pleasure in the good fortune of those you care about. “What do we live for, if it is not to make life less difficult to each other?” Dorothea asks in George Eliot’s “Middlemarch.”

You may acquit yourself, in these various endeavors, better or worse than another person, but nobody else is trying to do exactly the things you are trying to do with exactly the developed talents you have. Because we all come equipped with different capacities and have been born into different circumstances, and because we choose our own projects, each of us faces his or her own challenge, one that is, like you, unique. You have, as the great German thinker Johann Gottfried Herder once put it, your own measure.

The goal, therefore, isn’t to be the best; it’s to do your best. And don’t think this lets you off the hook. To become a better version of yourself is quite demanding enough. The 18th-century Hasidic rabbi Zusha is supposed to have said that when he died and appeared before the heavenly court, they could ask him, “Why were you not as great as Abraham?” and he wouldn’t be afraid; after all, he wasn’t given Abraham’s intellectual gifts. They could ask him, “Why weren’t you Moses?” and he wouldn’t be afraid; he didn’t have Moses’ skills as a leader. The question that frightened him was this: “Why weren’t you Zusha?” The scholar Martin Buber, writing in the past century, called this the “question of questions.”

I’ve talked about delusions. Here’s what’s true: Lots of things that happen to you — a good number of which will be a matter of sheer luck — will affect the life you make. But what will make your life a good one, along with luck, is a willingness to run with the opportunities that come your way.

Mourning all the things that didn’t turn out in your college-admissions season, you say that you can’t see yourself thriving in any school that has accepted you. Don’t trust that intuition for a moment. If acceptance from elite colleges is hard, self-acceptance can be harder.

Take up that question of questions. Think about what you can do with the opportunities you have, like going to a good college near home. If you do the work, make friends and enjoy reasonable luck there, you’ll come away from the college enriched and ready for the next phase of your life. So seize the day. The race you’re running has only one competitor, and it’s you."
colleges  universities  admissions  collegeadmissions  2019  kwameanthonyappiah  education  highered  highereducation  meritocracy  sorting  ranking  hierarchy  ethics  inequality  selectivity  personhood  acceptance  elitism  self-acceptance  delusions  measurement 
10 weeks ago by robertogreco
Nick en Instagram: “On the Power of Discourse, Fitting In, and Belonging ⁣ ⁣ I finally submitted my undergraduate thesis titled “Understanding the…”
"On the Power of Discourse, Fitting In, and Belonging ⁣

I finally submitted my undergraduate thesis titled “Understanding the Interactions Between the State of Rio de Janeiro and Favela Communities”. Key Words: violence, hegemony, biopower, culture of terror, police, nation-state, Brazil, favela.⁣ Before this year, I had assumed that all undergraduate seniors across the USA had to undergo this 9 month process called “capstone”. As I have talked to more undergraduate students throughout the years at conferences, Lyft rides, or abroad, I have found it quite interesting how Soka’s liberal arts education has really allowed its students to not only talk about our own specializations from the perspective of our own disciplines, but also from other lenses as well. This includes using lenses from other disciplines that historically might conflict with the one we are concentrating in now (oh btw, my school has concentrations, not “majors” b/c *insert tour guide voice* everything is interdisciplinary). ⁣

Like there was this one time this guy I met in Taiwan, who majored in…I don’t even remember…East Asian Studies w/ a focus on “x” and a sub specialization on “y” (you can see where this train wreck is going)…Clearly w/o the liberal arts framework…b/c when I started asking questions like “ok, so it’s been 30 minutes and you know all this history like great you ate a textbook, can’t relate. But how is this history told? How does the narration of this history impact different communities in Taiwan? Does this history parallel anywhere else's in the world? Before I could chime in and be cute and say "That's wicked similar to x community in...", he fucking keeps talking as if his narrow ass expertise is any better. Have you considered that maybe the history you learned at an elite institution in the USA is maybe a colonized one?” Idk… there’s always all these people that try to be like “impressive”, and it’s like I’d rather drink boba w/o a straw than this… (1/3)"
sokauniversityofamerica  capstones  liberalarts  2019  interdisciplinary  education  highered  highereducation  colleges  universities  soka 
11 weeks ago by robertogreco
Anxiety ‘epidemic’ brewing on college campuses | University of California
"The number of 18- to 26-year-old students who report suffering from anxiety disorder has doubled since 2008, perhaps as a result of rising financial stress and increased time spent on digital devices, according to preliminary findings released Thursday by a team of UC Berkeley researchers.

The percentage of all students nationally who reported being diagnosed with or treated for anxiety disorder climbed from 10 percent in 2008 to 20 percent in 2018, according to the findings by a research team led by Richard Scheffler, a professor at the Goldman School of Public Policy and School of Public Health.

Rates of anxiety disorder grew at higher rates for students who identified as transgender, Latinx and black, and they increased the closer all students got to graduation.

“It is what I am calling a ‘new epidemic,’ and that the data supports using that term, on college campuses,” Scheffler said. “We need a heightened national awareness of this very serious epidemic.”

Scheffler and his team examined nine years of data from the annual student National College Health Assessment survey and the National Longitudinal Survey of Youth — two nationwide examinations of student well-being. The group also conducted 45-minute interviews with 30 UC Berkeley students who identified as suffering from anxiety.

While Scheffler said he cannot firmly establish the causes for the rise in anxiety, he found strong correlations between anxiety disorder and financial instability, the amount of leisure time spent on digital devices and the level of education attained by a young adult’s mother.

“The correlations and the data are pretty powerful,” he said.

Factors increasing anxiety

Specifically, the findings show that:

• Young adults who come from families that have trouble paying bills are 2.7 times more likely to have anxiety than students who come from families that have no difficulty paying bills.

• Young adults who spend more than 20 hours of leisure time per week on digital devices were 53 percent more likely to have anxiety than young adults who spend fewer than 5 hours a week on digital devices.

• Young adults with mothers who had at least an undergraduate degree had a 45 percent greater chance of having anxiety than young adults whose mothers had less than a college degree. The surveys used in the analysis did not ask about the fathers’ level of education.

Scheffler also found that anxiety is associated with other serious problems beyond the overwhelming feelings of worry or nervousness associated with the disorder.

A student with anxiety is 3.2 times more likely to abuse alcohol or drugs, the findings show. Other negative outcomes correlated with anxiety included increased probability of having been sexually assaulted or attempting suicide.

All factors being equal, Scheffler also found that between 2008 and 2014, young adults with anxiety earned 11 percent less than those without anxiety.

“Anxiety has really very dire consequences for these students,” Scheffler said. “That’s a lot of pain and suffering.”

‘Something’s going on here’
Scheffler, who joined UC Berkeley’s faculty in 1981, said he first began thinking about student anxiety 10 years ago, when he looked out at the 100 students in his lecture hall and saw faces stricken with worry.

“More than half the students were not looking at me, they were looking at their phones or their computers,” Scheffler said. “I told everyone to turn their phones off and put their computers away. I had four or five students who were so addicted, they could not do it. I actually had to go and take their phones away from them.”

“I said to myself, ‘You know, something’s going on here,’” he added. “That was the beginning. And then I watched for several years.”

While Scheffler doesn’t make policy recommendations in his preliminary findings, he said the first step in dealing with the rise in anxiety is increasing awareness among faculty and college administrators.

“I want the faculty and the university leadership here at UC Berkeley and across the country to know that this epidemic is out there, and they need to understand it,” he said. “The students need help.”

To that end, the Berkeley Institute for the Future of Young Americans, a research center affiliated with the Goldman School of Public Policy, is hosting a panel discussion on the findings Thursday afternoon that will feature Chancellor Carol Christ, student leaders and UC Berkeley health system administrators.

“We know that Millennials and GenZ are experiencing anxiety like no previous generation,” said Sarah Swanbeck, the executive director of the institute. “While there’s a lot we still don’t know about what’s causing the spike in anxiety disorder, this report highlights that the problem is actually getting worse. It’s an important signal to college administrators that much more must be done to tackle this issue.”

Scheffler will present his findings and hopes the audience of deans, counselors, students and program coordinators will take his message to heart.

UC Berkeley offers a number of resources for students, including counseling at the Tang Center, help meeting basic needs and other programs."
education  highered  highereducation  colleges  universities  anxiety  mentalhealth  psychology  2019 
11 weeks ago by robertogreco
From Harvard to UChicago, Elite Colleges Are an Anomaly - The Atlantic
"A focus on highly selective schools obscures the experience of the vast majority of American undergraduates."



"Every year at this time, headlines reveal once again what everyone already knows: America’s top institutions are selective—very. Harvard took a record-low 4.5 percent of the applicants to its 2023 class. Yale accepted 5.9 percent, the same as the University of Chicago.

These numbers—albeit wild—are outliers, representing an almost-negligible slice of the United States’ higher-education ecosystem. Approximately 10.8 million undergraduates were enrolled in the country’s more than 2,500 four-year universities in the fall of 2017, according to an Atlantic analysis of raw figures from the Education Department’s data center.

The majority of students—more than 80 percent—attend schools, such as Texas A&M, Rutgers, and Simmons University, that accept more than half their applicants. In 2017, our analysis shows, roughly 3 percent of the country’s bachelor’s-degree candidates were enrolled at a four-year university that accepts fewer than a quarter of undergraduate applicants; only 0.8 percent of undergraduates were attending one of the handful of universities that accept fewer than one in 10 applicants.

Most schools are not these highly selective institutions, and the application process for millions of students is not the stress-inducing nightmare that gets so much public attention. Excluded from the narrative are the thousands of four-year colleges that serve millions of undergraduates, including many historically black colleges and universities—not to mention the 1,000-plus community colleges.

Various characteristics set these more-typical institutions apart from their brand-name counterparts, such as the fact that the former are more likely to enroll Pell grant recipients (read: very low-income individuals), as well as “nontraditional” students (that is, those who are 24 or older and/or have children of their own) and military veterans, according to the New America higher-education policy analyst Iris Palmer. They’re also less likely to be considered research universities—generally those that offer doctoral-degree programs—and more likely to be commuter campuses, according to Georgetown University researchers. Of all the country’s four-year institutions, slightly more than half are private, nonprofit schools, such as Massachusetts’s Endicott College and Texas’s Trinity University. About 29 percent are public—Mississippi’s Alcorn State University, for instance, and the University of California at Merced, near Fresno. The remaining 17 percent are for-profit, such as the College of Westchester in New York, and Oregon’s Pioneer Pacific College.

These schools dominate the options for most American high schoolers; attending them is a far more common experience than that provided by the Dartmouths and Dukes and Davidsons of the country. The landscape of higher education is far more sprawling than a focus on selective schools allows.

Moreover, the student bodies of the upper tier of competitive colleges are not representative of the demographics of the country at large. Research published by Opportunity Insights, a think tank led by the economists Raj Chetty, John Friedman, and Nathaniel Hendren, has found that roughly three dozen of the country’s “elite” colleges—schools including Washington University in St. Louis, Trinity College (Connecticut), Tufts, Yale, and Brown—enroll more students from households in the top 1 percent of the income scale than they do students from the bottom 60 percent of that scale. In fact, students from the top 1 percent are 77 times more likely to attend “elite” colleges, here defined as schools that accept fewer than a quarter of undergraduate applicants, than are their peers in the bottom 20 percent.

Another often-overlooked feature of higher education in the U.S.: community colleges. Of the nearly 2 million bachelor’s degrees granted last year, roughly half of the recipients had community-college credit. In some states, a solid majority of bachelor’s-degree recipients at some point attended community college—in Texas, for example, the rate last year was three in four. In the fall of 2017, 5.8 million people were enrolled at community colleges, most of them as part-time students.

The most selective schools produce many of the people who populate the top ranks of American business, media, and political leadership. But the country is much bigger and more multitudinous. The work of educating its people falls by and large not to the small set of famous schools, but to the much wider array of ordinary schools, where millions of Americans go to learn every day."
admissions  collegeadmissions  2019  colleges  universities  highered  highereducation  elitism  anxiety  education 
12 weeks ago by robertogreco
On Quality Higher Education: An Essay in Three Installments, Part 1 | Howard Gardner
[Part 2: https://howardgardner.com/2019/04/01/on-quality-higher-education-an-essay-in-three-installments-part-2/
Part 3: https://howardgardner.com/2019/04/01/on-quality-higher-education-an-essay-in-three-installments-part-3/

Quotes below from various parts]

"Of the 1000 students whom we interviewed at length on ten disparate campuses, depressingly few report the experience of exploring new topics and acquiring new ways of thinking as central to their college experience."



"The principal purpose of a liberal arts education should be the achievement of academic and cognitive growth. Any other purpose needs to be deeply intertwined with these academic and cognitive priorities. By the conclusion of a four-year education in an institution that calls itself a liberal arts school, or that claims to infuse liberal arts significantly into a required curriculum, all graduates should have been exposed to a range of ways of thinking that scholars and other serious thinkers have developed over the decades, sometimes over centuries. Students should have ample practice in applying several ways of thinking; and they should be able to demonstrate, to a set of competent assessors, that they can analyze and apply these ways of thinking. Put specifically and succinctly, graduates should be able to read and critique literary, historical, and social scientific texts; exhibit mathematical, computational, and statistical analytic skills; and have significant practical “hands on” immersion in at least one scientific and one artistic area."



"When we began our own study some years ago, we were completely unprepared for two major findings across a deliberately disparate set of campuses. We found that challenges of mental health were encountered everywhere, and were, for whatever reasons, on the increase. And across campuses, we found as well (and presumably relatedly) that a large number of students reported their feeling that they did not belong; they felt alienated in one or another way—from the academic agenda, from their peers, from the overall institutions. And to our surprise, this alienation proved more prominent among graduating students than among incoming students!"



"When we began our own study some years ago, we were completely unprepared for two major findings across a deliberately disparate set of campuses. We found that challenges of mental health were encountered everywhere, and were, for whatever reasons, on the increase. And across campuses, we found as well (and presumably relatedly) that a large number of students reported their feeling that they did not belong; they felt alienated in one or another way—from the academic agenda, from their peers, from the overall institutions. And to our surprise, this alienation proved more prominent among graduating students than among incoming students!"



"Indeed, if non-academic goals—say, social or emotional development—are to be reached, they are likely to be reached as a result of the presence of appealing role models on campus and the way the institution itself is run and addresses challenges. If consistent modeling is ingrained in the culture of an institution, most students can be expected to live up to these high standards. To be sure, mental health and belonging issues may need to be specifically supported by trained professionals (either on or off campus)."



"At such times, institutions are tested as they have not been before. And higher education faces a clear choice: the sector can continue to claim, against the evidence and against plausibility, that it can repair the various fault lines in the society. Or it can reassert the major reason for its existence and strive to show that, in the present challenging climate, it can achieve what it was designed to achieve. If it fails, the whole sector is likely to be so fundamentally altered that the vision we’ve described will have disappeared—and perhaps for a very long time."
liberalarts  howardgardner  wendyfischman  highered  highereducation  mentalhealth  purpose  mission  belonging  criticalthinking  vocation  vocationaleducation  onboarding  missiondrift  cv  lcproject  openstudioproject  goals  meaning  meaningmaking  colleges  universities  economics  institutions  academia 
12 weeks ago by robertogreco
White paper: Debt, tuition dependence doom small colleges
"Scholar looks at history of U.S. higher ed and finds that vulnerable colleges, most of them private, tend to close or merge when crisis pushes them "over the cliff.""



"The 2008 recession has heightened the significance of closures, since fewer new nonprofit institutions are arising than at nearly any time in history. That makes each closure matter more, since the total number of seats shrinks.

In the past, colleges have evolved slowly, often from tiny operations into regional and sometimes nationally recognized institutions. She noted, for instance, that the Anna Blake School, which opened in 1891 to offer training in economics and industrial arts, became the Santa Barbara State Normal School after the state of California took it over in 1909. Twelve years later it became Santa Barbara State College, then Santa Barbara College of the University of California. It's now known as UC Santa Barbara.

Likewise for the Pacific Sanitarium and School of Osteopathic Medicine, which opened in 1896. Long story short: it's now the UC Irvine School of Medicine.

Sapiro urges those who would predict hundreds of closures to consider that most colleges have spent “significant parts of their institutional existence teetering on the brink of ruin, deeply vulnerable to having to close.” A high proportion of colleges and universities have survived through troubled financial periods -- even back to Harvard University. Actually, institutions that we think of as elite have often been the beneficiaries of outside aid, either from donors, subscribers or even government largess. She noted that Harvard enjoyed “substantial public support” when it was founded in 1636. The Massachusetts Bay Colony donated the land for its campus and handed over revenues from a nearby toll bridge. “They had a whole bunch of public funds that served as the basis for their success later.”

She also noted that most of the U.S. colleges and universities with roots prior to the 20th century began as academies -- sometimes they began as primary schools, seminaries or even orphanages. That suggests the next great wave of colleges could evolve from very different-looking institutions.

While many observers these days would say that poorly run colleges deserve to close, Sapiro cautioned that a college is not like your typical business. For one thing, managers can't simply make its core product cheaper.

“We’re very confined,” she said. “We’re businesses, but we don’t run our institutions in the way of a for-profit business that buys and sells stuff.”

Colleges and universities that are under threat of closure “have a full range of bad choices to make,” she noted: they can lower standards, defer maintenance, create new programs to generate new students or cut unpopular programs that aren't attracting enough students. All of these, she suggested, are terrible ways to save money or bring in new revenue. A former dean, Sapiro said abolishing even an entire department “doesn’t save money the way you think it does.”

Colleges like Hampshire or Green Mountain, which have sought to provide a niche by focusing on sustainability and ecology, for instance, often find that this simply isn’t enough to differentiate themselves from others. “What Green Mountain found is that not every student who wants to be green and ecological is going to go there,” she said. “Some [students] are going to go to UCSD.”

In a few rare cases, colleges such as Boston University have intentionally planned for smaller entering freshman classes to be more selective -- in the process, she said, BU also increased acceptance of transfers with good records elsewhere (including at community colleges). That helped it become more desirable, while at the same time increasing access across different demographic groups, including first-generation students. “If you become an institution that is more prestigious, that can beat other institutions more at admissions, you win,” she said.

Sapiro also suggests critics pay closer attention to what she calls higher ed's “ecology” -- literally its cycle of birth, death and rebirth. When colleges die, they don’t simply disappear. Their physical assets, as well as their faculty, staff and students, often enrich another, sometimes related, college. “In some way or another, they feed the birth of another institution,” she said.

She noted that Wheelock College didn’t simply disappear in 2017 -- it merged into Boston University, bringing together two institutions with campuses separated by about a mile. The former college now houses the Boston University Wheelock College of Education & Human Development.

Struggling denominational colleges serve another interesting function, Sapiro said: when the religious institution that oversees one finally decides that it's unsustainable, it typically transfers funding to another educational undertaking that is sustainable, much as a holding company might do.

“It’s very sad when your alma mater or your institution goes down -- and it’s bad for the community because of all those business that depend on it," she said. "But very often it feeds the sustainability of another institution.”"
2019  colleges  universities  highered  highereducation  hampshirecollege  ucsb  greenmountaincollege  newburycollege  atlanticunioncollege  ucirvine  bostonuniversity  wheelockcollege  2017  niche  virginiasapiro  gregtoppo 
12 weeks ago by robertogreco
An Honest College Rejection Letter - McSweeney’s Internet Tendency
"Dear Applicant,

The Admissions Committee has carefully considered your application and we regret to inform you that we will not be able to offer you admission in the entering class, or a position on one of our alternate lists. The applicant pool this year was particularly strong, and by that I mean the Admissions Committee once again sent candidates like you multiple enticing pamphlets encouraging you to apply, knowing full well we had no intention of accepting you.

However, you will be pleased to know that you have contributed to our declining admissions rate, which has helped our university appear exclusive. This allows us to attract our real candidates: upper-class kids and certified geniuses who will glean no new information from our courses or faculty, whose parents can incentivize us with a new swimming pool or lacrosse stadium.

As a reminder, we don’t aspire to be a socially exclusive learning environment. In fact, we have chosen to actively pursue a more diverse campus and welcome all minorities. But our admissions program is quite unique; we combat past discrimination by discriminating in the present. It is one of the many techniques that our Nobel, Peabody, and Oscar award-winning faculty has helped to develop.

While we consider applicants from all backgrounds who excel both in and out of the classroom, we really want student savants who relentlessly pursue a single instrument, sport, or other activity. Unless you have written a New York Times bestseller, won first place in the Intel Science Fair, or cured type 1 diabetes using only solar power and a tampon string, we’ll put you at the bottom of the pool.

You may be wondering how a near-perfect SAT and ACT, a dozen perfect AP scores, and your presidency of four clubs did not distinguish you from the pack. Please know that we take many other factors into account as well, including socio-political-monetary context, Asian-ness of name, BMI, and modified-Rorschach (in which one of our assistants holds your application from across the room and we try to discern the outline of your profile).

You should also know that our committee did not fall for your attempts to look “humble” or “well-rounded.” Volunteering in developing countries is nice, but truly generous individuals volunteer to improve their local communities, while truly wealthy families buy a third-world country for their child to gentrify. We also realize that your extensive study of how “Novel cyclic di-GMP effectors of the YajQ protein family control bacterial virulence” was not influenced by your passion for “volunteering with the elderly,” nor was it anything but a résumé inflator. Most importantly, we know that your minimum-wage job did not teach you “patience, teamwork and leadership.” No one learns anything from minimum-wage jobs except how much they hate people and that they shouldn’t have majored in political science.

The reality is that we are no longer looking for students who are remarkable candidates for college; we are looking for people who have already made a difference, so that we can grow our list of impressive alumni. Your value to our college depends solely on your ability to attract future applicants. Since you are no Emma Watson or James Franco, we urge you to consider your acceptance letters from state universities and equally expensive second-tier schools, and commence nursing an inferiority complex for the rest of your life.

We sincerely hope that you find it in your heart to forgive us for not “seeing” your “full potential.” Please remember that we will need your tiger-parent instincts in approximately three decades when you push your own children to the brink of death, and once again help us boost our US News & World Report ranking.

Best,
Dean of Admissions"
education  colleges  universities  diversity  admissions  collegeadmissions  2019  satire  mimievans  selectivity  competition  rankings  highered  highereducation 
12 weeks ago by robertogreco
‘Liz Was a Diehard Conservative’ - POLITICO Magazine
"Warren herself says that in her early academic work she was merely following the dominant theory of the time, which emphasized the efficiency of free markets and unrestrained businesses, rather than holding strong conservative beliefs herself. Still, she acknowledged in our interview that she underwent a profound change in how she viewed public policy early in her academic career, describing the experience as “worse than disillusionment” and “like being shocked at a deep-down level.”

Her conversion was ideological before it turned partisan. The first shift came in the mid-’80s, as she traveled to bankruptcy courts across the country to review thousands of individual cases—a departure from the more theoretical academic approach—and saw that Americans filing for bankruptcy more closely resembled her own family, who struggled financially, rather than the irresponsible deadbeats she had expected.

It wasn’t until Warren was recruited onto a federal commission to help reform the bankruptcy code in the mid-1990s—and then fought for those reforms and lost that battle in 2005—that she became the unapologetic partisan brawler she was in creating the Consumer Financial Protection Bureau, serving in the Senate and, now, stumping on the 2020 campaign trail. “I realize nonpartisan just isn’t working,” she recalls of that second conversion moment. “By then it’s clear: The only allies I have are in the Democratic Party, and it’s not even the majority of Democrats.”

Some friends and colleagues say Warren became radicalized, equating her change to a religious experience, to being born again. “She really did have a ‘Road to Damascus’ conversion when she saw the bankrupt consumers really were suffering—forced into bankruptcy by illness, firing or divorce—and not predators,” Johnson says. Other friends argue Warren’s shift has been more gradual, and that she is not the extremist her opponents have sought to portray her as. “It drives me crazy when she’s described as a radical left-winger. She moved from being moderately conservative to being moderately liberal,” says Warren’s co-author and longtime collaborator Jay Westbrook. “When you look at consumer debt and what happens to consumers in America, you begin to think the capitalist machine is out of line.”"



"What Warren’s Republican history means for her presidential prospects remains unclear. There’s a version of this story in which her politically mixed background makes her the ideal candidate to capture not just the the American left but also the center—a pugilistic populist vowing to take on corporations, a policy-savvy reformer who believes that markets are essential to the economy.

But that’s not the political landscape of 2019. Warren’s tough stance during the financial crisis got her tagged by Republicans and many Democrats as more Harvard liberal than an up-by-the-bootstraps working mom from Oklahoma. And her work on the CFPB alienated much of the financial services industry. Meanwhile, much of the left wing of the Democratic Party, for which she was the banner-carrier after the financial crisis, has found a new champion in the democratic socialist Bernie Sanders. And members of the growing Democratic Socialists of America and the hosts of the popular leftist podcast Chapo Trap House have criticized Warren for her adherence to capitalism. As of this writing, she is generally polling fifth in the Democratic field, and her 2020 fundraising has fallen short of several other rivals’.

With some in the Democratic Party demanding purity, perhaps Warren thinks going back through her Republican history could hurt her. When I suggested near the end of our interview that she might consider talking more about that part of her biography, and her conversion, she was politely noncommittal.

“Sure, sure,” she said, before quickly pivoting back to another question."

[See also: https://twitter.com/siddhmi/status/1120023080477298693

"A very good read. Warren's story is such a profound American story, and a very deep story about how ideology works, and what it takes to get free.

This is how you get free: You do the work, and embrace the learning.
Warren’s academic career soon took a turn that made her far less comfortable with unfettered free markets. Prompted in part by a surge in personal bankruptcy filings following the passage of new bankruptcy laws in 1978, Warren, Sullivan and Westbrook in 1982 decided to study bankruptcy in a way that was then considered novel in academia: by digging into the anecdotal evidence of individual filings and traveling to bankruptcy courts across the country, often rolling a small copy machine through airports along the way.

Whatever their take on "capitalism" or "socialism," I'm here for leaders who understand how American capitalism in its current form (since the late 1970s; "neoliberalism") has completely failed—both morally and technically.

In the presidential field, there are exactly two.

The intellectual damage of the 1980s is intense. It's immensely to Warren's credit that, as a young woman untenured professor then, she realized—through fieldwork—that she could not in conscience enforce the ideology.

And everyone who went to elite colleges in the US in the 1980s needs to be scrutinized. I remember intro economics in 1985-86. Martin Feldstein preaching the catechism to 1,000 young minds in Sanders Theatre. Midterms where you "proved" why rent control was bad. Deadweight loss!

Three years later those young minds were lining up for "recruiting" as Goldman, Morgan, McKinsey et al swarmed the campus to usher them into the golden cage. This shit happened quickly, people. It's a wonder anyone escaped.

People shaped in the 1990s, with the neoliberal foundation cushioned by Clintonite anesthesia, post-Cold War complacency, and the mystical arrival of the internet, are no better. Probably need even more deprogramming. That's why the arrival of the AOC generation is SUCH A RELIEF."

https://twitter.com/NYCJulieNYC/status/1120080930658557952
"Not everyone. A lot of college students in the 1980s were committed activists, from those involved in Divestment from Apartheid South Africa to ACT UP to activism against US policy in Central America."

https://twitter.com/siddhmi/status/1120081603403898886
"Indeed. I was one of them! But that doesn't mean we didn't get coated in the zeitgeist. We all need periodic cleansing."]
elizabethwarren  mindchanging  politics  research  listening  2019  berniesanders  siddharthamitter  billclinton  1990s  1980s  ronaldreagan  economics  martinfeldstein  neoliberalism  2000s  us  policy  bankruptcy  academia  jaywestbrook  highered  highereducation  ideology  fieldwork  rentcontrol  regulation  consumerprotection  democrats  republicans  finance  cfpb  banking  markets 
12 weeks ago by robertogreco
The Great American Meritocracy Machine – alex posecznick
"Cheating is a thing. It happens a lot. A few years ago, I was having a conversation with Gregoire, who ran the testing center at an institution I will call “Ravenwood College.” Although Ravenwood accepted SAT and ACT scores, they also had their own in-house entrance exam which was administered on site. Gregoire was meticulous in proctoring exams, checking paperwork and especially photo identification carefully. He recalled one time, when an applicant claimed to have left her ID in the Office of Admissions and said she would be right back. Later, the applicant returned with the ID and escorted by an admissions counselor, but it was an entirely different person.

She tried to persuade Gregoire that he was mistaken – that they had just spoken and she had come back as instructed. But he responded, with a roll of the eyes and a dry comment: “Okay, who did you get to take your exam for you?”

Sound familiar?

The Operation Varsity Blues admissions scandal has splatted hard in the middle of the media, and already faded from our attention. Several days of non-stop coverage and opinion, followed by fatigue. Our attention is nothing if not fickle. It is outrageous that wealthy elites and influential celebrities and their consultants have falsified documents and bribed coaches so their kids can go to extremely selective universities. And it makes sense that this would catch our collective attention. The story fundamentally undermines our trust in American meritocracy.

Maybe it should. Maybe that’s a good thing. Because the most noteworthy thing about the scandal is not the cheating. There are other important observations to be made. And there have been many who have made important observations about how affluent families already game the system in entirely legal ways. But there is more still to consider here.

I’ve spent a lot of my professional life around colleges and universities and seen wonderful and transformative things happen there. But we have to also recognize that a big part of what colleges do is sort students into piles based on merit. “Going to college” is one sort of meritorious pile that employers pay a lot of attention to; and in some circles the most relevant pile is which college we went to. And even affluent parents are under a tremendous amount of pressure to make sure their kids are sorted into the most distinctive pile. There is thus a lot of consequence here.

The contradiction, however, is that the more people obtain degrees, the less distinctive those degrees become. This pushes people to find new ways to be distinctive: a degree from this elite college, or perhaps a master’s degree. But this is an anxiety-fueled, credentials arms race – and although it can benefit colleges and universities financially, I’m not sure it is sustainable. How many loans can the average American family bear?

Elite institutions flourish when demand is high and admission low. Demand is measured by how many people you reject every year. But admission offices need to constantly balance the demands of coaches, wealthy donors, trustees, campus executives, ranking metrics, and alumni. One’s job could be at risk if the wrong donor is unhappy, or if the institution falls in a popular ranking system. We therefore need to acknowledge that colleges and universities are not the ivory towers we like to pretend they are. Not any longer. Colleges and universities are extremely competitive, profit-focused enterprises that must reconcile competing aims: educational mission on one side and market on the other. The big secret is that admission offices are under as much pressure as parents are.

This pressure shifts in less-selective spaces, but does not diminish.

Less-selective institutions flourish based on higher enrollments, because their budgets are so closely tied to the number of students sitting in their classrooms. Such institutions may have some strong standing locally, but like “Ravenwood” College, are not household names across the country. For these colleges, the consequence to a bad year could be layoffs, contractions, budget cuts, or closures. In fact, Ravenwood itself experienced some of these challenges. And this is increasingly a concern: by some accounts, private colleges are closing at the rate of 11 per year!

Public universities are not cushioned from such pressures either; many states have so severely cut funding to public higher education in recent years that they must learn to play the market like private institutions. Colleges and universities want to appear distinctive for the same reasons that we all do.

In short, we have built a massive, comprehensive infrastructure to “objectively” identify, evaluate, measure, and sort us into piles. And this sorting machinery involves high school administrations, college recruiters, College Board test designers, marketing teams, private test prep centers, university administrations, college athletics, federal regulatory agencies, voluntary accrediting agencies, magazine publishers, student loan lenders, employers, faculty, students, and their families.

Attending college does not define our value as human beings, but it would be naïve to pretend that there was no consequence to how we get sorted. When employers take note of a particular name or brand, what they are really interested in is how we’ve been continuously sorted into the right bins across our lifetimes. This scandal (and the many editorials since it broke) has revealed that this infrastructure is not objective. The notion of meritocracy has long been at the heart of the rhetoric of education in American society, but is that machinery broken?

Students of history should know that we’ve never had an objective, merit-measuring machine; this is not the story of national decline that some have been preaching. As many have been pointing out, affluent families systemically use their resources to give their kids advantage all the time – and always have. There are boarding schools, expensive test-prep programs, legacy admissions, private counselors and coaches, private violin lessons and extravagant service trips to other countries that make for a great personal statement. And despite some recent and limited interventions through affirmative action, communities of color have been systematically and appallingly excluded for centuries.

Operation Varsity Blues reveals that although the meritocracy machine is powerful and active, we should not always accept it at face value. Not only in elite space, but at all levels, we must recognize individuals for their achievements while weighing them critically and skeptically. In short, the best measure against a broken meritocracy machine is vigilant, morally-grounded people willing to challenge what they see. As long as we have the credentials arms race, there will be cheats and scammers – and the most noteworthy part of this scandal is not that some cheated, but that the wealthy perpetrators will face consequences.

Unless of course the siren call of some new big scandal distracts us."
meritocracy  colleges  universities  highered  highereducation  2019  operationvaristyblues  alexposecznick  markets  degree  sorting  ranking  rankings  society  degreeinflation  employment  elitism  objectivity  testing  standardizedtesting  cheating  credentials  scams  corruption  admissions  anxiety  education 
12 weeks ago by robertogreco
Mike Gravel on Twitter: "Why is the media so in love with Buttigieg? Because his resume—USSYP, elite college, Rhodes—is an exemplar of meritocratic success. He is the child and apparent savior of America’s meritocratic ruling class."
"Why is the media so in love with Buttigieg? Because his resume—USSYP, elite college, Rhodes—is an exemplar of meritocratic success. He is the child and apparent savior of America’s meritocratic ruling class.

Professional Democrats and elite journalists are largely in thrall to the cult of meritocracy, which is the solidification and beautification of inequality. It is inequality based on socially-defined merit—but inequality nonetheless. It is “talent” made god.

And because the new elite ostensibly owes its position to merit, rather than inherited privilege, it feels no sense of noblesse oblige that older aristocracies felt; as Christopher Lasch pointed out, there is no valor or chivalry in the new system, just Darwinian triumph.

Ultimately, as Lasch said, “meritocracy is a parody of democracy.” Meritocracy is an idea that allows the ruling class to hold on to power through the illusion that they deserve it because of merit (read Genovese). It tells the underclass—don’t worry, all is just in the world.

The popularity of true leftism seems to augur the return of old class-based politics, when Democrats were populists who fought for equality, not inequality under the veil of meritocracy. Buttigieg is the archetypal meritocrat—he is the perfect one to save the system.

It is the dream and hope of the meritocrats in journalism and politics that Buttigieg’s shininess distracts from the ravaged country that the current system, the one he clearly wants to perpetuate, has created.

The rule of the meritocrats, the “best and brightest,” has given us a country riven by rampant inequality, drug addiction, and endless wars abroad. Whether their name is Wolfowitz or Summers or Rubin, they’ve been in charge for decades—and look how far we’ve come!

To paraphrase Bakunin: “When the people are being beaten with a stick, they are not much happier if it is called ‘the Meritocratic Stick.’”

It’s time to return to a politics cognizant of class, one that is not obsessed with helping the best and brightest rise to the top, with making our unequal system more diverse, but instead concerned with leveling the system entirely. The promise of a good life for all."
mikegravel  meritocracy  elitism  highered  highereducation  2019  inequality  noblesseoblige  society  socialdarwinism  journalism  journalists  education  petemuttigieg  capitalism  liberalism  neoliberalism  class  classism  rankings  success  justification  talent  christopherlasch  chivalry  power  control  self-importance  canon  politics  policy  mikhailbakunin  paulwolfowitz  larrysummers  robertrubin 
12 weeks ago by robertogreco
Editorial - e-flux Architecture - e-flux
"Syllabi are theory’s infrastructure. While they are not the same as the essays, lectures, books, case studies, films, and other media organized by them, they can and should be seen as theoretical contributions in their own right, and subjected to the same degree of critical reflection, scrutiny, and innovation. Syllabi set a program for study, give structure to vast networks of ideas, and define an interpretative stance on the world. Focusing attention on syllabi—which texts they include, and how they are organized and framed—offers a window into larger problems facing the field of architectural theory today.

Architectural theory went through an academic renaissance in the 1970s and 1980s, with scholars forging new links with groundbreaking theoretical movements of the time, from feminism and postcolonialism to semiotics, phenomenology, and deconstructivism. New syllabi were formed in architecture curricula that incorporated contemporary discursive practices, positions, and sensibilities. Yet the syllabi for such classes have not developed significantly since then. Architectural theory in academic curricula today is often addressed either through a history of theoretical concerns—from mimesis, analogy, beauty, honesty, and utopia to modernity, alienation, authenticity, regionalism, contextualism, autonomy, and postmodernity—a tabulation of theoretical frameworks—from structural linguistics, marxism, psychoanalysis, and phenomenology to feminism, deconstruction, and postcolonialism—or a roster of authors—from Vitruvius, Alberti, Laugier, Perrault, Boullée, Durand, and Ruskin to Le Corbusier, Loos, Meyer, Jacobs, Alexander, Banham, Venturi, Scott-Brown, Norberg-Schulz, Rowe, Rossi, Tafuri, Eisenman, Jencks, and Koolhaas.

Academic courses that address more urgent contemporary issues and diverse geographies are too often allocated to specialized fields, institutions, or spaces of study, such that they rarely come to challenge the canon of architectural theory’s increasingly standard model. Theory is one of the necessary ingredients for the maintenance of the discipline of architecture as a synthetic manifestation connecting history, criticism, and practice. Therefore, theory must overcome the institutional inertia of pedagogical reproduction, the neoliberalization of intellectual labor, and the disorientation of informational media, and rearticulate its necessary role. At an infrastructural level of knowledge production, theory must attend to the changing nature of cultural communication, globalization and calls for inclusivity within the social space of discourse, and the economic logics driving planetary collapse.

The starting point for any reformulation of architectural theory should be the ways we learn. The conditions of contemporary thought itself have been transformed over the past decades by new media platforms and the emergent practices of surveillance capitalism. The old attentional economy that once sustained reflective and critical thought has been replaced by an economy of distraction. The work of analyzing difficult texts has become alien to digital natives young and old, who are habituated to a culture of instant access, skimming, and the hypnotic rhythm of clicks, taps, and swipes. When video tutorials appear more engaging and specific than the seemingly dated writing styles of even a decade ago, the habits of reading, thinking, and writing common to theory’s past must be re-imagined.

This expanding space of communications has accompanied intensified intercultural exchanges brought about by global economic integration, migration, and the resultant pressing together of different peoples, cultures, and ways of life. Theory’s debt to a Western tradition of philosophical, historical, and critical reason has been brought into question. Architecture’s theoretical discourse needs to respond to the critique of Western-centrism and the calls for its provincialization. It must address the question of opening up to alternative epistemologies and broader methods of discourse production, be they poetic, practical, symbolic, moral, magical, or mythic as much as philosophical or metaphysical. Provincializing Western architectural theory is one way to address the social struggles and conflicts between identity groups that have intensified with the proverbial shrinking of the world. In this vein, theory must reflect on who constructs architecture’s theoretical canon, who speaks as a theorist, who theory speaks about, and who theory addresses as its audience. While embracing the concrete political gains in the social redistribution of power among different genders, races, sexualities, and class backgrounds, theory should also question the role of identity as an operator within discourses, institutions, and national politics, and critically reflect on both its essentializations and constructed nature.

The globalization of culture is, for better or worse, supported by global, transnational, and neoliberal economic practices and their consequent forms of ecological destruction. As much as the global can provincialize theory, the global can also further focus theory upon the new ethico-political demand created by the explicit awareness of technological convergence and impending planetary collapse. With the recent granting of a new geological epoch to our species, we have passed a threshold of irreversible awareness that modern dreams of progress, infinite economic growth, and unlimited consumerist self-expression produce the counter-effects that turn dreams into nightmares. Yet while causes remain global, their effects are often local and asymmetrical, demanding that we theorize both a new hermeneutics of our technological being and a new ethics and politics of the earth.

In challenging architectural theory, these historical factors hold the capacity to reenergize and rethink its relationship to its traditional concerns, frameworks, authors, organizations, and geographies that shape its curricula. They might even force the most basic of existential questions for architectural theory itself: what is it for, today? At its very minimum, we can understand theory to be an instrument for socializing architects into a shared vocabulary and tradition, both within and outside of the discipline, as well as a means for providing a forum for ideological debate between the many conflicting practices that compose the field of architecture. But should architectural theory seek to renew the projective avant-garde project which it was understood to be a couple of decades ago, one capable of challenging and reorienting studio culture and professional practice more widely? Or should it keep a critical distance from design, and instead focus its lens upon the formation of the subjectivity, critical consciousness, ethical comportment, and civic duty of the architect themselves?

Theory’s Curriculum is an extra-academic initiative that seeks to provide theory with a means to challenge its existing methods of pedagogical reproduction. It seeks to build a collaborative project that brings together isolated laborers to pool ideas and methods across dispersed institutions and geographies, to compare inherited models, to detect received assumptions, and to ask fundamental questions about what and how we should teach and learn when we teach and learn architectural theory.

Collaboration is inevitably a heuristic fiction, promising what is often difficult to sustain against the dominant structures of modern individuation, today’s entrepreneurialization of the self, and the semiotic capital of discourse. It inevitably cuts across the values of wage-labor and attribution, and blurs the boundaries between professional roles, friendship, and community spirit. Yet, as McKenzie Wark has argued, the conditions of intellectual laboring in the academy today necessitate that we adopt a more realist approach to theorizing as the cumulative task of many smaller efforts, rather than the great leaps forward once marked by grand philosophical systems or public intellectuals. With these syllabi, Theory’s Curriculum seeks to reconceptualize intellectual work as the function of a general intellect, an ecology of contributions on particular themes and ideas that, when exchanged and debated, evolve as a collective project.

These syllabi aim to indicate potential avenues for progress, and in so doing prompt a debate. They are far from exhaustive, yet are free to be used, recycled, hacked, and plundered. They are offered in the spirit of further collaboration, and with the hope that they will invite others to join this nascent enterprise in the rearticulation and teaching of architectural theory today. Ultimately, they suggest that pedagogy is not secondary to theory, but that rethinking how we teach and learn theory might be central to how we theorize anew."
syllabus  syllabi  curriculum  architecture  education  highered  deign  highereducation  academia  theory  nickaxel  josephbedford  nikolaushirsch  mckenziewark  collaboration  individuation  labor  progress  pedagogy  anthropocene  neoliberalism  globalization  economics  migration  thecanon 
april 2019 by robertogreco
is everything an MLM
"When I tweeted out the piece, a fellow academic responded: “This sounds….familiar: ‘CorePower churns out thousands more “certified” teachers than the company offers to employ.’”

She’s referring to the overproduction of PhDs: too many people coming through grad school, and too few sustainable academic jobs. And as anyone in any field understands, when there’s way more qualified applicants than jobs, the existing jobs can demand more of applicants (more qualifications, less money) while applicants lower their own expectations (for compensation, for benefits, for job security, for course load and service, for location).

So why don’t academic departments just decrease the number of PhD students they accept? Because those students have become an integral cog in the contemporary university. A recent report by the National Research Council on"Addressing the Nation's Changing Needs for Biomedical and Behavioral Scientists" found that the number of new PhDs awarded every year “is well "is well above that needed to keep pace with growth in the U.S. economy and to replace those leaving the workforce as a result of retirement and death." The report suggests that there should be no increase in the number of PhDs, but does not call for a decrease: “to change suddenly the numbers of people could be very disruptive to the research that’s going on at the present time.”

Put differently, those PhD students are providing (cheap!) labor in labs; to decrease the flow of incoming students would necessitate a dramatic rethinking of the funding/viability of various labs. The Humanities don’t have labs, but they do have massive numbers of undergraduate courses that need teaching. In English programs, it’s some version of “comp,” or composition; in foreign language programs, it’s intro language classes; in communications, it’s public speaking. Many of these courses are mandated “core” in some capacity, ensuring an unwavering stream of students, and an unwavering demand for (again, very cheap) graduate student labor to serve them. To decrease the number of graduate students, again, would be to decrease the supply of cheap labor. To rectify the loss, you’d either have to hire adjuncts or more professors (both more expensive than graduate students) or decrease the number of admitted students (and a loss, to the university, of an income stream).

Some schools start PhD programs — even though they know that their institution is not prestigious enough to place its graduates in “good” jobs, unless they are truly stellar — as a sort of labor generator: lure students with the promise of tuition remission, and you’ve got at least four years of their labor. Some MA programs also provide tuition remission in exchange for TA’ing; others are simply “money makers,” with no opportunity to TA, just the opportunity for 10-40 students pay full tuition, even if the chances of moving on to a PhD program (or full-time employment in their field) is small.

We talk a lot about how “for-profit” colleges (Cappella, Phoenix, dozens of others) exploit students’ internalized belief that the only way to pull themselves and their families up through the capitalist system is a degree — no matter if they have to take out massive amounts of debt to do it, no matter if they’re steered towards degree programs (massage therapy) in which there’s little chance to find employment that will even cover your loan payment, let alone allow the student to pull themselves up the class ladder. (Of course, a degree can provide that route — but usually it can be obtained for much, much less at the local community college.)

For first generation college students with little or no inherited knowledge of how college or student loans work, for-profit colleges can be incredibly appealing. They target you; they tell you that you could have a different life, a secure life, a career, everything you’ve dreamed of, just by enrolling. (For the twentieth time, read Tressie McMillan Cottom’s Lower Ed for an in-depth account of how for profit colleges target, recruit, and exploit these populations)

But academia — specifically, higher ed — does something different. Like my yoga teacher, they affirm what so many of us wanted to believe about ourselves: that we’re good enough, smart enough, potential-filled enough, to go to grad school. Maybe it started when you wrote a paper you were particularly proud of, and your professor told you, off-handedly, “maybe you should think about grad school.” Maybe someone else in your life — the parent of a friend, someone you nannied for, your parent — told you the same. When my undergrad professor told me as much, it was like someone had unfogged the windshield of my life: oh, yes, there’s the road in front of me!

Everyone I met in grad school had some version of this story. Once the aptitude was discerned, in our minds, into something like destiny. You ask for letters of recommendation, and your professors write them. You apply to grad schools, and some accept you. Instead of thinking about should I go to grad school, it becomes which grad school should I go to? And because you’ve already made the decision, it’s difficult to divert when the road conditions become more and more difficult.

Bad funding situation? You’ll make it work. Too many MA and PhDs means you have to “professionalize” (go to many conferences, publish many peer-reviewed papers) on your own dime? You’ll make it work. Take out loans to cover that conference travel; take out loans to live over the summer because there’s no funding available; take out loans to finish your dissertation because your school ran out of it; take out loans to travel to MLA to be one of 15 people interviewing for a job you don’t want. Again: You’ll make it work. You’re already too far down the road.

Job market’s so tight that you have to move away from your partner for a year of a post doc, then another post-doc across the country, then a job in a place far from family that pays less than a high school teacher? Again, you’ll make it work. You get to do something you love, the refrain goes. All jobs are bad, someone will tell you.

To give up is shameful, but why? Where does that shame come from? We internalize the failure as our own, instead of a failure that was set up, save for a select few, from the start. Put differently, getting spit out by the contemporary academic establishment isn’t a mark of failure; it’s a sign that the system is working as intended. Those who aren’t spit out are absorbed into the pyramid — as adjuncts, as tenure track. And no matter how much they advocate for ethical treatment, no matter how much they support graduate unions, there’s only so much you can do when your university keeps admitting graduate students.

Which isn’t to say there’s nothing. I’ve always deeply admired the Communications program at the University of Wisconsin, which only accepts as many PhD students as it honestly believes it can place in jobs. That means incredible selectivity, but it also means keeping its numbers incredibly low. (I didn’t get accepted there, which maybe should have been a sign that I should’ve have kept going!) I know a number of professors who are increasingly working with graduate students, from the beginning, on how to “professionalize” towards career paths that may or may not lead outside of academia. I know tenured professors who fund graduate student travel to conferences, and who only publish in open-source journals, and who speak frankly to their undergrad students about the realities and debt and burnout incurred through the graduate school process.

There are so many good and ethical actors within the system. But it’s not enough to counter the absorbing, flattering, hope-igniting energy of contemporary academia, which subsists on the infinite stream of students so eager for someone to tell them that the thing they love to think about it, the thing that feels nourishing and explosive and electric, they can have that thing all the time. That’s how I used to talk about my path to grad school: I wanted a way to think about the things I was thinking about for the rest of my life. All I needed was that one teacher to tell me I could. What I didn’t realize is that there were, and are, so many paths, professional and otherwise, to think about those things for the rest of my life.

To suggest as much, though, feels subversive — or at least un-American in some weird way. Of course you should pursue your dream! But what if “my dream” was actually just a fear of other options + an addiction to compliments + a few well-written undergraduate papers?

When I first suggested that yoga teacher training was an MLM, someone rightly responded: “it feels like everything today is an MLM.” That’s what happens when an industry is fully enveloped by capitalism: When a hedge fund buys a yoga company — or when universities are figured as money-making businesses, with actual consultants hired to lead them. You can blame massive constructive initiatives intended to lure students, but the real problem is the one no one wants to talk about: the massive divestment of state funds, aka tax dollars, across the board. Over the last thirty years, our elected officials have decided that higher education isn’t a societal investment. It’s a capitalist business that must sustain itself. It doesn’t matter how much the head of a graduate department wants to increase graduate pay when the budget has been squeezed so tightly and tuition has already exponentially risen to counter it. There’s no there, there.

The fault with thinking of academia as a pyramid scheme is that there’s no one at the top — just the increasingly ambivalent structure, the ever-reproducing base. You could say administration profits, or football coaches profit. But it increasingly feels like a system in which no one wins: not the students, not their … [more]
capitalism  academia  annehelenpetersen  labor  work  markets  highered  pyramidschemes  ponzischemes  yoga  mlms  multi-levelmarketingschemes  exploitation  colleges  universities  srg  gradschool 
april 2019 by robertogreco
Mαtt Thomαs on Twitter: "Gonna try to live-tweet @Jessifer’s talk at @uiowa today: “Designing Assignments: Redesigning Assessment.”"
"Gonna try to live-tweet @Jessifer’s talk at @uiowa today: “Designing Assignments: Redesigning Assessment.”

.@Jessifer begins by talking about some personal stufff, as a deliberate tactic to situate himself as a human being amongst other human beings. Something to also do on the first day of class, etc.

.@Jessifer says he doesn’t use the LMS at his school because he doesn’t want students to encounter and interface with it before him, a person.

.@Jessifer points out that today syllabuses are often generated from required, stock, auto-generated templates. This sort of “scaffolding,” however, presumes a lot of things about how learning happens that might not be useful.

For instance, many of us (read: teachers) are designing courses and assignments for students we don’t even know yet. To bring in the work of @saragoldrickrab, we need to design for the students we have, not the students we wish we had.

What happens, for instance, when you learn that 1 in 2 students face food insecurity issues? How might that change how you design courses/assignments?

.@Jessifer moves on to talk about grades. They’re not some universal constant, but rather a technology that we have to learn to use, or perhaps not use.

Grading reduces learning to a transaction instead of a set of human relationships.

College teachers have often internalized ways of grading that they can perhaps free themselves from. @Jessifer says we need to “raise a critical eyebrow” at our own grading practices — e.g., our rubrics. He argues against scale, for a return to subjectivity!

In the gradebook students are reduced to rows, in the rubric reduced to columns.

Especially important things to think about, @Jessifer points out, now that almost all colleges have adopted Learning Management Systems, course “shells,” and standardized syllabuses.

.@Jessifer has recently moved to shorter-worded assignments that ask for non-traditional products. Reconceptualize the internet using analog tools, re-order the words of a poem — then document your process!"
jessestommel  mattthomas  2019  rubrics  grading  teaching  syllabus  assessment  howweteach  howwelearn  colleges  universities  highered  highereducation  humanism  lms  templates  standardization  writing  howwewrite  form  alternative  syllabi 
april 2019 by robertogreco
Luxury Interiors – Popula
"The question of “U.S.C. versus A.S.U.” in this piece was unclear to me; to what extent was Hess underwriting this hierarchy? I wrote to ask her, and she replied that she wished she’d had the space to elaborate in the piece. And for good reason:
I’m from a Sun Devil family. My mom worked at Arizona State… I don’t think any of the jokes about ASU are based on a real understanding of the kind of education you could receive there; it’s based on the number of people who can access that education […]

The same people who surely believe that every child should have access to a college education also make sure to rank some of those educations as enviable and others as embarrassing. The idea of an elite, high-class education must be hoarded by a select few, because if everybody had it, it would lose its value to the elite.

Which just begins to explain why someone like Mossimo Giannulli might want to be able to say, “my daughter is at U.S.C.”

***

When people are willing to drown themselves in debt and even commit literal crimes in order to obtain an elite college education for themselves or their kids, what, really, what exactly, do they they think they are buying?

Or selling. What are people thinking, who are selling an “education” that is actively harming a whole society; that wrecks the fabric of a city, that causes people to lose their grip on their conscience, their sanity; that makes them set so catastrophic an example, somehow both before, and on behalf of, their children. All this makes a mockery of the Enlightenment values—by which I mean the egalitarianism and erudition of Alexander Pope, and not Edmund Burke getting himself in a lather over Marie Antoinette—that a Western education was once imagined to represent.

Reaction to the admissions scandal has so far centered on these rich parents and their unworthy spawn, whose lawyers now prepare to spin a tale of misguided, but forgivable, parental devotion. No less a cultural authority than the playwright David Mamet wrote an “open letter” defending accused admissions cheat Felicity Huffman; according to him, “a parent’s zeal for her children’s future may have overcome her better judgment for a moment.” Except that the “moment” went on for months, according to court filings, and involved Huffman’s paying $15,000 to ensure that her daughter would have twice the time to complete her SAT exam that an ordinary, non-bribery-enabled kid would have. Also to hire a crooked proctor afterwards, who could change some of her daughter’s wrong answers to correct ones.

In any case, Hess is right: You can get an ultrafine education at A.S.U. That place is an R1 university, positively bristling with Nobel laureates and MacArthur fellows. Walter V. Robinson, who led the famous “Spotlight” newsroom at the Boston Globe, teaches there. It’s wild to think anyone would be willing to blow half a million dollars to ensure an admission to U.S.C. over A.S.U.

Anyone who has been to (any) college can tell you that the proportion of enlightenment to hangovers varies greatly from customer to customer. It’s something else altogether that calls for the half-million bucks.

***

Coming from a quite different angle—and on March 27th, the very same day as Hess’s piece—Herb Childress, in the Chronicle of Higher Education, asked: “How did we decide that professors don’t deserve job security or a decent salary?” (“This is How You Kill a Profession.”) Childress is one of tens of thousands of Ph.D.s in the United States who failed to find a place on the tenure track, and who were slowly forced out of a professional academic career as their prospects faded year by year in the academic Hunger Games, as this brutal process is not uncommonly described.

You might assume that people like Childress just “didn’t make it” through some fault of their own, but you’d be wrong. Over the last fifty years academic work has come to look more and more like indentured servitude: Grad students and postdocs are a species of flexible workers in a gig economy, toiling in low-paying jobs waiting for their once-a-year chance to play the tenure track lottery.

Please note that these are the very people who work in the “good schools,” who are compelled to “teach,” for insanely low pay—like, a few thousand dollars per class—people like Mossimo Giannulli’s daughter Olivia Jade, a famous YouTube “Influencer.” This lady’s dad paid hundreds of thousands to put her in the orbit of hugely educated, committed, job-insecure people like Childress. She, meanwhile, impishly bragged to her legion of YouTube followers that she doesn’t really “care about school.”

And yet scholars like Childress can’t let go of their romantic notions of the academy, and their sense of vocation, which can easily be exploited; unfortunately they’ll agree to live the dream even at cut rates, as Childress himself openly admitted in the Chron.
The grief of not finding a home in higher ed—of having done everything as well as I was capable of doing, and having it not pan out; of being told over and over how well I was doing and how much my contributions mattered, even as the prize was withheld—consumed more than a decade. It affected my physical health. It affected my mental health. It ended my first marriage. […]

Like any addict, I have to be vigilant whenever higher ed calls again. I know what it means to be a member of that cult, to believe in the face of all evidence, to persevere, to serve. I know what it means to take a 50-percent pay cut and move across the country to be allowed back inside the academy as a postdoc after six years in the secular professions. To be grateful to give up a career, to give up economic comfort, in order to once again be a member.

Consider the benefits-free, pension-free pittance paid to the vast majority of people providing the elite education, who never saw a dime of all those millions in bribes, and a more complicated and larger picture than we’ve yet seen emerges."



"I wasn’t nearly as much of a paragon, but as a brown-trash “gifted” kid who came up poor and went to fancy schools I can easily understand how listening to this brilliant lecturer dazzled my friend, and changed the course of his life. This feeling comes to students anywhere, everywhere, in every school with a good teacher with time and attention to give us. There was and still is something vital, something good and real, to want out of an “education,” something quite beyond the ken of the kind of people who would pay an SAT proctor to cheat.

Then there’s this other angle. I first went off to college already inured to the idea that I was involved in an economy; that we were trading. Everything had been made easier for the rich kids, of course, and it wasn’t their fault, all had been bought and paid for by their parents and grandparents, but also—a crucial thing—they had also lacked our luck; they lacked certain desirable qualities, qualities as randomly distributed as wealth, things with which some of us had won a different lottery, had skipped grades with and been celebrated for: the sort of “intelligence” that made school easy. There seemed to be a natural symbiosis in this structure, crazy and shameful as the whole business of “meritocracy” appears to me now.

But also like all college kids we mainly didn’t give a fuck about any of that and just got to be friends for true reasons, just loved one another. The rich kids happened to be able to teach the poor ones what fork to use and how to ski, and the poor and/or brown kids of halfway reasonable intelligence gave them books, new kinds of food and family, music and art, a view of the other side of the tracks, new ways to have fun. We poor ones brought, say, a taste for Lester Bangs, arroz con pollo, Brian Eno and Virginia Woolf; they treated us to foie gras and Tahoe and big old California cabs on our 18th birthday. Gross, right? Really gross. But the (grotesquely mistaken) idea was that we were bringing each other into a better world, a different world, and a little at a time the true, good world would finally come.

This may sound a bit tinfoil but now I suspect that the problem may have been, all along, that all the college kids started to realize together (as I think they are still) that there was something sick at the roots of this tree of knowledge as it was then constituted. Strangely, dangerously healing, egalitarian ideas began to take hold; demographics changed, and the country began to move to the left. The 90s was the era of the tenured radical on campus, and the culture wars grew white-hot. Al Gore was elected president, and was prevented by the merest whisker from taking office. Even a barely left of center President Gore would have made things a little too parlous for the powers that be, who are on the same side as the Giannullis of the world.

Hess told me that some people think there’s one kind of education within the purview of everyone willing to work to get it, the “embarrassing” kind, and then there’s another kind that is luxury goods, strictly for “elites” from “elite” institutions—however corrupt the latter may be—served tableside by an underpaid servant class.

But the egalitarian view of education and the luxury view are mutually exclusive. Pulling up the drawbridge around your ivory tower only cuts it off from the global commons, which alone can provide the intellectual atmosphere in which a free society, and its academy, can breathe and thrive. Power wants its “meritocracy”: thus the eternal cake-having rhetoric around higher education, the queasy mingling of “exclusivity” and “diversity.”

Note too that the ruling class protects its interests as starkly on the fake left of the centrist Democrats as it does on the right, where the Koch brothers have long bought professors like they were so many cups of coffee. In Jacobin, Liza Featherstone’s … [more]
education  elitism  highered  highereducation  2019  mariabustillos  culture  society  smartness  petebuttigieg  operationvaristyblues  meritocracy  us  capitalism  competition  scarcity  lizafeatherstone  donaldtrump  centrism  herbchildress  academia  colleges  universities  rankings  admissions 
april 2019 by robertogreco
This Is How You Kill a Profession - The Chronicle of Higher Education
"Like any addict, I have to be vigilant whenever higher ed calls again. I know what it means to be a member of that cult, to believe in the face of all evidence, to persevere, to serve. I know what it means to take a 50-percent pay cut and move across the country to be allowed back inside the academy as a postdoc after six years in the secular professions. To be grateful to give up a career, to give up economic comfort, in order to once again be a member.

Part of me still wants it. That kind of faith is in my bones, and reason can only bleach it away somewhat. The imprint is still there, faint, hauntingly imprecise, all the more venerable for its openness to dreams. I worked as a college administrator for seven years after that postdoc, because I couldn’t bear to be away from my beloved community even after it had set me aside. Because I couldn’t walk away.

All cults, all abusers, work the same way, taking us away from friends and family, demanding more effort and more sacrifice and more devotion, only to find that we remain the same tantalizing distance from the next promised level. And the sacrifice normalizes itself into more sacrifice, the devotion becomes its own reward, the burn of the hunger as good as the meal. "
herbchildress  academia  labor  work  cults  highereducation  highered  teaching  colleges  universities  health  inequality  tenure  competition  faith  abuse  adjuncts  service  class  precarity  capitalism  hungergames 
april 2019 by robertogreco
Why College Is So Expensive In America - YouTube
"College in the United States is expensive. The cost of higher education just keeps going up. Tuition costs at both public and private universities have doubled since the late 80s, while accounting for inflation.

"I think that it's so ingrained in your head that you have to go to college, that college is the next step after graduation," said Jarret Freeman, a college graduate with roughly $50,000 in student debt. "I think in hindsight, I see that college is not for everyone."

But a college education is becoming more and more necessary to succeed in today's economy. Georgetown University estimates that by 2020, 65 percent of all jobs will require more than a high school degree.

Students graduate with an average of $37,172 in student loan debt. It all adds up to $1.5 trillion across the country.

Watch the video above to learn how higher education became big business, hear from former students facing mounting debt and explore why it's so important to solve the student debt crisis."
colleges  universities  tuition  studentloans  studentdebt  money  2019  education  highered  highereducation  rankings  usnewsandworldreport  wealth  inequality  tests  testing  meritocracy  data  sat  standardizedtesting  funding 
april 2019 by robertogreco
How Harvard and Other Colleges Manage Their Endowments - YouTube
"College is expensive, but there is one place in higher education where there's no shortage of money – endowments. There's more than $616 billion worth of endowments assets in the U.S. Lawmakers are starting to questions why tuition is still rising if some schools have billions of dollars."
colleges  universities  ivyleague  endowments  2019  money  charitableindustrialcomplex  philanthropicindustrialcomplex  philanthropy  inequality  finance  highereducation  highered  power  wealth  universityoftexas  hedgefunds  yale  charity  hoarding  taxes  investment  stanford  divestment  economics  policy  politics  princeton 
april 2019 by robertogreco
Evaluating scholarship, or why I won’t be teaching Shoshana Zuboff’s The Age of Surveillance Capitalism | Blayne Haggart's Orangespace
"In his review, which is a wonder of careful thinking and contextualization, Morozov performs a couple of useful services. First, he highlights the extent to which Zuboff’s argument about how surveillance capitalism works rests on a tautology – “surveillance capitalists engage in surveillance capitalism because this is what the imperatives of surveillance capitalism demand” – that leaves they why of the matter unexamined. Second, he places her squarely within an intellectual tradition of “managerial capitalism” and a wider functionalist tradition in sociology associated with Talcott Parsons. Morozov argues that partly as a result of this (unacknowledged) mindset, Zuboff fails to understand the extent to which her critique of surveillance capitalism is actually a critique of capitalism, full stop. This inability to see anything outside the mindset of capitalism accounts for the way the book just kind of finishes without suggesting any real possible paths forward other than, we need a new social movement, and surveillance capitalism must be destroyed and replaced with a better form of (digital?) capitalism.

I hadn’t made those exact connections, and Morozov’s review does a great job in concisely summing up these intellectual frameworks. And if you didn’t know anything about managerial capitalism and Alfred Chandler, or the Italian Autonomists, you could also be forgiven for not making those connections either. I knew very little about managerial capitalism, nothing of Alfred Chandler. I am familiar with Parsons and my only exposure to the Italian Autonomists was by reading Hardt and Negri’s Empire during my PhD, which was enough to convince me that I wanted nothing to do with them.

Morozov’s final conclusion is both persuasive and damning from an academic perspective. The book, he says, could be politically powerful because it is a sharp broadside against two companies – Google and Facebook – that represent a clear and present danger to society. However, it “is a step backward in our understanding of the dynamics of the digital economy.”

I think that’s about right.

I am also pretty sure that, despite the acclaim it’s getting in non-Baffler circles, I’m not going to be teaching The Age of Surveillance Capitalism in my Global Political Economy of Knowledge course, but not because I disagree with Zuboff’s argument or feel threatened by her analysis. To the contrary, she’s pretty much telling me exactly what I want to hear. Or more to the point, what I want to believe.

I’m not going to be teaching it because as an academic work, it falls far short of the standards to which we should hold ourselves. It may be a politically effective polemic, but as scholarship that advances our understanding of the world, it is sorely lacking."



"Four tells of poor academic scholarship

1. Exaggerated claims to novelty"



"2. Absence of relevant literatures"



"So. The Age of Surveillance Capitalism is a study of the messy interactions between economic and social imperatives. (Actually, I’d argue it’s really two linked business case studies of Facebook and Google that wants to be a study of a larger system, but that’s another matter entirely.) This means that it is a study of political economy. Which means it has to engage with the political economy literature on surveillance (a specialized literature, but it does exist) and capitalism (its entire raison d’être). I expect it to engage with particular sources, like Srnicek, like Shawn Powers and Michael Jablonski’s The Real Cyber War. With, in other words, the books that can provide context and support for, and pushback against, its argument.

And if you’re talking about big trends in capitalism and society from a critical perspective, Hannah Arendt is not your go-to. You also need to go beyond the social-science founders – Durkheim, Marx, Weber. You need to engage with the likes of Susan Strange. Or Robert Cox. Or Michael Mann, people who are interested in exactly the same issues that you are dealing with. Karl Polanyi is great, and Zuboff grabs just the right concepts from him. But He. Is. Not. Enough.

(Polanyi was also much more than an “historian,” as Zuboff identifies him. As his Wikipedia entry makes clear, he was an “economic historian, economic anthropologist, economic sociologist, political economist, historical sociologist and social philosopher. Then again, the phrase “political economy” appears only four times in this book, and exclusively in the titles of cited books and articles in the endnotes.)

Finally, if one is talking about the dangers involved in a form of power that “knows and shapes human behaviour toward others’ ends” (page 8) and Antonio Gramsci’s conception of hegemony doesn’t rate a mention, I don’t even know. Especially if it’s presented as a completely new idea (in this case “instrumentarian power” – see: Exaggerated claims of novelty). The Gramscian concept of hegemony is all about how the powerful can get other groups to buy into ideologies that may not be in their best interests.

Much of the book is about how surveillance capitalists are working to change human nature so that human thinking more closely resembles that of machine learning. Absolutely correct, but not only is this not the first time that the powers that be have worked to reshape what we think of as human nature, it’s also kind of what it means to rule a society, any society. That’s what the whole concept of hegemony is all about, as any student of Gramscian thought could tell you. Or what someone like Susan Strange or Robert Cox (the two thinkers I’m using in my own work on these very subjects) would note. Knowing that this type of activity is simply how power works in human society puts a different spin on what Zuboff is arguing. It’s not so much that surveillance capitalists are rewiring human nature, but that their ideology is antithetical to a particular type of human nature, namely one in the liberal-democratic vein. Actually engaging with the voluminous work on hegemony and the social construction of knowledge, however, would have challenged Zuboff’s argument that the knowing and shaping of “human behavior toward others’ ends” is unique to surveillance capitalism.

(Maybe the problem is with capitalism itself? As Morozov noted in a follow-up tweet, “My critique of Zuboff’s new book boils down to a paraphrase of Horkheimer: ‘If you don’t want to talk about capitalism then you’d better keep quiet about surveillance capitalism’.”)

And it’s just a bit odd that Michel Foucault doesn’t get so much as a mention beyond a reference in a footnoted title about neoliberalism. In a book that’s all about the relationship between power and knowledge."



"3. Unclear framework"



"4. Use of hyperbole: These go to eleven"



"The final verdict: No go

To be honest, before reading Morozov’s critique, watching the glowing reviews come in, I started questioning my judgment. Sure, there were flaws in the book, some of which I would have called out immediately if committed by an undergraduate, but how much did they really matter?

Part of me, I’m embarrassed to say, was swayed by the identity of The Age of Surveillance Capitalism’s author. A professor emerita. From Harvard. Who had done important previous work in the field. Even though I know better, I got inside my own head, internalizing the academic class system that places certain schools and scholars above others. The “important voices” whose work is guaranteed a respectful hearing merely by virtue of their pedigree or institution.

The saddest thing is, my receptiveness to this argument from authority says as much about where I see myself in the academic food chain as it does about a Harvard professor. Even though I have witnessed the most idiotic arguments and proposals made by scholars from top-ranked universities, endured recycled banalities from leading lights with nothing to say, and read the most embarrassing articles by celebrated Ivy-league academics. Even though I will put my Canadian Carleton University education up against anyone’s from Oxford or Yale or Harvard. I know this.

And yet, there was that part of me, whispering, But look at who she is. She’s an Authority. Look at all the praise she’s getting, the panels she’s on. Maybe you’re just being judgmental. Maybe you’re being too critical. Maybe you’re wrong.

Well, maybe I am wrong, but a failure to produce an honest critique because of our respective places in the academic food chain is the absolutely worst reason not to make the critique. One of my proudest moments as a teacher was when I heard that a second-year student had written a fantastic, well-researched and impeccably argued paper about how I’d been wrong about something I’d claimed in my Introduction to International Relations class. (And she was right.) We should expect all academics to live up to the same standards we set for our students.

So, no. After spending an entire work week reading this book, after taking over 100 pages of notes and thinking about it constantly for far too long afterwards, I do not believe that The Age of Surveillance Capitalism is a good piece of scholarship. It is not careful in its presentation of evidence. It chooses hyperbole over accuracy. It fails to engage with the relevant literatures and critical voices that would challenge what ends up being a one-sided, almost existentially bleak argument.

Its lack of engagement with the relevant literatures makes possible the blind spots, trenchantly catalogued by Morozov, regarding surveillance capitalism’s relationship to capitalism, as well as those regarding the role of the state as something more than a bit player in this epic story. These impair the book’s value in terms of its analysis and, as Morozov’s comments about Zuboff’s failure to consider the “capitalism” part of “surveillance capitalism” suggest, its prescriptions. Why the book … [more]
blaynehaggart  shoshanazuboff  evgneymorozov  criticsm  surveillancecapitalism  mnagerialism  harvard  pedigree  academia  hierarchy  criticism  robertcox  highered  highereducation  michelfoucault  hannaharendt  hyperbole  2019  hegemony  technology  economics  politics  policy  scholarship  authority  elitism 
march 2019 by robertogreco
What Makes a Fair College Admissions Process? | JSTOR Daily
"Move Away from Meritocracy
Nadirah Farah Foley

Especially in the wake of the recent news of a coordinated bribery scheme, many people seem to agree our selective college admissions process is broken. There is far less consensus, however, about why we think it’s broken, and what a better, fairer admissions process would look like. Some think that the process would be fair if it were conducted without special considerations for legacy students, development cases, or athletic recruitment. Others go further, focusing on the myriad mundane ways—aside from bribery and donations—that the system allows privileged people to leverage their resources to secure and perpetuate their advantages. But I contend the process is inherently unfair because it is based on meritocratic principles designed to produce unequal outcomes. A truly fair system would reject meritocratic logics and instead operate on the principle that high-quality education is not a reward for the few, but a right of the many.

Our current process, in which applicants are stratified into a hierarchical higher education landscape, takes a meritocratic ideology as its foundational premise. Meritocracy, the term popularized by British sociologist Michael Young’s 1958 The Rise of the Meritocracy, is typically imagined as a system in which all have equal opportunity to compete on a “level playing field” on the basis of “talent” and “ability,” and all are rewarded equitably based on their “merit.” While this system sounds fair at first blush, a meritocratic ideology poses two problems, either of which should be sufficient cause to critically question it, and perhaps abandon it entirely.

First, upholding meritocracy necessarily entails accepting and upholding inequality. In the case of college admissions, we currently have a system in which some schools have more resources, are more prestigious, and are deemed “better” than others, and those schools have limited seats. We try to allocate those seats “fairly,” on the basis of demonstrated past success and evaluations of future potential. It’s far from a perfect system, but we can rationalize it as ideologically consistent with a meritocratic ideal of equal opportunity and reward for individual talent, effort, and ability. But perhaps, rather than focusing on who “deserves” the “best” schooling, our societal commitment should be to making a high-quality education available to all. Such a commitment would require a rejection of the stratification and inequality presupposed by a meritocratic system and lead us to question whether a stratified society—and assignment to places in an unequal education system—could ever be just.

Second, even if one were inclined to find inequality and stratification acceptable, the reality is that we are so far from the ideals of equal opportunity and a level playing field that the unfairness is glaringly obvious. As sociologist Jonathan Mijs argues, opportunities for demonstrating merit are far from equally distributed. In the United States, where racial residential segregation and local control of schools combine to disproportionately relegate nonwhite (especially black) students to underfunded schools, the claim that anything approaching equal opportunity exists is laughable. Our emphasis on standardized tests, which have roots in racist, ableist, eugenicist science, evinces a narrow understanding of what intelligence is or could be. Holistic admissions evaluations, which provide necessary latitude to consider students’ contexts and lived experiences, also provide privileged applicants another opportunity to show off well-filled extracurricular profiles and essays carefully coached and edited by counselors and consultants. In sum, our current admissions process is—top to bottom—built to misrecognize privilege as “merit,” and thus advantage the already advantaged. To say wealthy white applicants are gaming the system belies the fact that they’re really just playing the game—a game in which only they have full access to the equipment. Perhaps the way to fix this is not to try to change the rules, but to stop playing the meritocratic game entirely.

If that seems a drastic proposal, let me try to convince you it’s a necessary one. We could try to work within the current system, striking the policies that are most obviously and egregiously unfair: legacy, donor admissions, early decision, recruitment of athletes in country club sports. While an improvement, this does nothing to address the fact that even with those components stripped out, the process still falls far short of fairness, because our very metrics of merit are skewed toward privilege. We could try to calibrate for disadvantage, but that’s essentially what holistic evaluation tries to do now—and it’s not enough. Meritocracy is an arms race, one in which the privileged are always better equipped.

We could, as many scholars have proposed, move toward a lottery, which would go a long way toward making explicit the role of luck in college admissions. But I’m concerned by the way some thinkers discuss a potential admissions lottery. Proponents of a lottery often suggest that there should be some baseline level of “merit” in order to enter the lottery. Such a formulation of the lottery doesn’t entail a rejection of our metrics of merit, meaning it would likely reproduce existing inequalities. To avoid that, a lottery would need to not use simple random selection, but instead be carefully calibrated to ensure the resulting class is not just representative of the pool (in which wealthy white students are overrepresented), but of graduating high school students. That could be achieved by assigning different weights to students depending on their background, or by using a form of stratified random selection, in which the applicant pool would be divided into smaller pools based on, for example, demographic factors, and a certain number of students would be accepted at random from each pool.

The lottery is an exciting idea, but one likely to run into legal challenges. And beyond that, it doesn’t do enough to address the unfairness inherent in our unequal education system. I think we need to go a step further than asking what constitutes a fair admissions process, and instead ask what constitutes a fair society. We should recognize that our college admissions process is merely holding a mirror up to our society, reflecting how competitive, individualistic, unequal, and unfair the United States is. A truly radical solution would require the reorganization of our entire class structure and the redistribution of resources, thus obviating the need for such a high-stakes college application process.

It seems that we cling to meritocracy as a way of clinging to some hope of a better life in an increasingly unequal world. But rather than investing our hope in a fairer admissions system, I think we should dream bigger, and invest our hope in a more just society—one in which we live in community rather than competition. That might look like taking up Harvard professor Lani Guinier’s call to emphasize “democratic merit,” or it might look like dispensing with merit—and its attendant acceptance of deserved inequality—entirely.

Everyone deserves access to education. A fair admissions system would have that as a core premise and reject ostensibly just, “meritocratic” inequalities."
juliepark  christineyano  nadirahfarahfoley  2019  admissions  colleges  universities  meritocracy  lottery  collegeadmissions  highered  highereducation  merit  inequality  academia  academics  education  school  schooling  us  firness  laniguinier  democracy  privilege  jonathanmills  race  racism  michaelyoung 
march 2019 by robertogreco
Malcolm Harris: College Admissions Scandal and Capitalism
"The idea that a high-achieving student is doing $100,000 worth of labor a year won’t be surprising to anyone who knows one. Without huge amounts of time and effort beginning at a young age, it’s incredibly hard to pull together the kind of résumé that’s needed in order to stand out to elite and competitive schools. These teens end up putting in so much labor that they are developing their specialized skills to professional levels before they finish high school. In some ways, the unmediated job market has lower standards than the most exclusive colleges do. The best child musicians and scientists and athletes are working very hard, and what they’re doing has value, too. We know it does, because their efforts are worth counterfeiting.

Student labor has a curious character. It’s unpaid, but the idea is that it will be compensated indirectly later. There are tests that are meant to validate kids along the way, including college admissions and ultimately the job market. A higher grade (in the broader but also in the specific, academic sense) is supposed to lead to a higher wage down the line, something everyone understands implicitly. The value from all that childhood work has to go somewhere; we can think of that place as a sort of internal battery that stores human capital, the skills and abilities that we put to work when we go to work. Counterfeit human capital is what William H. Macy and Mossimo Giannulli were allegedly buying for their kids: the appearance of skills and abilities that didn’t actually exist.

Human capital is an odd commodity because it’s inalienable. You can’t sell your ability to do 100 push-ups or your starting position on the soccer team or your Yale diploma. That means that workers can’t really be said to own their human capital, since it’s not transferable. It’s an abstract substance that can be weighed and compared, but also a relationship between workers and owners — that’s why companies can use it in place of “human resources.” Human capital belongs to workers, but only to be managed and exploited by employers. To monetize their abilities, workers need someone to hire or invest in them. (The number of workers who are able to save up their wages in order to start their own businesses is much smaller than we’re led to believe, and shrinking.) There is no fixed correlation between the accumulation of human capital and pay. You get paid to work, not to be smart.

Because no one is on the hook for compensating any particular young person for their hard work, there’s no reason to set a limit on how much of it they should do. The random distribution of talents and passions and the very predictable distribution of resources have left students with any number of ways to differentiate themselves from each other in the eyes of graders. An arms race arises as students are encouraged to try their hardest, to reach their full potentials, to use every advantage they have. We can see the scale of it in the forged applications: The aforementioned Yale admit claimed to be a nationally ranked soccer player in China, a nation of 1.4 billion people. The admissions committee had no reason not to believe it; I’m sure they see genuine applications like that all the time. There’s always someone who can try a little harder and stay up a bit later or whose parents can pay more. The level of competition gets higher and higher, and theoretically that’s great — as long as everyone eventually finds a job that will repay the investments they’ve made in their own capacities. You can see the problem.

The best thing you can do for your own future employment prospects is to invest in your human capital: learn to code or speak Mandarin or captain your sports team or whatever else the Aspen crowd wants from us this week. Training according to guesses about the notoriously unreliable future demands of rich people is not particularly fun, and it’s obvious why their own kids can’t be bothered. But most of us have to try, and there arises a supply-and-demand problem: If everyone teaches themselves to code and the supply of human capital goes up, it’s suddenly very easy for employers to find coders, and the demand (read: pay) goes down. What’s advantageous for the individual is self-defeating for the class.

The result is workers who have not only taken on an average of tens of thousands of dollars in educational debt, but have also put in what we can now understand as hundreds of thousands, even millions of dollars’ worth of unpaid labor. Taking no responsibility for this situation, employers have used the flood of overqualified workers to lower job quality, sometimes so far as to stumble onto the wrong side of America’s meager labor laws. That leaves young people who had planned on higher-quality jobs (as they were told to) underwater on their own human capital. Having invested more in effort and money than their work can command on the market, they’re not in possession of distressed assets; they are the distressed assets. And they’re stuck with themselves.

I can’t speak to why people who will never have to work in their lives care about getting fancy degrees, but I know why everyone else does. As the distance between the rich and the rest increases, the stakes of childhood go up too. Failure at one of the crucial steps (like college admissions) means taking a loss on your investment in yourself, which is extremely depressing. Everyone is compelled to work harder to try to avoid that fate, except the business owners and landlords, who just have to pay higher bribes — which they can afford to do because all those people who are working harder are, in one way or another, working for them. Depending on whether or not you own the means of production, it’s all a virtuous or vicious cycle. For most of us, it’s the latter."
malcolmharris  2019  labor  education  schools  schooling  colleges  universities  admissions  collegeadmissions  children  work  capitalism  exploitation  competition  highereducation  highered  debt  unpaidlabor  humancapital 
march 2019 by robertogreco
Liberation Under Siege | Liberación Bajo Asedio on Vimeo
"Following the triumph of the Cuban Revolution, which successfully fended off imperial aggression by the United States, the United States imposed an economic trade blockade as punishment, which has continued to be in place for the past 60 years. The US has undertaken repeated attempts to plunder the Cuban people through genocidal measures, which has been met with the staunch resilience of the Cuban people, who continue to have faith and confidence in the socialist principles of the Revolution, despite the blockade materially impacting their everyday lives.

“Liberation Under Siege” examines the material conditions cultivated by the destructive blockade through the experiences and stories of everyday Cubans, and reclaim the imperialist narrative pushed by the United States through billions of dollars.

Filmed, Directed, and Edited by:

Priya Prabhakar
Reva Kreeger
Sabrina Meléndez"
cuba  2019  excess  us  foreignpolicy  interviews  education  healthcare  medicine  socialism  food  highereducation  highered  politics  blockade  embargo  poverty  equality  economics  race  gender  sexuality  priyaprabhakar  revakreeger  sabrinameléndez  video  small  slow  consumerism  materialism  capitalism  less  environment  values  success  health  imperialism  media  propaganda  resourcefulness  trade 
march 2019 by robertogreco
Recommendations for an optimal conclusion to Hampshire College (opinion)
"Hampshire College: Fold, Don’t Merge: Michael Drucker proposes what he thinks would be an ethical conclusion to the experimental college."



"When I say my alma mater is an experimental college, I mean it literally. No grades. No majors. No tests. We are different by design and intention.

My academic adviser would ask me, “What are you curious about in the world?” and “How are you going to find the knowledge you need to answer those questions?” Since we have no majors, we have no list to follow telling us exactly what courses to take to complete our degree. Students must not only study the material in their chosen areas of concentration but also figure out what that will be. Simply being a student at Hampshire College is an act of experiential education.

Hampshire’s educational philosophy asks: What is possible if students are studying for the sake of learning instead of competing for letter grades? What is possible if students are studying not only for the sake of learning but also for innovative, interdisciplinary applications of that knowledge?

Do Not Resuscitate

In January, President Miriam E. Nelson announced the search for a long-term strategic partner for Hampshire and questioned first-year class enrollment. Student activism ignited. Alumni, faculty and staff comments in support and dissent flooded in. A petition calling for shared governance collected thousands of signatures within days. On Feb. 1, Hampshire announced it would enroll only early-decision admits and students who previously deferred.

A partnership, or a merger, could be great if I’m allowing myself to be optimistic. But it’s increasingly difficult to sustain optimism, as my idealism feels more like naïveté with each passing day. Staff layoffs may begin as early as April. Early-decision admits are told a new affiliate will likely control how any diploma they earn will be awarded. Notable alumnus Jon Krakauer writes in The New York Times that in the merger “it is not at all clear how much of the Hampshire philosophy -- to say nothing of the Hampshire soul -- will survive.”

I feel more and more confident that Hampshire’s soul will not survive. If that’s the case, I do not want to keep our institution on life support. I respectfully submit my request to the Hampshire Board of Trustees to consider ordering a DNR for our beloved and complicated alma mater.

Without our educational “soul,” what remains is still something beautiful: a liberal arts campus with provocative course material, progressive ideologies and the harmonious clashing of overlapping countercultures. But that’s something students can find at many other colleges around the world. It’s not enough for me to want Hampshire to continue for the sake of its name living on.

The pedagogical tenets of our educational experiment make us who we are. Without them, we are not Hampshire College. Some might ask if it’s really that bad to have majors, grades or tests. No, it’s not the end of the world, but it is the end of Hampshire.

I’m only 27, and I’ve lost both of my parents. My dad died when I was a third-year student at Hampshire. The day he passed, I was at ACPA’s annual convention with Hampshire student affairs representatives. My first professional mentor was there and consoled me the night I found out. My mom passed in the summer of 2017 -- too young and too soon.

I know what loss, mourning and grief mean. I’ve already begun mourning Hampshire as I’ve done before while preparing myself emotionally for the painful departure of a loved one. I do not want Hampshire to close, but I know that it is an option. My personal experiences make it easier for me to consider it as a viable one. I’m not afraid of it.

My preference for Hampshire to close, rather than merge, is not about me throwing in the towel on a good fight to save our college. It’s about respecting its legacy. It’s about preferring to honor it in memory rather than seeing it diluted in its new form. It’s about thanking Hampshire for what it has been and letting it pass peacefully.

It may be over, but it’s not a failure. We had 50 years of magic. We existed. We were here. It mattered. It will continue to matter.

An Ethical Conclusion

Closing Hampshire College is not as simple as one human being dying (which is, of course, not simple at all). Closing the college would have an immense economic effect on its employees and the local Amherst community. It has four classes of active students to consider. But I would support closing rather than merging if we could spend our energy and resources developing the best conclusion possible. There is potential here for us to truly live out Hampshire’s philosophy until the end.

From what I can gather, however, what is happening right now is not an ethical termination. Amherst College faculty members wrote an open letter to President Nelson criticizing the recent decisions made without adequate faculty input, noting, “No leader in any field can violate long-standing professional norms for long without compromising his or her credibility and losing the confidence of core constituencies.” Hampshire’s Executive Committee of the Faculty authored their own letter declaring that the president’s Jan. 15 announcement considering not accepting an incoming class “turned a financial crisis into a catastrophe” -- in essence making it so that Hampshire then had no choice but to fulfill this self-defeating prophecy and spiral down toward helplessness. The staff, faculty and administrators are now in the midst of learning of layoffs. Those who must leave have only 60 days to prepare; those who stay are headed into the unknown. Either way, there is harm done. It seems the employees and students living and working on the campus right now are being neglected in the shuffle.

Do this, but do it right. Gather all Hampshire constituencies for planning the conclusion of Hampshire in the spirit of shared of governance. Generate ideas, cross over disciplines and break boundaries -- discover the beauty in something tragic. Lengthen the window of time for shutting down. Create a four-year plan for closing up shop. Do everything we want to do in that time.

Provide accurate information to all employees with at least six months' notice, if not more, for changes or termination. Use your remaining resources to financially ease the transition for all your employees.

Let current students grieve and be angry. Offer them what you actually can offer them. Don’t hold out with information you know is inevitable. If current first-years need to transfer to have full college experiences, tell them as soon as possible and help them do it. Learn from other colleges that have closed. Replicate their better practices and learn from their shortcomings.

Last, let’s throw Hampshire the most perfectly Hampshire going-away party we’ve ever seen. Let’s celebrate what we’ve done. Let’s document our innovations and accomplishments. Let’s show others how to resurrect what Hampshire did if the financial and political tides turn. Invite alums back to campus for a weekend of acknowledgment, celebration and community. If we were to lean into this direction now, we have the potential to do something extraordinary.

Before anything, the people making the decisions need to reveal the status of the merger’s development. The board and senior administrators must gamble on showing their cards. It would take a radical amount of vulnerability to show us all what our options are -- and an even greater amount would be to let us all have a say in which direction we go.

The students organizing in Hamp.Rise.Up are demanding just that: a say in what’s happening. It’s not typical for a college to do that in this dire situation, but we’ve never been typical. What would it mean to have a Hampshire-wide democratic vote on the future of our college? Even if we vote to close the institution in light of unfavorable mergers, what could we teach to the rest of higher education by the process through which we got there?

We are a college that lives our motto, Non Satis Scire: “to know is not enough.” So far, we don’t know much, and that is clearly not enough. But given the chance, what could we create?"
hampshirecollege  2019  michaeldrucker  alternative  education  learning  howwelearn  highered  highereducation  maverickcolleges  experience  experiential  grades  grading  ethics 
march 2019 by robertogreco
Hampshire College provides excellent education that should be protected (opinion)
"The Best Education Isn't Cost-Effective: Hampshire’s model provides excellent education precisely because it is not efficient, argues Falguni A. Sheth, and that's why we need to protect it."



"When I first read that Hampshire College’s new president was “inviting a partnership” to keep it afloat, I was startled but not surprised.

Hampshire has been long known as the quirky, hippie, artsy liberal arts college in the western Massachusetts woods. Developed via a consortium of four other colleges (Amherst College, Mount Holyoke College, Smith College and the University of Massachusetts), Hampshire has always been the poor cousin. Like the New School for Social Research, where I matriculated as a philosophy graduate student, Hampshire has been eternally underfunded and run on a skeletal budget, relying on its faculty and staff’s dedication and commitment to the alternative, progressive pedagogy espoused since the college’s founding in 1965.

I was a faculty member at Hampshire for 14 years. There, I developed my identity as a political philosopher and public writer on national security, the war on terror and Islamophobia. There, I found challenging and supportive intellectual camaraderie among brilliant, committed colleagues who espoused a broad, interdisciplinary curriculum. Hampshire’s list of illustrious and accomplished faculty has included James Baldwin, Yusef Lateef and Jerome Liebling, among many others.

I discovered students who were refreshingly thoughtful, refusing to be satisfied with a conventional education. They were fearless in challenging their faculty members’ and classmates’ presuppositions. This is how my first book came about: from a political philosophy course on the social contract that was continuously challenged by critical students. My students asked about race, colonialism, the absence of recognition for male and female nonwhites, the contradiction between the notion of equal rights, and the fact of slavery. They required me to address these contradictions back when it was unheard-of to do so.

The same questions had occurred to me in graduate school but were afforded little merit even at a progressive place like the New School. Those questions still niggled as I taught my courses at Hampshire, but we -- my students and I -- were afforded an intellectually supportive space to consider them, even as I insisted that my students seek better, more rigorous ways to exhibit their findings.

The distinctiveness of Hampshire’s curriculum needs to be considered carefully: students are required to create their own interdisciplinary concentrations (majors). Hampshire’s approach is predicated on inquiry-based learning where students contend with immediate concerns and long-term objectives, with new ideas and a demand to understand the history of those ideas, while anticipating what the future might look like. This means that knowledge is not merely received but rather explored and digested through various methods: photographic, agrarian, scientific, poetic and dramaturgical, among others. This curriculum requires wrestling with ideas, as well as self-reflection, and anticipation of unexpected obstacles. It cultivates critical thinking and ethical reflection in the deepest sense imaginable.

As an immigrant kid who went to public schools, I was initially skeptical of what seemed to be a fairly self-indulgent education. Yet I knew that many respected academics sent their children to Hampshire instead of elite Ivy League schools. They were in on one of the best-kept secrets of postsecondary education: students were given unprecedented attention from faculty members, nurtured and carefully guided in their intellectual and political interests to become powerfully smart and critically thoughtful, broadly read citizens of the world. Graduates have gone on to become journalists, immigrant rights lawyers, inventors, novelists, scientists, professors, actors, social entrepreneurs, community organizers, doctors and engineers.

Inefficiency, Not Cost-Effectiveness

Yet as remarkable as my time at Hampshire was, my colleagues and I were unrelentingly exhausted. We were encouraged to teach specialized courses and to develop new ones. Students needed faculty members to serve as frequent advisers as they finished the various levels of education, from individual and distinctive interdisciplinary concentrations to the Division III senior capstone project that has been part of Hampshire’s graduation requirements.

Moreover, since its inception in 1965, Hampshire has assessed students’ relevant skills through narrative evaluations rather than grades. Faculty members write such evaluations for students as they progress through the educational tiers to help them reflect on their studies, develop deeper questions and further complicate their thinking and skills. To do justice to each student’s work, those evaluations must have detailed comments on various aspects of the project.

This innovative approach often resulted in extreme workloads. Often faculty members would find themselves writing pages upon pages of course evaluations, concentration evaluations and senior capstone evaluations -- sometimes in excess of 100 to 150 pages each year. This work did not account for the enormous time devoted to faculty-governance commitments or the various extracurricular programming that faculty members would engage in: bringing speakers to campus, raising money for those speakers and taking students on topic-related trips -- whether to The Hague to witness the tribunal for a war criminal; to Cuba to learn about arts, culture and politics; or to the U.S.-Mexico border to learn about immigration patterns.

All of those activities -- intensive interactions between and among faculty members and students, narrative evaluations, fascinating extracurricular programming, vigorous faculty governance -- are crucial to the exciting intellectual, cultural and political environment that gives Hampshire its spirit. But all of this commitment is difficult to sustain on a shoestring budget. It also means scarce resources -- in terms of both time and money -- are available to support the faculty’s intellectual life and research, which are nonnegotiable in this epoch of competition for students.

And therein lies the rub: Hampshire’s model is effective precisely because it is not efficient. Inefficiency -- not cost-effectiveness, in the form of careful attention, reflectiveness and conversations unhampered by time restrictions -- leads to some of the best education in the country. Inefficiency requires more money, not less, but for good cause: nurturing young minds and sustaining the education of worldly and thoughtful citizens, which requires the nurturing of faculty minds and lives, as well.

So, unlike the contemporary trend among postsecondary educational institutions, Hampshire’s incredible educational model flies in the face of a neoliberal, cost-effective business model of education. That latter model measures its economic sustainability through metrics that are designed to assess the pedagogy or curriculum but tell us little about whether students have evaluated their positions critically or understand the world differently.

The other four colleges in the consortium should understand their obligation to uphold Hampshire as a vital intellectual partner, where their own students take classes and flourish. I hope that a merger will not succumb to calls for cost-efficiency, or a “leaner” educational model by paring down faculty and staff members -- and as bad -- curtailing the rich interdisciplinary curriculum.

If it does, then Hampshire will be forced to forfeit its singular gifts and place in the academy, and the world will be much poorer for it. I fervently hope that Hampshire can continue to exist in its distinct way and thrive among sympathetic partners."
hampshirecollege  falgunisheth  2019  alternative  education  highered  highereducation  cost  efficiency  inefficiency 
march 2019 by robertogreco
maybe it’s time to give up – Snakes and Ladders
"Some of them thank me for opening their eyes to the realities of our current socio-technological order, but more of them admit, either ruefully or a little defiantly, that nothing we’ve read or discussed is going to change their habits, because it’s just not important enough to invest time and energy in. They’re worried about whether they’re going to get into law school or medical school, and they want to have fun at football games, and when you add up the work hours and the leisure hours there just aren’t any left over for questioning the moral legitimacy of Instagram. And anyway that’s where their friends are. Usually there’s a shrug at this point.

And you know what? I don’t think I can say that they’re wrong. Maybe that’s a rational decision they’re making, all things considered. In which case I need to find a new topic for my first-year seminar."

[See also:
"“Gen Z” and social media"
https://blog.ayjay.org/gen-z-and-social-media/

"The Digital Age, Fall 2018" (syllabus)
https://blog.ayjay.org/fys18/ ]

[via: "Christian humanism in a technocratic world: Alan Jacobs's biography of T.S. Eliot, Simone Weil, W.H. Auden, Jacques Maritain, and C.S. Lewis"
https://www.christiancentury.org/review/books/christian-humanism-technocratic-world

"In a recent blog post, Jacobs reflects on his experiences teaching technological and media literacy to freshmen in Baylor’s honors program. Despite finding the material compelling, many students acknowledge that they are unlikely to change their behavior. He re­flects their voice perhaps in saying there “just aren’t (enough hours) left over for questioning the moral legitimacy of Instagram.” The title of Jacobs’s post? “Maybe it’s time to give up.” It seems that the protagonists of 1943 ended in a similar posture.

Jacobs is right to point out that a technocratic worldview is powerful in its appeal to scientific objectivity. It is “a gospel that liberals and conservatives alike are drawn to.” The problem is un­likely to shrink in importance anytime soon. Whether in the “ranches of isolation” or “the valley of making,” to use Auden’s language, we are in need of re-enchantment. Jacobs’s protagonists re­mind us that our savior might not come in technocratic packaging and might instead exist woven into the theologically informed poetry that “makes nothing happen.” Perhaps all we can do is to live transformed by this power within the fields we plow, acting expansively as we pray for a thousand flowers blooming."]
alanjacobs  genz  busyness  2019  socialmedia  internet  online  work  learning  education  highered  highereducation  technology  society  time 
march 2019 by robertogreco
An Honest Living – Steve Salaita
"There are lots of stories from Virginia Tech, the University of Illinois, and the American University of Beirut [AUB], but they all end with the same lesson: for all its self-congratulation, the academy’s loftiest mission is a fierce compulsion to eliminate any impediment to donations."



"Platitudes about faculty governance and student leadership notwithstanding, universities inhibit democracy in ways that would please any thin-skinned despot."



"But forward progress as material comfort is cultivated through the ubiquitous lie that upward mobility equals righteousness. Honest living is a nice story we tell ourselves to rationalize privation, but in the real world money procures all the honesty we need."



"You hear ex-professors say it all the time and I’ll add to the chorus: despite nagging precariousness, there’s something profoundly liberating about leaving academe, whereupon you are no longer obliged to give a shit about fashionable thinkers, network at the planet’s most boring parties, or quantify self-worth for scurrilous committees (and whereupon you are free to ignore the latest same-old controversy), for even when you know at the time that the place is toxic, only after you exit (spiritually, not physically) and write an essay or read a novel or complete some other task without considering its relevance to the fascist gods of assessment, or its irrelevance to a gang of cynical senior colleagues, do you realize exactly how insidious and pervasive is the industry’s culture of social control."
academia  highered  highereducation  2019  stevensalaita  purpose  meaning  corporatization  precariousness  precarity  assessment  socialcontrol  hierarchy  mobility  upwardmobility  society  dishonesty  honesty  democracy  hypocrisy  education  cv  privation  toxicity  committees  elitism  learning  howwelearn  compromise  canon 
march 2019 by robertogreco
Interview with Dick Gray, founder of World College West - YouTube
"For the occasion of the World College West reunion of July 2012, Dick Gray welcomes attendees and shares his perspective on the founding of World College West and the development of its programs. Dick is interviewed by WCW grad, Lisa Geduldig"
worldcollegewest  dickgray  richardgray  education  learning  schools  highered  highereducation  2012  woldstudytravel  commitment  alternative  howwelearn  lisageduldig  marin  colleges  universities 
february 2019 by robertogreco
THE JANUARY REPORT; Wayout West - The New York Times
"IF LOCATION is an indicator of lofty academic goals, then World College West, the smallest four-year liberal arts college accredited by the Western Association of Schools and Colleges, is perfectly placed: perched on a hillside near Petaluma in rural northern Marin County, Calif., with a view that could easily inspire Utopian thinking.

''World College West is the college of the future,'' said Rollo May, the eminent psychoanalyst, a past trustee and an ardent supporter of the college since its inception. ''Its graduates are the planetary citizens who will be harbingers of a new way of looking at the globe.''

But while the college's educational philosophy is as elevated as its panoramic view, of a valley dotted with dairy farms and pastures, its finances are precarious. With 120 undergraduates, 8 full-time faculty and 25 adjunct professors, it has just ended one of the most turbulent years since its founding in 1973. Its second president lasted less than a year; poor fund-raising efforts forced cutbacks, and a popular foreign-study program has been diverted from China to Taiwan because of turmoil on the mainland.

Moreover, while campus buzzwords like ''empowerment'' and ''stewardship'' recall the idealistic rhetoric of the 1960's, the college is struggling with the materialistic realities of the 1990's.

''Nontraditional 60's-style colleges in the vocational 70's and 80's are swimming against the tide, facing the hard reality that students have changed,'' said Robert Atwell, president of the American Council on Education in Washington, D.C., a nonprofit organization representing all accredited postsecondary institutions and national higher education associations.

Mr. Atwell predicts that in the 1990's, entering freshmen, whose numbers are expected to increase, will demand more options, and the picture will change yet again. ''But the question is,'' he said, ''how does an undercapitalized institution survive until then?''

World College West, one of a handful of small, progressive, experimental institutions that appeared on the American educational landscape in the early 70's, was founded by Richard Gray, a former advertising creative director turned theologian and educator. Mr. Gray served as president until fall 1988, and continues his association with the college as an active fund-raiser.

''In the traditional academic setting, the undergraduate was getting lost in the shuffle,'' Mr. Gray said in a recent interview on campus. ''Nobody was paying attention to the developing person.''

He and the college's other founders designed an academic program to encourage that development, including giving students voice in the college's government and operation, and requiring students to work on campus and later in the community, and then to pursue independent projects abroad.

''I have to admit I was a skeptic when I first heard of the plans for World College West,'' said Paul Heist, retired professor of higher education at the University of California at Berkeley. ''But now I'm a convert to its mission of internationalism. Even though it's always been in financial straits, it has been a developing phenomenon for almost 20 years.''

When Mr. Gray retired, the college faced perhaps its most arduous task: replacing him. His successor, Marcus Franda, a professor of economics and comparative politics, was concerned that students were not learning the practical skills they wanted and needed to compete in the workplace. Among Mr. Franda's priorities were raising money for a science and computer building and supporting the new business management major.

Though his credentials were impeccable, his management style - perceived as autocratic - was anathema. He was not invited back. Now a director of international affairs and professor of government and politics at the University of Maryland in College Park, he is suing World College West for breach of contract and declined to comment on his association with the school.

Michael Stone, one of the college's original faculty members, serves as interim president, but over an institution with tenuous finances.

A budget of $2.4 million in early 1988 had fallen to $1.9 million when classes resumed in September. Although the school has raised an average of $1.3 million a year since academic year 1979, in 1989 it raised $675,000. With an endowment of only $147,000, that meant deferring a faculty position, giving a transportation coordinator's job to a graduate and consolidating administrative assistants' positions.

As it is, attracting 50 to 60 new students a year is not easy, said Charles Greene, the administrative vice president and also one of the first faculty members. ''We are very self-selecting,'' he said.

About 200 applications are received each year, mostly from California. The average age of freshmen is 20 1/2, the average combined Scholastic Aptitude Test scores are 1,060 with a grade point average of 3.2 and a college preparatory curriculum. Tuition is $7,500 a year; the college offers several scholarship programs.

DeAnne Redwine, a sophomore, is a typical student. She graduated from a 2,500-student high school in Dallas, and ''wanted something small.'' She was also drawn to the international program, having visited Mexico. ''My first international experience opened me up,'' she said. ''I realized I could do something meaningful with my life.''

Ms. Redwine is unusual, according to The American Freshman, an annual survey of values, beliefs and attitudes among 222,300 entering college freshmen. The fall 1989 survey shows a consistently increasing desire to make money and attain power, prestige and status, and a declining interest in developing a meaningful philosophy of life, serving the community and other such values.

''Despite the obstacles, I give this school a great chance,'' said Alexander Astin, professor of higher education and director of the Higher Education Research Institute at the University of California at Los Angeles, which publishes the survey. ''I sense a move afoot -granted, a slow and plodding move - to focus more on those societal values. And World College West is one step ahead.''"
worldcollegewest  marin  marincountry  sanfrancisco  colleges  universities  philosophy  alternative  richardgray  fortcronkhite  dickgray  1990  education  highered  highereducation  learning  howwelearn 
february 2019 by robertogreco
World College West - Wikipedia
[vi: https://en.wikipedia.org/wiki/Black_Mountain_College ]

"World College West was an undergraduate liberal arts college in Marin County, California. Founded by Dr. Richard M. Gray, it offered a program that integrated a grounding in the liberal arts with work-study and a required two-quarter "World Study" in a developing country. It opened with its first seven students on September 17, 1973.

Fully accredited by the Western Association of Schools and Colleges, World College West had programs in International Service and Development (ISD), International Environmental Studies (IES), Art and Society (AS), and Meaning, Culture, and Change (MCC). In later years, Business and International Business was added to the program line-up. ISD focused on the economic, political, and social development of "Third World" nations; IES concentrated on the wise use and global conservation of natural resources; AS examined the relationship between culture and the performing and visual arts; and MCC focused on the variety of ways in which the world's diverse cultures, through their systems of religion, philosophy, and tradition, give meaning and purpose to human life, and to the world around us.

The college's World Study Programs were established in China, Mexico, Nepal, India, Ghana, and Russia. Students could spend two quarters (six months) studying in both an urban and rural setting in one of these countries. During the urban stay, students lived with a host family and attended regularly scheduled language, culture, and history classes. During the rural stay, students again lived with host families and conducted independent research studies while continuing to learn the country's language.

The college placed a special emphasis on work-study and internships, because the founders of the college believed that learning occurred best through "disciplined reflection on experience". Once an area of study was selected, students were required to complete 480 internship hours in their field of study as part of their graduation requirement.

During its first few years, the College leased space on the campus of the San Francisco Theological Seminary in San Anselmo, followed by several years in surplus army barracks at Fort Cronkhite on the Pacific Ocean. In the early 1980s the college built and moved to a permanent campus off U.S. Highway 101 in the rolling hills of northern Marin County, between Novato and Petaluma (now the home of the Institute of Noetic Sciences).

World College West closed due to inadequate funding in Fall of 1992, the result of difficulties in succession after its founding president retired. The spirit of WCW lives on in Dick Gray's successor institution Presidio Graduate School[1]. The hundreds of WCW alumni call themselves "Westies"."
worldcollegewest  marin  marincountry  sanfrancisco  colleges  universities  philosophy  alternative  richardgray  fortcronkhite  dickgray  education  highered  highereducation  learning  howwelearn 
february 2019 by robertogreco
THE CLOUD INSTITUTE
"Educating for a Sustainable Future

We prepare school systems and their communities to educate for a sustainable future by inspiring educators and engaging students through meaningful content and learner-centered instruction.

What We Do
Our work with Pre K-12 schools, school systems, and Higher Education institutions all revolves around the curriculum, instruction and assessment, aspects of Education for Sustainability, as well as organizational and leadership development.

Why We Do It
To equip students, teachers, and school systems with the new knowledge and ways of thinking we need to achieve economic prosperity and responsible citizenship while restoring the health of the living systems upon which our lives depend.

Who We Serve
Our community is made up of clients - past and present, students, friends, and practitioners in our network around the U.S. and all over the world. We learn from one another as we share questions, insights and effective practices.

Play The Fish Game
Play The Fish Game Online!
The objective of the game is to catch as many fish as possible within 10 rounds. Will you break the system?

EfS Digital Library
The EfS Digital Library houses units, lessons, templates, assessment protocols, design tools, workshop handouts, videos and podcasts that support education for sustainability.

Green Schools Conference
April 8 - 10, 2019 | The Green Schools Conference & Expo
May 24 - 26, 2019 | Goethe-Institut Sustainability Summit "
cloudinstitute  jaimecloud  sustainability  education  lcproject  openstudioproject  future  optimism  k12  highereducation  highered  systemsthinking  change  adaptability  ecosystems  responsibility  leadership  systems  criticalthinking  hope 
february 2019 by robertogreco
Co-Work Space for Potential Dropouts –
"The Co-Work Space for Potential Dropouts is debt and grade free experiment in education. It assumes the constructivist maxim that all art propagates the conditions of its own conception and making. The Co-Work Space will address issues having to do with advertising, global warming and the university.

A project by Avi Varma and curated by Sofia Bastidas hosted by SMU Pollock Gallery."



"The Co-Work Space for Potential Dropouts is a radical experiment in art and education. It is radical in that it resists, in its conceptualization, design and implementation all paths of least resistance to producing stuff in an art gallery setting. In this way its goal is to avoid the forces of normativity, lassitude, and entropy that have rendered spaces of art, education, spirituality and social justice ultimately toothless in their most contemporary American histories. It asks the fundamental question: What would artists do if Drawing I and its derivatives ceased to exist? The Co-Work Space thinks itself Virgil, and Gagosian the seventh circle of Hell.

The Co-Work Space for Potential Dropouts is an experiment in that it has no performative identity to cite as antecedent. The color of its walls is a hopeful guess, yet a guess nonetheless; the arrangement of the space is hopeful, yet a guess nonetheless; its video, sound piece, catalogue, website and this very text itself are hopeful expressions, but ultimately just guesses. What the Co-Work Space for Potential Dropouts guesses is that the languages of advertising, the legal-juridical battles of sovereignty for the rights of the environment and for dying species, and the infrastructures of the 21st century such as scalable platforms and co-work spaces are the materials at hand for art making, the way pigment and ground glass were those of Titian. This is guesswork. The Co-Work Space asks the fundamental question, What would art be if it exited the indeterminate, stuff-making paradigms of Contemporary Art?

If since the 13th century, when financier Scrovegni colonized the pagan spaces of the mother-goddess with his chapel and sought out Giotto’s craftwork to absolve him of the sins of usury, art has had social utility as the valuation of value, as the material ordination of financial power, then the Co-Work Space for Potential Dropouts asks the question: what would art do if it ceased to be the secret in money and was instead a promise to the world?

This desire is not new. One sees in the persistent references to polytheistic, non-western, non-heteronormative modes of spiritual technique and artistic practice in the Co-Work Space Course Catalogue a deep yearning for art’s separateness to cease and for the practice of art to vacate the gallery, the studio, and its very own rules of engagement. This desire is not new, of course, though the strategies mapped out here may very well be different from those that made Dream House, Spiral Jetty, Lightning Field, General Idea, Ocean Earth Development Corporation, Monument to the Third International, Black Mountain College, EGS, and Temenos such exceptional projects at the end of the twentieth century.

Each of the projects listed abrogated to themselves the right to set an ambitious trajectory in large-scale projects whose duration extended years. They aspired to be alternative universes, let alone alternative spaces. A consequence of such ambition is a strangeness that in effect undermines a sense of reality. And what today is the reality that ineluctably encroaches upon us but that of capitalism, the endless agricultural mess of the anthropocene and global warming, with all of their diverse and expanding algorithms.

The Co-Work Space for Potential Dropouts considers itself a vehicle of interstellar and intertemporal travel that seeks to beat the present reality-machine to its ultimate endpoint, and to carve out space for the future before the future is eliminated. That endless grey, timeless world without beginning or end has a name: ecofascism. It is being discerned by activists such as Micah White and intelligence operatives at the Pentagon, who are composing speculative training videos to prepare for it. Both art and politics need to reorient themselves so that their visions are as ambitious as that of their enemies.

Such a reorientation will have a number of consequences. It will create an alternative space; in the language of trauma recovery, a healing vortex. Who will be enlivened? Every single being and body that feels the need to move beyond capitalism and the anthropocene as both a mode of survival and liberation. One only needs to drive past Abilene, Midland, Odessa and smell the sulfurous fumes of oil rigs and hydraulic fracking at 70 miles per hour to realize that Big Oil is Sauron, Greg Abbott and Dan Patrick are ringwraiths, and the whole topography of Central Texas is turning into Mordor. To recover from this mass trauma, to escape the ceaseless repetition of the traumatic event both consciously and unconsciously in the central autonomous nervous system, the Co-Work Space for Potential Dropouts is a form or resource generation.

Over the course of this installation and its future iterations, participants will use the Co-Work Space platform to create an abundance of resources and projects–all speculative, hyperstitional, and post-contemporary–an abundance that will operate within an ecosystem in permanent toxic shock syndrome yet unable to lift in flight from its own diseased repetitions. The Co-Work Space is a poem performing Eye Movement Desensitization and Reprocessing therapy on the vision of the world so that it can see beyond Ivanka Trump’s cleavage.

This process takes place all at once, in the central autonomous nervous system, the Amazon rainforest and the George Bush Turnpike, accelerated, expanding, and iterative.

The Co-Work Space for Potential Dropouts combines elements of both horizontal and vertical political platforms. Though it is a highly structured environment, and though the way one may flow through and experience the Pollock Gallery has a highly narrative framework, participants are highly encouraged to follow their inspiration where it leads them. Sit down, peruse the Course Catalogue, and pursue authors and subjects of one’s interest in the Co-Work Space library. Should one have the time and the inclination, one can watch the promotional videos, read the Course Catalogue and listen to the sound installation; or, likewise, one could gather with friends to perform a seance and invoke the queer spirits and spirits of color through shamanic ritual following the guidance of artist AA Bronson’s course. Then one might form a think tank that seeks to create, perform and iterate seances that encourage hybrid identities such as bisexuality in deep red states, using the instructions from ICA Miami Curator of Programs Gean Moreno’s course on think tanks. That’s not all. One could then try to link to legal frameworks and get the federal government to fund experimental residencies for shamanic research in locations as exotic as Spokane and Northampton. The possibilities for modular combination of course-pursuits and lines of flight are limited only by the participants’ own vision.

It is important to say at this point that the Co-Work Space is not an incubator space. It is not promoting “equity” or “representation” or any other neo-liberal buzzword of “social practice art” that puts the wolf’s work in sheep’s clothing and promotes social stasis. The Co-Work Space is not a closed loop but an expanding cone, whose base intends to incorporate a greater and greater majority of users (the logic of capitalist growth) but whose apex is not the creation of surplus value, but rather a strategy that may explode the terrifying eco-fascist future we seem to be so horrifically hurling towards. Additionally, we want our users to get credit for the projects they create and to build verifiable portfolios. To this end, the Co-Work Space, in March, will begin an experiment in blockchain certification for participants who have dedicated their time and energy to visionary projects. It will grant digital certificates. This is a radical step. Typically only major institutions such as MIT and the European Union have attempted to do the same.

This use of blockchain as a method for certification validates the work participants will do into greater and more global perspectives, above the constraints of the university as we know it.

The politics of the Co-Work Space is in its form and not its content. It is seeking to re-orient art, education, spirituality and justice away from a cyclical and ineffective reactivity towards the obvious and logical endpoint of the neoliberalism (eco-fascism) as it transforms into green-zone demagoguery. The movement for the future needs to be 4 steps ahead and not 3 steps behind if it wants to win. As Nick Srnicek describes, our current de facto response to overwhelming social injustices is invariably a “folk political” one: reactive, humanistic, local, small-scale, paltry, failing. It has no proposal for the future, and it fails to address the problematics of global, complex systems at large. Rather, folk politicians create a circular logic within the problem, whose boundaries they cannot escape.

The future is happening in the present and it is accelerating. Yet its very speed is its vulnerability. The Co-Work Space is not static, it is a project in motion, changing, evolving, truly progressive, in a motion that creates gaps within the establishment. It uses their resources–flexible labor and the university– in order to hack into the common sense of how we see and act within the infrastructures that are already in place.

DROPOUT!"
art  arteducation  dropouts  coworking  globalwarming  highered  education  alternative  constructivism  sofiabastidas  avivarma  radicalism  resistance 
february 2019 by robertogreco
From the archive: Bayview Hunters Point Community Support S.F. State Strike | December, 1968 - YouTube
"KQED news footage from December 4, 1968 featuring the African American community of Bayview Hunters Point at San Francisco State College, supporting the Black Students Union and Third World Liberation Front in their efforts to establish a college of Ethnic Studies.

Includes scenes of Eloise Westbrook and Ruth Williams speaking to enthusiastic crowds. Westbrook emphasizes that: "I want you to know I'm a black woman, I'm a mother and I have 15 grandchildren. And I want a college that I can be proud of! ... I only have but one life to give children, when I die I'm dead. And you'd better believe it. But I'm dying for the rights of people." Williams exclaims: "I'm from the ghetto community and at the sound of my voice, when I rise up just about the masses of Hunters Point rises up too! So I am, I am supporting the Black Students Union, the World Liberation group 100 per cent!"

There are also views of Adam Rogers and Sylvester Brown marching with students on campus and standing with other community leaders like Dr. Carlton Goodlett, Rev. Cecil Williams, Ron Dellums and a young Danny Glover.

Part of the KQED collection of the Bay Area TV Archive at SF State University: https://diva.sfsu.edu/collections/sfbatv "
sfsu  1968  sanfrancisco  history  eloisewestbrook  ruthwilliams  ethnicstudies  protest  activism  kqed  adamrogers  sylvsterbrown  carltongoodlett  ceciwilliams  strikes  rondellums  dannyglover  blackstudentsunion  hunterspoint  colleges  universities  highereducation  highered  education  race 
february 2019 by robertogreco
Want to Learn How the World Sees Your College? Look on YouTube - The Chronicle of Higher Education
"Informal platforms like YouTube or Reddit help students demystify the application and admissions process, said Kevin Martin, a former admissions counselor at the University of Texas at Austin who runs an admissions-consulting business.

Videos uploaded by college students offer an authentic lens into student life and campus culture, which are helpful for high schoolers looking to visualize themselves on a specific campus.

"I'm honestly surprised at the amount of not only students but also parents who would go to YouTube to find information," said Martin, who also runs a YouTube channel titled "UT Admissions Guy." "Students who would often fall through the cracks or don't have access to traditional counseling resources are turning to social media for information."

Keri Nguyen, a Florida high-school senior, even applied to a few colleges she felt were a reach for her academic record because of the YouTube videos she watched."YouTubers, like Rowan Born [from the University of Southern California], made me feel better about the college-application process, because as someone who doesn't have the best test scores or grades compared to some of my peers, I felt very discouraged," Nguyen said."
colleges  universities  trends  admissions  youtube  highered  highereducation  education  srg 
january 2019 by robertogreco
College of Theseus | Easily Distracted
"A lot of those 1960s institutions have lived on the edge of failure for their entire existence. They were responding to a temporary surge in demand. They did not have the benefit of a century or more of alumni who would contribute donations, or an endowment built up over decades. They did not have names to conjure with. They were often founded (like many non-profits) by single strong personalities with a narrow vision or obsession that only held while the strong personality was holding on to the steering wheel. Newbury is a great example of this. It wasn’t founded until 1962, as a college of business, by a local Boston entrepreneur. It relocated multiple times, once into a vacated property identified formerly with a different university. It changed its name and focus multiple times. It acquired other educational institutions and merged them with its main operations, again creating some brand confusion. It started branch campuses. It’s only been something like a standardized liberal-arts institution since 1994. In 2015 it chased yet another trend via expensive construction projects, trying to promise students a new commitment to their economic success.

This is not a college going under suddenly and unexpectedly after a century of stately and “traditional” operations. This is not Coca-Cola suddenly going under because now everyone wants kombucha made by a Juicero. This is Cactus Cooler or Mr. Pibb being discontinued.

Let’s take Hampshire College. It’s a cool place. I’ve always admired it; I considered attending it when I was graduating high school. But it’s also not a venerable traditional liberal arts college. It’s an experiment that was started as a response to an exceptionally 60s-era deliberative process shared between Amherst, Smith, Mount Holyoke and UMass Amherst. It’s always had to work hard to find students who responded to its very distinctive curricular design and identity, especially once the era that led to its founding began to lose some of its moral and political influence. You can think about Hampshire’s struggle to survive in relationship to that very particular history. You should think about it that way in preference to just making it a single data point on a generalized grid.

Let’s take Green Mountain College. “The latest to close”, as Inside Higher Education says–again fitting into a trend as a single data point. At least this time it is actually old, right? Founded in 1834, part of that huge first wave of educational genesis. But hang on. It wasn’t Green Mountain College at the start. It was Troy Conference Academy. Originally coed, then it changed its name to Ripley Female Academy and went single-sex. Then it was back to Troy Conference. Then during the Great Depression it was Green Mountain Junior College, a 2-year preparatory school. Only in 1974 did it become Green Mountain College, with a 4-year liberal arts degree, and only in the 1990s did it decide to emphasize environmental studies.

Is that the same institution, with a single continuous history? Or is it a kind of constellation of semi-related institutions, all of which basically ‘closed’ and were replaced by something completely different?

If you set out to create a list of all the colleges and universities by name which have ever existed in the United States, all the alternate names and curricular structures and admissions approaches of institutions which sometimes have existed on the same site but often have moved, you couldn’t help but see that closures are an utterly normal part of the story of American higher education. Moreover, that they are often just a phase–a place closes, another institution moves in or buys the name or uses the facilities. Sure, sometimes a college or university or prep school or boarding school gets abandoned for good, becomes a ruin, is forgotten. That happens too. We are not in the middle of a singular rupture, a thing which has never happened before, an unbroken tradition at last subject to disruption and innovation.

This doesn’t mean that we should be happy when a college or university closes. That’s the livelihood of the people who work there, it’s the life of the students who are still there, it’s a broken tie for its alumni (however short or long its life has been), the loss of all the interesting things that were done there in its time. But when you look at the story of any particular closure, they all have some important particulars. The story being told that flatters the disruptors and innovators would have us thinking that there are these venerable, traditional, basically successful institutions going about their business and then suddenly, ZANG, the future lands on them and they can’t survive. At least some of the institutions closing have been hustling or struggling or rebranding for their entire existence."
hampshirecollege  2018  timothyburke  history  disruption  colleges  universities  experimentation  alternative  greenmounaincollege  newburycollege  2019  highereducation  highered  maverickcolleges 
january 2019 by robertogreco
A Response from Hampshire College Faculty, Staff, and Alumnx to Recent Announcements by Hampshire College Senior Leadership
"We, the undersigned Hampshire College staff, faculty, and alumnx, write to express our dismay and deep concern about the recent announcement and decision making process regarding future directions for the College. We call on the senior leadership to admit the fall 2019 first year class and to immediately put in place a process that ensures that faculty and staff will be truly and fully engaged in a transparent and collaborative decision making process that reflects Hampshire’s tradition of shared governance.

Not accepting a fall 2019 first year class has been presented as a strategic, ethical, and economic decision, but this does not necessarily account for the human costs to our current community—among these, layoffs that could destroy the careers and livelihood of Hampshire employees who have dedicated their personal and professional lives to make Hampshire what it is, and the impact on existing students who may feel compelled to leave the college. We are concerned this path forward will exacerbate exactly the budget issues that the Trustees have fiduciary responsibility for, and risks irreparable damage to the educational community in the supposed guise of saving the institution. This decision betrays the trust of the current students, faculty, and staff. If the people and the values and the work that built Hampshire are sacrificed in pursuit of a strategic merger, we no longer have the institution. Instead of creating a possible downward spiral, we need to bring in a new class that has chosen Hampshire for our unique curriculum, and who will work alongside us to forge a new future for the college.

In our boldness in living, learning, and teaching from our values, the people are the most important asset here. The current strategy has not taken into consideration this most precious asset. Yet, there has been a manufactured and false sense of democratic input that violates our open, shared governance covenant. These decisions appear to have been made prior to and independent of the democratic work of the visioning committees and governance committees we are promised. The recent major decisions about us—Hampshire students, faculty, staff, and alumnx—have been made entirely without us.

It is essential that any new strategy for the future of the College includes and prioritizes the retention of current faculty, staff, and students, including our financial and professional protection going forward. We have been told that care for the interests of students, faculty, and staff is a guiding principle informing recent decisions, but these interests are not reflected in the processes and practices we have seen. Without the people who have built Hampshire, against great odds and always with the utmost heart and dedication—the faculty, staff, and students who ARE Hampshire—there is no Hampshire.

We reject any future for Hampshire that treats the mission and vision of the College, as well as the current community of faculty, staff, and students, as collateral damage in the search to secure Hampshire’s longevity in a time of massive change. Those of us on campus, aware of the challenges facing liberal arts colleges, have long anticipated that many changes would be coming. We have always offered our wisdom to support a path forward. We are ready and willing to co-create change with care, courage, and nuance, and we must be part of creating a collective vision of a Hampshire future."
hampshirecollege  2019  highereducation  highered  colleges  universities  alternative  maverickcolleges 
january 2019 by robertogreco
Hampshire College looks for partner, may not enroll freshmen in fall
"Hampshire College, the nearly 50-year-old experiment in self-directed education, facing "bruising financial and demographic realities," looks for a partner."
hampshirecollege  2019  highereducation  highered  colleges  universities  alternative  maverickcolleges 
january 2019 by robertogreco
On Bullsh*t Jobs | David Graeber | RSA Replay - YouTube
"In 2013 David Graeber, professor of anthropology at LSE, wrote an excoriating essay on modern work for Strike! magazine. “On the Phenomenon of Bullshit Jobs” was read over a million times and the essay translated in seventeen different languages within weeks. Graeber visits the RSA to expand on this phenomenon, and will explore how the proliferation of meaningless jobs - more associated with the 20th-century Soviet Union than latter-day capitalism - has impacted modern society. In doing so, he looks at how we value work, and how, rather than being productive, work has become an end in itself; the way such work maintains the current broken system of finance capital; and, finally, how we can get out of it."
davidgraeber  bullshitjobs  employment  jobs  work  2018  economics  neoliberalism  capitalism  latecapitalism  sovietunion  bureaucracy  productivity  finance  policy  politics  unschooling  deschooling  labor  society  purpose  schooliness  debt  poverty  inequality  rules  anticapitalism  morality  wealth  power  control  technology  progress  consumerism  suffering  morals  psychology  specialization  complexity  systemsthinking  digitization  automation  middlemanagement  academia  highered  highereducation  management  administration  adminstrativebloat  minutia  universalbasicincome  ubi  supplysideeconomics  creativity  elitism  thecultofwork  anarchism  anarchy  zero-basedaccounting  leisure  taylorism  ethics  happiness  production  care  maintenance  marxism  caregiving  serviceindustry  gender  value  values  gdp  socialvalue  education  teaching  freedom  play  feminism  mentalhealth  measurement  fulfillment  supervision  autonomy  humans  humnnature  misery  canon  agency  identity  self-image  self-worth  depression  stress  anxiety  solidarity  camaraderie  respect  community 
january 2019 by robertogreco
How This All Happened · Collaborative Fund
"This is a short story about what happened to the U.S. economy since the end of World War II."



"10. The Tea Party, Occupy Wall Street, Brexit, and the rise of Donald Trump each represents a group shouting, “Stop the ride, I want off.”

The details of their shouting are different, but they’re all shouting – at least in part – because stuff isn’t working for them within the context of the post-war expectation that stuff should work roughly the same for roughly everyone.

You can scoff at linking the rise of Trump to income inequality alone. And you should. These things are always layers of complexity deep. But it’s a key part of what drives people to think, “I don’t live in the world I expected. That pisses me off. So screw this. And screw you! I’m going to fight for something totally different, because this – whatever it is – isn’t working.”

Take that mentality and raise it to the power of Facebook, Instagram, and cable news – where people are more keenly aware of how other people live than ever before. It’s gasoline on a flame. Benedict Evans says, “The more the Internet exposes people to new points of view, the angrier people get that different views exist.” That’s a big shift from the post-war economy where the range of economic opinions were smaller, both because the actual range of outcomes was lower and because it wasn’t as easy to see and learn what other people thought and how they lived.

I’m not pessimistic. Economics is the story of cycles. Things come, things go.

The unemployment rate is now the lowest it’s been in decades. Wages are now actually growing faster for low-income workers than the rich. College costs by and large stopped growing once grants are factored in. If everyone studied advances in healthcare, communication, transportation, and civil rights since the Glorious 1950s, my guess is most wouldn’t want to go back.

But a central theme of this story is that expectations move slower than reality on the ground. That was true when people clung to 1950s expectations as the economy changed over the next 35 years. And even if a middle-class boom began today, expectations that the odds are stacked against everyone but those at the top may stick around.

So the era of “This isnt working” may stick around.

And the era of “We need something radically new, right now, whatever it is” may stick around.

Which, in a way, is part of what starts events that led to things like World War II, where this story began.

History is just one damn thing after another."
history  economics  us  ww2  wwii  2018  morganhousel  debt  labor  work  credit  teaparty  donaldtrump  employment  unemployment  inequality  capitalism  1940s  1950s  1960s  1970s  1980s  2000s  2010s  expectations  behavior  highered  highereducation  education  communication  healthcare  housing  internet  web  online  complexity 
january 2019 by robertogreco
The Acceptance Rate Of Elite US Colleges From 2015 To 2018, Visualized - Digg
"If you have your heart set on getting into an Ivy League school these days, then we have some bad news for you: it's definitely not going to be an easy ride.

As the number of applications for prestigious colleges has risen — thanks in part to the emergence of Common Application, a process that allows students to apply to multiple schools with ease, and the increase of international applicants — acceptance rates for the elite colleges of the US have declined quite sharply in the past few years. In fact, this year, with the exception of Yale, all Ivy League schools produced the lowest acceptance rates in their respective histories.

To get a better idea of how admission rates have declined in the most selective colleges in the US, we can look to this graph made by Hunter Blakewell of Ivy Academic Coach, which charts the changes in acceptance rates of elite colleges from 2015 to 2018. The 43 colleges included in this chart are academic institutions that had an acceptance rate of less than 20% in 2018.

As you can see, there has been a noticeable decrease in acceptance rates among the majority of elite colleges in the US. Some are more minimal decreases. For instance, Stanford, the most selective school in the US, only saw its acceptance rate drop from 5.04% in 2015 to 4.36% this year.

New York University, on the other hand, has had one of the most drastic drops in admission rates. According to Ivy Academic Coach, NYU's admission rate dropped from 32% in 2016 to merely 19% in 2018, an over-40% decrease within the span of two years.

The drop in acceptance rates among the US's elite colleges is a worrying trend. Although there are studies that show attendance at an elite college may bear little relationship with a person's long-term earnings, further research has clarified that going to an Ivy League school matters less when you're a rich, white man — but if you're a woman or a minority, attendance at an elite university still has a palpable effect on your future income."
colleges  universities  admissions  anxiety  selectivity  2018  visualization  srg  edg  highered  highereducation  ivyleague  elitism  education 
january 2019 by robertogreco
The Stories We Were Told about Education Technology (2018)
"It’s been quite a year for education news, not that you’d know that by listening to much of the ed-tech industry (press). Subsidized by the Chan Zuckerberg Initiative, some publications have repeatedly run overtly and covertly sponsored articles that hawk the future of learning as “personalized,” as focused on “the whole child.” Some of these attempt to stretch a contemporary high-tech vision of social emotional surveillance so it can map onto a strange vision of progressive education, overlooking no doubt how the history of progressive education has so often been intertwined with race science and eugenics.

Meanwhile this year, immigrant, refugee children at the United States border were separated from their parents and kept in cages, deprived of legal counsel, deprived of access to education, deprived in some cases of water.

“Whole child” and cages – it’s hardly the only jarring juxtaposition I could point to.

2018 was another year of #MeToo, when revelations about sexual assault and sexual harassment shook almost every section of society – the media and the tech industries, unsurprisingly, but the education sector as well – higher ed, K–12, and non-profits alike, as well school sports all saw major and devastating reports about cultures and patterns of sexual violence. These behaviors were, once again, part of the hearings and debates about a Supreme Court Justice nominee – a sickening deja vu not only for those of us that remember Anita Hill ’s testimony decades ago but for those of us who have experienced something similar at the hands of powerful people. And on and on and on.

And yet the education/technology industry (press) kept up with its rosy repetition that social equality is surely its priority, a product feature even – that VR, for example, a technology it has for so long promised is “on the horizon,” is poised to help everyone, particularly teachers and students, become more empathetic. Meanwhile, the founder of Oculus Rift is now selling surveillance technology for a virtual border wall between the US and Mexico.

2018 was a year in which public school teachers all over the US rose up in protest over pay, working conditions, and funding, striking in red states like West Virginia, Kentucky, and Oklahoma despite an anti-union ruling by the Supreme Court.

And yet the education/technology industry (press) was wowed by teacher influencers and teacher PD on Instagram, touting the promise for more income via a side-hustle like tutoring rather by structural or institutional agitation. Don’t worry, teachers. Robots won’t replace you, the press repeatedly said. Unsaid: robots will just de-professionalize, outsource, or privatize the work. Or, as the AI makers like to say, robots will make us all work harder (and no doubt, with no unions, cheaper).

2018 was a year of ongoing and increased hate speech and bullying – racism and anti-Semitism – on campuses and online.

And yet the education/technology industry (press) still maintained that blockchain would surely revolutionize the transcript and help insure that no one lies about who they are or what they know. Blockchain would enhance “smart spending” and teach financial literacy, the ed-tech industry (press) insisted, never once mentioning the deep entanglements between anti-Semitism and the alt-right and blockchain (specifically Bitcoin) backers.

2018 was a year in which hate and misinformation, magnified and spread by technology giants, continued to plague the world. Their algorithmic recommendation engines peddled conspiracy theories (to kids, to teens, to adults). “YouTube, the Great Radicalizer” as sociologist Zeynep Tufekci put it in a NYT op-ed.

And yet the education/technology industry (press) still talked about YouTube as the future of education, cheerfully highlighting (that is, spreading) its viral bullshit. Folks still retyped the press releases Google issued and retyped the press releases Facebook issued, lauding these companies’ (and their founders’) efforts to reshape the curriculum and reshape the classroom.

This is the ninth year that I’ve reviewed the stories we’re being told about education technology. Typically, this has been a ten (or more) part series. But I just can’t do it any more. Some people think it’s hilarious that I’m ed-tech’s Cassandra, but it’s not funny at all. It’s depressing, and it’s painful. And no one fucking listens.

If I look back at what I’ve written in previous years, I feel like I’ve already covered everything I could say about 2018. Hell, I’ve already written about the whole notion of the “zombie idea” in ed-tech – that bad ideas never seem to go away, that just get rebranded and repackaged. I’ve written about misinformation and ed-tech (and ed-tech as misinformation). I’ve written about the innovation gospel that makes people pitch dangerously bad ideas like “Uber for education” or “Alexa for babysitting.” I’ve written about the tech industry’s attempts to reshape the school system as its personal job training provider. I’ve written about the promise to “rethink the transcript” and to “revolutionize credentialing.” I’ve written about outsourcing and online education. I’ve written about coding bootcamps as the “new” for-profit higher ed, with all the exploitation that entails. I’ve written about the dangers of data collection and data analysis, about the loss of privacy and the lack of security.

And yet here we are, with Mark Zuckerberg – education philanthropist and investor – blinking before Congress, promising that AI will fix everything, while the biased algorithms keep churning out bias, while the education/technology industry (press) continues to be so blinded by “disruption” it doesn’t notice (or care) what’s happened to desegregation, and with so many data breaches and privacy gaffes that they barely make headlines anymore.

Folks. I’m done.

I’m also writing a book, and frankly that’s where my time and energy is going.

There is some delicious irony, I suppose, in the fact that there isn’t much that’s interesting or “innovative” to talk about in ed-tech, particularly since industry folks want to sell us on the story that tech is moving faster than it’s ever moved before, so fast in fact that the ol’ factory model school system simply cannot keep up.

I’ve always considered these year-in-review articles to be mini-histories of sorts – history of the very, very recent past. Now, instead, I plan to spend my time taking a longer, deeper look at the history of education technology, with particular attention for the next few months, as the title of my book suggests, to teaching machines – to the promises that machines will augment, automate, standardize, and individualize instruction. My focus is on the teaching machines of the mid-twentieth century, but clearly there are echoes – echoes of behaviorism and personalization, namely – still today.

In his 1954 book La Technique (published in English a decade later as The Technological Society), the sociologist Jacques Ellul observes how education had become oriented towards creating technicians, less interested in intellectual development than in personality development – a new “psychopedagogy” that he links to Maria Montessori. “The human brain must be made to conform to the much more advanced brain of the machine,” Ellul writes. “And education will no longer be an unpredictable and exciting adventure in human enlightenment , but an exercise in conformity and apprenticeship to whatever gadgetry is useful in a technical world.” I believe today we call this "social emotional learning" and once again (and so insistently by the ed-tech press and its billionaire backers), Montessori’s name is invoked as the key to preparing students for their place in the technological society.

Despite scant evidence in support of the psychopedagogies of mindsets, mindfulness, wellness, and grit, the ed-tech industry (press) markets these as solutions to racial and gender inequality (among other things), as the psychotechnologies of personalization are now increasingly intertwined not just with surveillance and with behavioral data analytics, but with genomics as well. “Why Progressives Should Embrace the Genetics of Education,” a NYT op-ed piece argued in July, perhaps forgetting that education’s progressives (including Montessori) have been down this path before.

This is the only good grit:

[image of Gritty]

If I were writing a lengthier series on the year in ed-tech, I’d spend much more time talking about the promises made about personalization and social emotional learning. I’ll just note here that the most important “innovator” in this area this year (other than Gritty) was surely the e-cigarette maker Juul, which offered a mindfulness curriculum to schools – offered them the curriculum and $20,000, that is – to talk about vaping. “‘The message: Our thoughts are powerful and can set action in motion,’ the lesson plan states.”

The most important event in ed-tech this year might have occurred on February 14, when a gunman opened fire on his former classmates at Marjory Stone Douglas High School in Parkland, Florida, killing 17 students and staff and injuring 17 others. (I chose this particular school shooting because of the student activism it unleashed.)

Oh, I know, I know – school shootings and school security aren’t ed-tech, ed-tech evangelists have long tried to insist, an argument I’ve heard far too often. But this year – the worst year on record for school shootings (according to some calculations) – I think that argument started to shift a bit. Perhaps because there’s clearly a lot of money to be made in selling schools “security” products and services: shooting simulation software, facial recognition technology, metal detectors, cameras, social media surveillance software, panic buttons, clear backpacks, bulletproof backpacks, … [more]
audreywatters  education  technology  edtech  2018  surveillance  privacy  personalization  progressive  schools  quantification  gamification  wholechild  montessori  mariamontessori  eugenics  psychology  siliconvalley  history  venturecapital  highereducation  highered  guns  gunviolence  children  youth  teens  shootings  money  influence  policy  politics  society  economics  capitalism  mindfulness  juul  marketing  gritty  innovation  genetics  psychotechnologies  gender  race  racism  sexism  research  socialemotional  psychopedagogy  pedagogy  teaching  howweteach  learning  howwelearn  teachingmachines  nonprofits  nonprofit  media  journalism  access  donaldtrump  bias  algorithms  facebook  amazon  disruption  data  bigdata  security  jacquesellul  sociology  activism  sel  socialemotionallearning 
december 2018 by robertogreco
Opinion | The Misguided Priorities of Our Educational System - The New York Times
"Consider two high school seniors — one who exhibits strong academic talent and one who does not. For one, December marks the homestretch of a yearslong effort, intensively supported by his school, to prepare the perfect college application. For the other, December is just another month on the path to, well, whatever might come after graduation. The former will likely proceed steadily toward a bachelor’s degree; the latter is unlikely to finish college if he enrolls at all. To whom does our education system owe what?

That second student, to be clear, has done nothing wrong. He probably clawed his way through his town’s standard college-oriented curriculum, though it neither targeted his interests and abilities nor prepared him for work force success. Looking ahead, he faces a labor market in which he may need to work harder than his college-bound counterpart for lower pay, with fewer options and slower advancement. Yet we celebrate the first student and lavish taxpayer funds on his education. To the second student, we offer little beyond a sympathetic “Sorry.” Our education system has become one of our nation’s most regressive institutions.

After high school graduation, the first student can access more than $10,000 annually in public funds to support his college experience. Federal funding for higher education has grown by 133 percent in the past 30 years; combined with tax breaks, loan subsidies and state-level funding, the annual total exceeds $150 billion. That funding will cover not only genuine instructional costs, but also state-of-the-art gyms, psychiatric and career counseling services, and whatever social programming the student-life bureaucracy can conceive. At Ohio State, students living off campus get free fire alarms.

The second graduate likely gets nothing. Annual federal funding for a non-college, vocational pathway, at both the high school and postsecondary levels, totals $1 billion. Certainly, he will need to buy his own fire alarm.

One explanation for this bizarre state of affairs, in which society invests heavily in those headed for economic success while ignoring those falling behind, is the widespread belief that everyone can be a college graduate. If that were true, the shove toward the college pipeline might make sense.

But most young Americans do not achieve even a community-college degree. Federal data show that fewer than one in five students smoothly navigate the high school to college to career pathway. More students fail to complete high school on time, more fail to move on from high school to college, and more drop out of college. Forty years of reform, accompanied by a doubling of per pupil spending, has failed to improve this picture. Standardized test scores haven’t budged. SAT scores have declined. More students enroll in college, but the share of 25-year-olds with a bachelor’s degree did not increase from 1995 to 2015, and it stands barely above the 1975 level.

A second explanation is the widespread belief that a college diploma is a necessary and sufficient “ticket to the middle class.” If that were true, even a small chance at escaping the supposedly sad fate of inadequate education is better than ever admitting defeat.

But while the median college graduate earns more than the median high school graduate, those workers are not the same person — indeed, they are likely people with very different academic prospects. Look instead at the wage distributions for more comparable samples: those with earnings toward the high end for workers with only high school degrees and those at the low end among college graduates. The federal Bureau of Labor Statistics reports that high school grads with above-average earnings (50th to 90th percentile) earn $34,000 to $70,000 annually. College grads with below-average earnings (10th to 50th percentile) earn $28,000 to $58,000.

Pushing people from the former category to attend college and land in the latter category does them few favors. And remember, that assumes they graduate; people in their position typically will not. Remember also, those are the outcomes before we attempt to create an attractive non-college pathway that they might prefer and that might equip them for success.

What might such a pathway look like? For the roughly $100,000 that the public spends to carry many students through high school and college today, we could offer instead two years of traditional high school, a third year that splits time between a sophisticated vocational program and a subsidized internship, two more years split between subsidized work and employer-sponsored training, and a savings account with $25,000, perhaps for future training. Any American could have, at age 20, three years of work experience, an industry credential and earnings in the bank.

To reverse the system’s regressive nature, we should shift our college subsidies toward funding this new pathway. The burden of financing a college education remains manageable for those who actually graduate and use their degrees. They will still be the economy’s winners, even while paying off loans. That some young Americans assume unaffordable debts is not an argument for yet more spending on college, but rather a reminder that its value proposition can prove to be a poor one.

For student borrowers unlikely to graduate, the current subsidies succeed mainly in luring them toward a substantial investment of time and money that is both high-risk and low-return. If a good alternative existed, they would be well served to take it. Certainly, the choice should remain theirs. But to decide wisely whether college is worth the cost, they need to actually face the cost.

People often applaud vocational education in theory, provided it is “for someone else’s kids.” Those kids are most kids, and a false promise of college success does more harm than good. We owe them our focus and the best pathway that we can construct — one that carries them as close as possible to the destination their college-bound peers will reach, and sometimes beyond."
orencass  education  vocational  colleges  collegprep  universities  schooliness  academia  inequality  advising  youth  children  economics  training  income  highered  highereducation  risk  careers  unschooling  deschooling  studentloans  society 
december 2018 by robertogreco
Does It Matter Where You Go to College? - The Atlantic
"Research suggests that elite colleges don’t really help rich white guys. But they can have a big effect if you’re not rich, not white, or not a guy."


"These findings send three different messages to three different parties.

First, to high-strung affluent parents, well-compensated counselors, and other members of the elite-admissions industrial complex: Just relax, okay? You are inflicting on American teenagers a ludicrous amount of pointless anxiety. Even if you subscribe to the dubious idea that young people ought to maximize for vocational prestige and income, the research suggests that elite colleges are not critical to achieving those ends. In the aggregate, individual characteristics swamp institutional characteristics. It’s more important to be hardworking and curious than to receive a certain thick envelope.

Second, to academics researching the benefits of college: Keep working. The robust debate over the benefits of attending an elite college lives concentrically within a larger conversation about whether college is worth it in the first place. It’s critical—to not only the country’s economic future, but hundreds of millions of individual Americans’ futures—that we learn more about how and why college matters, so that it can help the right people.

Third, to admissions officers of elite colleges: Do better. America’s most selective colleges can, it seems, change the lives of minorities and low-income students. But they’re still bastions of privilege. They enroll more students from the top 1 percent of the income scale than the entire bottom 60 percent. In this way, elite institutions are like factories of social mobility being used as storage facilities for privilege; they have the potential to use their space to manufacture opportunity at scale, but mostly they clear out real estate for the already rich, who are going to be fine, anyway. In America today, high-income parents are desperate to find the right colleges for their kids. It should be the opposite: The highest-income colleges should be desperate to find the right kids for their seats."
derekthompson  colleges  universities  data  education  highered  highereducation  admissions  addedvalue  anxiety  parenting  competition  inequality  academia 
december 2018 by robertogreco
Talent. A Football Scholarship. Then Crushing Depression. - The New York Times
"Maybe you have never heard of Isaiah Renfro. He did not start at the University of Washington, nor did he play in the N.F.L. But you should know his struggle. There are scores like him, young athletes on college campuses grappling with mental illness — a crisis that is only now getting serious attention.

What experts know is this: Recent studies place suicide as the third leading cause of death for college athletes, behind motor vehicle accidents and medical issues.

And nearly 25 percent of college athletes who participated in a widely touted 2016 study led by researchers at Drexel University displayed signs of depressive symptoms.

Since that percentage is roughly in line with the general college population, the findings countered a long-held belief that athletes are less likely than their peers to become depressed — largely because they benefit from regular, emotion-lifting exercise.

As the stigma of mental illness has eased, the reporting of cases has increased. But experts also believe that young athletes now face more stress, which contributes to mental illness, than ever before.

“Performance and parental pressure, social media, more games on TV, more players who think they can go to the pros,” said Timothy Neal, the director of athletic training education at Concordia University in Ann Arbor, Mich., and a nationally recognized expert on mental health and college sports.

The N.C.A.A. is playing catch-up.

“We are still so young in addressing this,” said Brian Hainline, a neurologist who in 2013 became the N.C.A.A.’s first chief medical officer. He cited increasing concern not only about depression, but also about bipolar, eating, anxiety and attention deficit disorders, as well as addiction. “Mental health is our single most important priority.”

What happened to Isaiah Renfro seemed to be a result of this combustible mix, where brain chemistry meets the burdens of reaching success and then maintaining it.

He was hardly alone in his struggle."
athletics  anxiety  mentalhealth  depression  2018  universities  colleges  highered  highereducation  parenting  expectations  americanfootball  pressure  health 
november 2018 by robertogreco
Scott Richmond on Twitter: "Are any academic organizations thinking about or planning for the replacement for "1,000+ people all fly to the same city" model for a conference? If we do this fighting climate change thing right, flying will get massively mor
"Are any academic organizations thinking about or planning for the replacement for "1,000+ people all fly to the same city" model for a conference? If we do this fighting climate change thing right, flying will get massively more expensive. And I like intellectual community.

I'm flying to St. Louis this upcoming weekend to give a 15-minute paper. I'm staying a single night. This feels untenable.

If I had more followers I'd do a poll: Why do you go to an academic conference? But I don't have enough for it to be meaningful. It would have answers like (a) hear new scholarship (b) give a paper and impress folx (c) meet new people (d) see my friends and drink.

My intuitive sense (but I could be wrong!) is that (c) and (d) are the most important, depending on how old you are and how quickly you alienate your friends.

Jesse Stommel (@Jessifer):
What I’d love to see is more distributed communities, with regional nodes simultaneously meeting in person and using digital tools to connect with a bigger international community. I think we’d have to build this around things broader than single disciplines.

Scott Richmond:
That's a thing I have a vague, warm, fuzzy fantasy about. Basically, that sounds & feels right, but I can think of at least a dozen deal-breaking objections to work through, from disciplinary integrity to scholars in further-flung places remaining isolated to funding models.

Which is to say, there's a lot of devil in them there details, and actual execution will be both difficult & important. I'd love to know if any organizations have been working on practical & practicable models for this kind of thing. Canada's Congress might actually be a start.

Shannon Mattern (@shannonmattern):
The Society for Cultural Anthro hosted a distributed virtual conference in April! https://displacements.jhu.edu

Scott Richmond:
Thanks, Shannon! This, too, looks like a v. interesting model. i worry about how to foster things that aren't the talks at conferences—schmoozing, dinners, parties, Q&A, chance encounters, etc. If you can do it alone at your computer, it's not really a conference..."

Susan Potter (@specksofthings):
Following. There's also the UCSB guide http://hiltner.english.ucsb.edu/index.php/ncnc-guide/ … Myself and colleagues in a smaller scholarly community, Women and Film History International, are thinking about this. @Jennife24950218

Scott Richmond:
Wow. Thank you very much for this link.

I have reservations about any version of a conference that takes the form of sitting alone at a computer, but this is rich & obviously very well thought through.

Susan Potter:
I have the same reservations. I wonder if shorter (carbon neutral) trips to conference nodes might be the answer. Someone else in this thread mentioned that. I've been thinking about the (no doubt) fanciful idea of of cruise ship conferences ;-)

Scott Richmond:
.@Jessifer had a substantially similar idea: train trip conferences! I like fanciful. I think we need fancy & whimsy & not mere technocracy and tech fetishism to work this out. We have to expand our imaginations about our ways of being & thinking & working together.

V21 Collective (@V21collective):
Caroline Levine is very invested in this. there was a big virtual endeavor at usb http://www.news.ucsb.edu/2016/016796/more-conference-less-carbon

Scott Richmond:
Thanks!!! I knew I couldn't be the only person thinking about this.

This is v. interesting, but also gives up the thing about conferences—being together, the conviviality of thinking. (I mean, in the humanities, we just read at one another; why not just post papers online?)

V21 Collective:
conviviality and collective collaborative thinking are huge; giving them up would be devastating. but drastic changes are necessary. preferably starting with fossil fuel producers! tho some advocate starting w consumers."
displacement  displacements  #displace18  conferences  sustainability  academia  highered  highereducation  scottrichmond  jesestommel  distributed  decentralization  climatechange  events  susanpotter  2018  v21collective  education 
november 2018 by robertogreco
Reflections on #displace18 — Cultural Anthropology
"In the spring of 2018, the Society for Cultural Anthropology (SCA) organized an international conference in the form of a virtual and distributed event, to our knowledge the first of its kind in anthropology. Displacements was the 2018 iteration of the SCA biennial meeting, cosponsored by the Society for Visual Anthropology. SCA biennials had hitherto taken place in cities around the United States, most recently Ithaca, Detroit, Providence, and Santa Fe. This year, the conference instead took place as a hybrid virtual and in-person gathering. Taking place in this manner, the meeting was meant to focus anthropological attention on contemporary forms of displacement, but also to displace the conventional conference format. The meeting was anchored by a dedicated website (https://displacements.jhu.edu) that hosted and streamed over one hundred prerecorded multimedia presentations. Participants were invited to watch these on their own or to gather with others to take in the conference experience collectively at one of dozens of nodes around the world. The conference thus unfolded as a distributed happening; people were invited to participate wherever they were.

Planning and organizing an event of this kind, we had many rationales in mind. Conference travel carries one of the most significant carbon footprints for scholars and academics, sometimes involving millions of miles of carbon-fueled travel for everyone to reach one place. We were also thinking about equitable access—the fact that many people can’t afford such travel, including students and scholars working in precarious circumstances, and that many others can’t do it at a time of travel bans and visa restrictions, especially here in the United States. Finally, we had been thinking about the odd experience that one often has as an anthropologist, trying to give some immersive and evocative sense of a distant place while standing in the midst of an ornate hotel ballroom or bland corporate conference center. If we gave presenters the chance to craft their presentations as audiovisual artifacts, could this mode of presentation actually be more immersive and engaging than a conference talk rather than less so?

The conference was an experiment, one that was charged with a tremendous degree of uncertainty. It was exciting to visualize and plan, but frankly also rather nerve-wracking. Ultimately, Displacements proved an unexpected success. In the past, SCA biennials have typically drawn around 200 participants, most of whom come from somewhere in the United States. In 2018, with Displacements, over 1,300 people participated from over 40 countries, more than half from outside the United States. The conference provided a way to pursue an internationalization of access to anthropological knowledge on a shoestring budget, in a format that was also much more financially accessible to those without formal and secure employment in the field. And all this through what one attendee described enthusiastically as “one of the best binge-watching experiences”: not a bad verdict in this era of streaming video!

In the years ahead, we hope to see more experiments of this kind, especially as the discipline wrestles with the difficult work conditions under which ever more anthropologists pursue the vocation. Such experiments can serve as crucial ways of responding to the geopolitical, professional, and institutional hierarchies that still organize the production and dissemination of knowledge in the field. With an eye to such future possibilities, we present here a few lessons from our own pursuit of this endeavor, with the hope that they might be useful to others thinking of going down this road. What follows is derived from the experiences of the conference planning team; analytics from the various technical interfaces we used; survey data gleaned from conference presenters, attendees, and node organizers; and social media reportage on the event. Those of us most closely involved in this effort believe that it poses a viable alternative to the in-person megaconference model, and we hope that these findings will substantiate why."
anandpandian  2018  displacements  events  conferences  eventplanning  academica  sustainability  climatechange  distributed  decentralization  #displace18  highered  highereducation  academia  education 
november 2018 by robertogreco
cameron tonkinwise on Twitter: "How long is the list of things you have learned from attending a conference (that you could not have learned by reading a blogpost/article [versus: would not have learned because TL;DR/‘pivot to video’]?"
"How long is the list of things you have learned from attending a conference (that you could not have learned by reading a blogpost/article [versus: would not have learned because TL;DR/‘pivot to video’]?

Of those things you did learn, how many did you put into (your) practice [without reading further to get more detail]?"

[my response, in a way:
https://twitter.com/rogre/status/1059178110703136768

"@jarrettfuller I fell asleep thinking about this"

@jarrettfuller and I woke up thinking about how your look into video essays http://jarrettfuller.com/projects/roughsketch … +

@jarrettfuller might go very well with the idea of the zero(/low)-carbon conference https://pinboard.in/u:robertogreco/t:conferences/t:sustainability … (first three bookmarks) + [no longer the fist three, but more than that]

@jarrettfuller and now I am wondering about what that would mean for teaching writing (video essay producing) and also what this all means now that we have seen the pivot-to-video debacle /fin ]
conferences  events  videoessays  jarrettfuller  sustainability  academia  climatechange  highered  highereducation  globalwarming  emissions  displacements  writing  howwewrite  teaching  teachingwriting  education  learning  howwelearn  camerontonkinwise  #displace18 
november 2018 by robertogreco
Dr Fish Philosopher🐟 on Twitter: "1. #AmAnth2018 is taking place in the midst of one of the deadliest fires in California history. If breathing in the smoke of burning trees, homes, cities doesn't convince us that we need radically different ways to en
"1. #AmAnth2018 is taking place in the midst of one of the deadliest fires in California history. If breathing in the smoke of burning trees, homes, cities doesn't convince us that we need radically different ways to engage beyond conference center model...I don't know what will

2. I have deep respect for labour that goes into planning these events. I know folks are doing their best+striving to make spaces for connection. I hope we can build on that spirit+find ways to support relationality while tending to the disasters (thinking with @hystericalblkns )

3. Things I am thinking about after the #RefuseHAU #HAUTalk panel is: how do we ensure those who are most marginalized within anthro (and beyond) are seen, heard, cited while also disrupting the structures that operate to exclude myriad voices. What can we salvage from anthro?

4. This year, with the smoke, #AmAnth2018 really feels like a salvage operation (thinking here with Anna Tsing). What can we take from the existing structures -- what can we reconfigure to make these more capacious spaces at the end of certain worlds?

5. It may very well be that the environment refuses these spaces for us -- makes it that much harder to operate as 'normal'. What ethical imaginations can we mobilize to maintain and foster connection while considering our nonhuman kin literally burning/vaporizing as we meet."

[See also:
https://twitter.com/LysAlcayna/status/1064172084325048320
"Two takeaways from #AmAnth18: ‘the smoke is telling us something’ @ZoeSTodd | ‘anti-capitalism is the only sane position - the alternative is just f*cking ridiculous’ @profdavidharvey"



https://twitter.com/anandspandian/status/1063947610216525824
"One utopian vision after smoky #AmAnth2018. Make the megaconference a biennial. Imagine instead, every other year, dozens of simultaneous regional gatherings, each streaming sessions online and holding virtual meetups. Gather with folks in person & tune in elsewhere. Speculating."

https://twitter.com/anandspandian/status/1064166786294317056
"Here's a description of the distributed model we used at @culanth for #displace18 this spring. Registration for $10, less than 1% of typical carbon emissions, and an average panel audience of 125 people. An alternative to the empty conference center room. https://culanth.org/fieldsights/1595-reflections-on-displace18 "

https://twitter.com/OmanReagan/status/1063952375428218880
"Reading this, I also realized I was able to attend more talks at Displacements by tuning in from home (cost: $10), than I was able to attend at #AmAnth2018 by actually flying to San Jose for two days with two days of travel on either end to present my paper (cost: over $900)."

https://twitter.com/nativeinformant/status/1063952575647703040
"I like this, although for those of us at small teaching colleges with little intellectual community, conferences are a welcome (though exhausting and expensive) change."

https://twitter.com/RJstudies/status/1064208726461112320
"I have this problem. There are universities close by who could be more welcoming to those of us not working at research institutions. I am thrilled that this conversation is happening."

https://twitter.com/nha3383/status/1063980370901655552
"Probably the most expensive academic conference I have ever participated/presented in coming from the Global South. My university covered me but what about those scholars who will never get an opportunity because AAA provides no bursaries or lower rates for membership. Ripoff."



https://twitter.com/anandspandian/status/1063939720202186752
"I'm trying to imagine how to salvage the promise of connection & kinship without binging so much on carbon & vaporizing life. No simple answer. Building & deepening regional intellectual communities as an alternative? A social foundation for a distributed conference model."

https://twitter.com/ZoeSTodd/status/1063940974391418880
"Yes, the conversation today has given me lots to think about. How do we balance need for meaningful opportunities to engage while also addressing the visceral environmental, economic issues that come any professional organization converging on a city."

https://twitter.com/anandspandian/status/1063940871538671616
"I would also love to see develop a virtual platform for alternative access to the @AmericanAnthro annual meeting, not to substitute, but to supplement. Those who can't afford to attend in person, or can't stomach the carbon burden, shouldn't have to fly this far in a digital era."

https://twitter.com/g_mascha/status/1064082401004056577
"There's an obsession with attending all annual meetings. It's not necessary, exhausting and takes time from regional networking that could emphasize not just presenting but working with each other. Also, AAA could alternate between virtual and in-person (+virtual) meetings."]
zoetodd  conferences  sustainability  climatechange  2018  labor  accessibility  environment  anticapitalism  capitalism  davidharvey  lysalcayna-stevens    anandpandian  displacements  displacement  events  regional  distributed  decentralization  economics  academia  highered  culturalanthropology  anthropology  emissions  audience  virtual  digital  annalowenhaupttsing  nehavora  michaeloman-reagan  kristinwilson  nausheenanwar  #displace18  highereducation  education 
november 2018 by robertogreco
“No devices” policies and accessibilty – You're the Teacher
"I have had a couple of conversations here and there with faculty and graduate students about students using electronic devices in the classroom, and about policies that some instructors have saying that students aren’t allowed to use them at all (or that there are periods during a class where they must be put away, but other times when they can be used). I knew that sometimes students really need devices to succeed, particularly if they have certain kinds of disabilities; but I sometimes struggled to give good examples of when that might be the case, to help others see why electronic devices are critical for some students. In this post I’ll be giving a number of examples."
academia  highered  highereducation  policy  technology  accessibility  learning  howwelearn  paternalism 
november 2018 by robertogreco
The Real Enemy of Education Reform: It’s the Colleges, Stupid | The New Republic
"Colleges do very well under the status quo. And that’s bad for students and our economy."



"Where is all this money going? Many point to the rise of university administrator salaries and staffs. (You might know them as the college presidents complaining about all these changes Hillary Clinton and Barack Obama want to make to the higher education system.) Another possible culprit is bloated construction costs, which go toward building show palaces for…well, for the administrators to crow about, and attract more students to pay those high tuition rates.

Whatever explanation appeals to you, the failures of the current system point clearly toward supplying a public debt-free option as a way to drive down costs. This would provide an anchor against skyrocketing costs, and force the cleanup of administrative bloat and unnecessary construction spending. You can force public colleges to lower costs as a condition of accepting tuition reimbursement. And if a glut of student loans causes prices to rise, then a free public option would reverse the effect.

This goes back to the core issue: Incumbents prospering from a system don’t have much interest in seeing it change. And those wanting to reform the system must challenge those incumbents. It’s easier to single out the easy villains, the Sallie Maes and the Corinthian Colleges. But that just sidesteps the real opponent, and will lead to something far less than reform.

Most colleges are seen in a fairly benevolent light. Large higher-education institutions are often major employers in their communities. They drive innovation, and provide sanctuary to some of our best thinkers. And for many adults, they are wrapped in the warm and fuzzy gauze of nostalgia. It’s hard to get people to see them as propping up a crisis that is over-burdening students and even stunting the growth of our economy. But until we do, it’s going to be very difficult to see any change."
colleges  universities  education  schools  schooling  deschooling  unschooling  hierarchy  inequality  economics  capitalism  elitism  highered  highereducation 
november 2018 by robertogreco
College campuses are far from radical | The Outline
"If you have considerable time on your hands and wish to see just what kind of leftists run universities, go to the graduate school and propose unionizing Research Assistants, Teaching Assistants, and other itinerant quasi-employees. You’ll discover quickly that senior faculty — the same ones who can’t wait to show you their picture with Tom Hayden or some other talisman of progressive cred — turn into staunch capitalists in a hurry.

For the less adventurous, skip grad school and read up on the last two decades in which universities have been forced into the same “run it like a business” model that ruins every public good in this country. This is usually, if not exclusively, driven by GOP political appointees (as trustees) or vengeful GOP state legislative majorities looking to cut spending and score cheap political points with their constituents by showin’ them college boys the what-for.

Administrative bloat — the plague of Dean-lets with highly-paid, nebulous titles like “Associate Dean of Library Engagement” that materialize out of nowhere — is real, and decision-making has become increasingly autocratic. Higher ups push for short-term results like CEOs trying to juice a quarterly earnings report, long-term consequences be damned. “Consultants” making twice faculty salaries for a few weeks of work appear and disappear mysteriously. Constant campaigns for “retention” — a code word for keeping students enrolled and paying tuition at all costs — push faculty toward grade inflation and dumbing-down. Expenses (read: labor costs) are forever squeezed, and demonstrably inferior products like online courses taught by some adjunct paid $2000 per semester are offered to Student-Customers happy to have them so long as they’re easy. More money is spent on administration and less is spent on instruction.

Not quite the organizing principles of an egalitarian commune. Sounds more like the business model of any mundane corporation in America.

Which brings us to the creep of corporate money into every aspect of university research and administration in the 21st Century — a fact that deals the Campus Commies premise a fatal blow. Nothing says “leftist hotbed” quite like Department of Biology, a Proud Partner of Monsanto. The cause for alarm, in fact, is that the direction of university teaching and research increasingly is dictated by donations from politically motivated billionaires and big corporations. If you believe that billions in donations from the Koch Brothers, Silicon Valley tech billionaires, and petrochemical companies is turning campuses ultra-liberal, you are beyond help. I don’t think Marx listed “aligning with corporate interests” as the final ideological step toward communism. None of this is to suggest that professors as a group should be more or less liberal, or that universities should be run more or less like businesses with corporate partners. The point is simply to illustrate the stupidity of the caricature of universities, faculty, and students as a barely-controlled gang of wild-eyed leftists. Were any of the incessant accusations from the right about the Ivory Tower true, campuses would be very different places to work and study. It is a febrile fantasy peddled to people who really enjoy yelling about things they don’t understand and who believe Kevin Sorbo films are documentaries."
edburmila  2018  colleges  universities  academia  highered  highereducation  labor  politics  liberalism  capitalism  corporatism  leftists  conservatism 
november 2018 by robertogreco
Should I Go to Trade School or College?
"High schoolers are weighing the benefits of blue-collar trades at a time when well-paying jobs—and no debt—are hard to pass up."

[See also:
"Generation Z Is Skipping College for Trade School
With the job market in flux, younger Americans are trying to avoid an education that comes with a massive amount of debt."
https://www.vice.com/en_us/article/43ejmj/generation-z-is-skipping-college-for-trade-school ]
genz  education  srg  edg  highered  highereducation  colleges  universities  vocations  vocationalschools  generations  studentdebt  jobs  work  economics  2018  us  alternative  generationz 
november 2018 by robertogreco
26 | Black Mountain College — Do Not Touch
"We're going back to school and learning about an arts college in the mountains of Asheville, North Carolina. For 24 years the college attracted famous teachers and produced students who would go on to achieve their own fame. I have two guests speaking to me about Black Mountain - Kate Averett from the Black Mountain College Museum + Arts Center and Professor Eva Diaz from Pratt Institute."
bmc  2018  blackmountaincollege  bauhaus  annialbers  johndewey  art  arts  education  highered  highereducation  alternative  experimental  unschooling  deschooling  democracy  horizontality  evadiaz  kateaverett  history  arthistory  pedagogy  lcproject  openstudioproject  form  exploration  liberalarts  roberrauschenberg  willemdekooning  abstractexpressionism  howwework  discipline  self  identity  johncage  mercecunningham  self-directedlearning  self-directed  learning  howwelearn  howweteach  teaching  vision  cognition  expressionism  expression  music  dance  buckminsterfuller  technique  chance  happenings  anarchism  ego  spontaneity  unknown  improvisation  radicalism  transilience  northcarolina  transience  hippies  communes  integration  jacoblawrence  almastonewilliams  outsiders  refugees  inclusion  inclusivity  openness  gender  rayjohnson  elainedekooining  karenkarnes  dorothearockburn  hazellarsenarcher  blackmountaincollegemuseum  susanweil  maryparkswashington  josefalbers  charlesolson  poetry  johnandrewrice 
october 2018 by robertogreco
Black Mountain College: "The Grass-Roots of Democracy" - Open Source with Christopher Lydon
"Our guest, the literary historian Louis Menand, explains that B.M.C. was a philosophical experiment intent on putting the progressive philosopher John Dewey‘s ideas to work in higher education. The college curriculum was unbelievably permissive — but it did ask that students undertake their own formation as citizens of the world by means of creative expression, and hard work, in a community of likeminded people.

The college may not have lived up to its utopian self-image — the scene was frequently riven by interpersonal conflict — but it did serve as a stage-set to some of modern culture’s most interesting personalities and partnerships."
bmc  blackmountaincollege  rutherickson  louismenand  teddreier  theodoredreier  sebastiansmee  taylordavis  williamdavis  2016  robertcreeley  jacoblawrence  josefalbers  robertrauschenberg  annialbers  davidtudor  franzkline  mercecunningham  johncage  charlesolson  buckminsterfuller  johndewey  democracy  art  music  film  poetry  cytwombly  bauhaus  experientiallearning  howwelearn  education  johnandrewrice  unschooling  deschooling  schools  schooling  learning  howelearn  howweteach  pedagogy  christopherlydon  abstractexpressionism  popart  jacksonpollock  arthistory  history  arts  purpose  lcproject  openstudioproject  leapbeforeyoulook  canon  discovery  conflict  artists  happenings  openness  rural  community  highered  highereducation  curriculum  willemdekooning  small  control  conversation  interdisciplinary  transdisciplinary  mitmedialab  medialab  chaos  utopia  dicklyons  artschools  davidbowie  experimentation  exploration  humanity  humanism  humility  politics 
october 2018 by robertogreco
Dodie Bellany: Academonia
"In this lively, entertaining collection of essays, Dodie Bellamy has written not only a helpful pedagogical tool, but an epic narrative of survival against institutional deadening and the proscriptiveness that shoots the young writer like poison darts from all sides. By the 90s funding for the arts had dwindled and graduate writing programs—“cash cows”—had risen to fill the slack. Simultaneously, literary production moved from an unstable, at times frightening street culture where experiment was privileged beyond all else, to an institutionalized realm—Academonia!—that enforces, or tends to enforce, conservative aesthetic values.

Among the questions Bellamy raises: how does the writer figure out how to write? How will she claim her content among censorious voices? Can the avant-garde create forms that speak to political and spiritual crisis? Can desire exist in a world of networking structures? To the keepers of the status quo, what is so goddamned scary about experimental writing? Bellamy’s textual body morphs through sex, ravenous hunger, aging, displacement, cuddling with animals. Along the way she invokes Levi Strauss, Kurosawa, Marvin Gaye, Christiane (the faceless daughter in Georges Franju’s 1959 horror classic Eyes Without a Face), Alice Munro, Michael Moore, Quan Yin, Cinderella, and the beheaded heroine Lady Jane Grey. On Foucault’s grid of invisible assumptions, Academonia casts a blacklight vision, making it glow in giddy FX splendor.

*****

There are the institutions that are created without our input and the institutions that we create with others. Both sorts of institutions define us without our consent. Dodie Bellamy’s Academonia explores the prickly intersection among these spaces as it moves through institutions such as the academy, the experimental writing communities of the Bay Area, feminist and sexual identities, and group therapy. Continuing the work that she began in The Letters of Mina Harker pushing memoir and confession out of its safety zones and into its difficulties, this book provokes as it critiques and yet at the same time manages to delight with its hope.

--Juliana Spahr

Way back in the seventies, and before Bellamy, pastiche and bricolage as applied to literature made me yawn. Smug attacks on linear narrative through the use of tired language games aroused my contempt. As far as I was concerned, theory had ruined fiction by making critic and artist too intimate. Then Bellamy’s pioneering graftings of storytelling, theory and fractured metaphor changed all that, giving birth to a new avant-garde. Her writing sweeps from one mode of thought to another in absolute freedom, eviscerating hackneyed constructs about desire and language and stuffing them with a fascinating hodgepodge of sparkling sensory fragments. The result is true postmodernism, not the shallow dilettantism of the “postmodern palette.” She sustains it on page after page, weaving together sex and philosophy, fusing trash with high culture, injecting theory with the pathos of biography and accomplishing nothing less than a fresh and sustained lyricism. What is more, her transfiguration of the trivial details of life by the mechanisms of irony, fantasy, disjunction, nostalgia and perverse point of view prove that it’s not the life you live that matters, but how you tell it.

--Bruce Benderson"
writing  howwewrite  books  dodiebellany  institutions  proscriptiveness  academonia  academia  highered  highereducation  akirakurosawa  levistrauss  marvingaye  alicemonroe  michaelmoore  quanyin  cinderella  ladyjanegrey  foucault  institutionalization  julianaspahr  brucebenderson  bricolage  literature  linearity  form  feedom  structure  language  senses  sensory  postmodernism  dilettantism  culture  bayarea  experimental  experimentation  art  arts  funding  streetculture  2006 
october 2018 by robertogreco
The Library is Open: Keynote for the 2018 Pennsylvania Library Association Conference – actualham
"So I am trying to think about ways in. Ways in to places. Ways in to places that don’t eschew the complexity of their histories and how those histories inflect the different ways the places are experienced. I am thinking that helping learners see how places are made and remade, and helping them see that every interpretation they draw up–of their places and the places that refuse to be theirs– remake those places every hour.

This for me, is at the heart of open education.

Open to the past.

Open to the place.

Open at the seams.

Open to the public.

PUBLIC

So there is our final word, “PUBLIC.” You know, it’s not that easy to find out what a public library is. I googled it in preparation for this talk. It’s like a public museum. It might be open to the public, but does that make it public? But you know, it’s not that easy to find out what what a public university is. For example, mine. Which is in New Hampshire, the state which is proudly 50th in the nation for public funding of higher education. My college is about 9% state funded. Is that a public institution?

I think we may be starting backwards if we try to think of “public” in terms of funding. We need to think of public in terms of a relationship between the institution and the public (and the public good) and the economics of these relationships can be (will be! should be!) reflective of those relationships, rather than generative of them. What is the relationship of a public library or university– or a public university library– to the public? And could that relationship be the same for any college library regardless of whether the college is public or private?

Publics are places, situated in space and time but never pinned or frozen to either. Publics are the connective tissue between people, and as Noble points out, corporate interest in the web has attempted to co-opt that tissue and privatize our publics. A similar interest in education has attempted to do the same with our learning channels. Libraries exist in a critical proximity to the internet and to learning. But because they are places, that proximity flows through the people who make and remake the library by using (or not using) it. This is not a transcendent or romantic view of libraries. Recent work by folks like Sam Popowich and Fobazi Ettarh remind us that vocational awe is misguided, because libraries, like humans and the communities they bounce around in, are not inherently good or sacred. But this is not a critique of libraries. Or in other words, these messy seams where things fall apart, this is the strength of libraries because libraries are not everywhere; they are here.

I know this is an awful lot of abstraction wrapped up in some poetry and some deflection. So let me try to find some concrete practice-oriented ideas to leave you with.

You know textbooks cost way, way too much, and lots of that money goes to commercial publishers.

Textbook costs are not incidental to the real cost of college. We can fix this problem by weaning off commercial textbooks and adopting Open Educational Resources. OER also lets us rethink the relationship between learners and learning materials; the open license lets us understand knowledge as something that is continually reshaped as new perspectives are introduced into the field.

We can engage in open pedagogical practices to highlight students as contributors to the world of knowledge, and to shape a knowledge commons that is a healthier ecosystem for learning than a system that commercializes, paywalls, or gates knowledge. And all of this is related to other wrap-around services that students need in order to be successful (childcare, transportation, food, etc), and all of that is related to labor markets, and all of that is related to whether students should be training for or transforming those markets.

As we focus on broadening access to knowledge and access to knowledge creation, we can think about the broader implications for open learning ecosystems.

What kind of academic publishing channels do we need to assure quality and transparent peer review and open access to research by other researchers and by the public at large? What kinds of tools and platforms and expertise do we need to share course materials and research, and who should pay for them and host them and make them available? What kind of centralized standards do we need for interoperability and search and retrieval, and what kind of decentralization must remain in order to allow communities to expand in organic ways?

I’d like to see academic libraries stand up and be proud to be tied to contexts and particulars. I’d like to see them care about the material conditions that shape the communities that surround and infuse them. I’d like them to own the racism and other oppressive systems and structures that infuse their own histories and practices, and model inclusive priorities that center marginalized voices. I’d like them to insist that human need is paramount. Humans need to know, learn, share, revise. I’d like them to focus on sustainability rather than growth; the first is a community-based term, the second is a market-based term. Libraries work for people, and that should make them a public good. A public resource. This is not about how we are funded; it is about how we are founded and refounded.

Helping your faculty move to OER is not about cost-savings. You all know there are much easier ways to save money. They are just really crappy for learning. Moving to OER is about committing to learning environments that respect the realities of place, that engage with the contexts for learning, that challenge barriers that try to co-opt public channels for private gain, and that see learning as a fundamentally infinite process that benefits from human interaction. Sure, technology helps us do some of that better, and technology is central to OER. But technology also sabotages a lot of our human connections: infiltrates them with impersonating bots; manipulates and monetizes them for corporate gain; subverts them for agendas that undercut the network’s transparency; skews the flow toward the privileged and cuts away the margins inhabited by the nondominant voices– the perspectives that urge change, improvement, growth, paradigm shift. So it’s not the technology, just like it’s not the cost-savings, that matters. It’s not the new furniture or the Starbucks that makes your library the place to be. It’s the public that matters. It is a place for that public to be.

Libraries are places. Libraries, especially academic libraries, are public places. They should be open for the public. Help your faculty understand open in all its complexity. Help them understand the people that make your place. Help your place shape itself around the humans who need it.:
open  libraries  access  openaccess  2018  oer  publishing  knowledge  textbooks  college  universities  robinderosa  place  past  present  future  web  internet  online  learning  howwelearn  education  highered  highereducation  joemurphy  nextgen  safiyaumojanoble  deomcracyb  inequality  donnalanclos  davidlewis  racism  algorithms  ralphwaldoemerson  thoreau  control  power  equality  accessibility 
october 2018 by robertogreco
Here's Fresh Evidence Student Loans Are a Massive, Generational Scam - VICE
"Over the centuries, America has bestowed generous, state-sponsored privileges upon select classes of its citizens. Veterans and old people get free socialized healthcare—and, for the most part, they love it. Corporations (who count as people, look it up) get sweet tax breaks and, in the case of defense contractors, no-bid deals to build extremely expensive weapons unlikely to be used in the near future. And young people get thousands and thousands of dollars of student loans to pay for college, putting them in a hole they might spend the rest of their lives digging out of.

Obviously, one of these things is not like the others—the United States has put many students in the position of making decisions that can determine their financial futures when they're teenagers. This has nightmarish consequences: Some 44 million people have $1.5 trillion in student loan debt on the books. And even when young people do get through college and find a decent job, many can't fathom possibly buying a home or taking on other trappings of adulthood when faced with decades of monthly loan bills.

The worst part is that those who sought an elite education on the widely accepted notion that it would help them later in life were basically sold a bad bill of goods.

All that debt provides awfully little payoff in terms of boosted wages, even as it ensnares more and more people and hits youth of color especially hard, according to a new paper released Tuesday by two researchers at the left-leaning Roosevelt Institute. Research fellows Julie Margetta Morgan and Marshall Steinbaum concluded that more and more debt hasn't significantly boosted income for college grads—it just seems that way because high school grads without BAs are making less than they once did. They also found that looking at decent rates of repayment by student debtors is a misleading way to look at the scale of this crisis. And thanks to workers lacking the power they once enjoyed in an increasingly skill-obsessed economy, young people are often being pressured into getting extra degrees on their own dime (which is to say by taking on more debt) for minimal payoff.

For some perspective on how America let student loans get so out of control, why taking on debt is so often a mistake, and what we can do about it, I called co-author Julie Margetta Morgan for a chat.

VICE: Why do you think this has been allowed to get so bad, to the point not only that it's widely known as a crisis, but one that gets worse and worse?

[A] Julie Margetta Morgan: We have seen the overall amount of student debt grow and we've seen some of the industries around repayment get worse over time, although default rates recently got a little bit better. But I think that the reason why it's sort of been allowed to exist as this quiet crisis is that there's not a lot of agreement among experts that, on the whole, student debt is getting worse. I think that's because experts primarily look at measures around successful repayment of the loan as the target. And in this paper we try to take a slightly different look. First of all we interrogate those questions around repayments themselves—so we have a section around, like, experts have said that student debt is not a bigger burden now than it was a generation ago. And yet if you delve into the figures a little bit deeper you can see that, in fact, it is worse—the burden is worse but the repayment plans are slightly better, which masks the burden on students.

So part of what we're trying to do here is combat some of the common wisdom in the higher education policy world—what we tend to hear is: Yeah, students are taking on a lot of debt but ultimately that debt is worth it because their degrees are paying off in the long run. And we're finding that that's not necessarily true.

[Q] Is the most radical conclusion you reached here that the increased debt burden people are bearing is not paying off in terms of boosted income? Or is that already well known?

[A] That higher education is not paying off in terms of overall changes in the distribution of income is definitely apparent to labor economists but not necessarily apparent to higher education policy experts and those who advocate on behalf of students, because we are so often fed the college earnings premium as the single measure of whether college pays off over time. Yes of course college still pays off, but it pays off because it's becoming less and less viable for someone to make a living with just a high-school diploma. It's no longer this thing of, I'd like to earn a higher income, I guess I'll go to college. It's like, I have to go to college in order to not end up in poverty—and I'm also forced to take on debt to get there.

[Q] Is there any evidence that, thanks to income growth in the last year or two, college debt is paying off more than it did?

[A] It remains to be seen, but I'm not sure that it's a good idea for us to tie higher education policy—how we fund college—to the swings of the labor market. Our focus should be on taking the risk off of the individual and spreading it across the public, because the public is getting a lot of the benefit of college degrees.

[Q] Have you seen any indicators that people—including the communities hit hardest by college debt—might actively be avoiding college because of the specter of endless debt?

[A] We have lower levels of college attainment already among African American and Latino populations and we do see polls that suggest people are more and more skeptical of the value of college. And that's exactly the result we don't want to see. We don't want to see the people already discriminated against in the labor market avoiding going to college.

The other trend that comes to mind is this trend of programs that we would have previously considered trade programs, whether they're now being offered at for-profit colleges or as industry credentials that are trying to become part of the mainstream higher education system and get access to the loans. So there's a world in which people are trying to avoid getting the loans but the loans are actually following them to these trade programs.

[Q] But given that discrimination, is it not rational to—in some cases—calculate against attending college given the massive debt burden and how it hits some communities extra hard?

[A] I think it's absolutely at an individual level a rational decision that we're seeing people make. And at a national level we ought to be concerned about that and looking to change policies so people don't have to make that decision.

[Q] I know one of your aims here was to reinforce that this is a worse crisis than people think, but isn't the problem that Republicans just don't care?

[A] There's obviously a group of policymakers who don't want to deal with it. But I think there's another subset of policymakers who are looking at the student debt crisis through the lens of repayment—that the goal is to ensure that people can repay their loans. Keeping people out of default shouldn't be the biggest goal we set for ourselves.

If student debt is a crisis, is the answer that we should have less student debt? Or just that people are able to make their monthly payments? Our answer is that we should have less debt overall.

[Q] Part of your paper is about how workers keep getting pressured to gain new degrees and credentials that load them up with debt—all because they have no power. Is this about unions disappearing, or what would help there?

[A] Certainly the declining power of unions is one part of it. The lack of say for average workers in the decision-making at the companies they work for, the increase in corporate concentration within the economy—the rise of monopoly power makes it harder for workers to have a say, because there are fewer employers. And back during the recession, the scarcity of jobs made it harder for employees to have power and negotiate for themselves.

[Q] It's hard not to read the paper and feel like taking on student loans is maybe (very often) a mistake or even that the larger system is a scam. Even when students are not being preyed upon by for-profit schools or predatory lenders, the whole seems flimsy or even fraudulent. Is that unreasonable?

[A] I don't think it's unreasonable. I think of it as a failed social experiment that young people are caught in the middle of. It wasn't intentionally sold like a scam, but the way young people experience this is they were told: You go to college, you study, don't worry so much about how much it costs, it's going to be worth it in the end. And they get out on the other side, they have a ton of debt, they are working as hard as they can, but they're not getting ahead—they're treading water. They're making payments on their debt, but not able to buy a house, they're not able to save for retirement. You were sold on a promise, you come out on the other hand that that promise was false, and everybody looks at you like, What's wrong?

One of the things I thought was so exciting about writing this paper is it puts data to that deep frustration that we see in younger generations right now.

[Q] It doesn't seem likely that we'll see a major overhaul of the system in DC right now, with unified Republican control. But what can and should be done, the next time Democrats have control of the government, or in the meantime?

[A] There are things we can do right now. it's encouraging to see what's happening in the courts—some great student advocates and lawyers have taken action to make sure the [Education Secretary Betsy] DeVos administration at least enforces rules on the books to help get student loan cancellation for a smaller group of borrowers and limit predatory practices at for-profit schools.

As we look to the future, we have to think a lot bigger. We should be looking at both free and debt-free options for college. Free college at public universities and more debt-free options for students. That's how we take care of generations… [more]
studentloans  health  healthcare  inequality  2018  economics  socialsafetynet  society  us  education  highered  highereducation  colleges  universities  juliemargettamorgan  marshallsteinbaum  debt  income  policy  politics  labor  markets  capitalism  work  unions 
october 2018 by robertogreco
GRADA KILOMBA: DECOLONIZING KNOWLEDGE - Voice Republic
"In this lecture performance Grada Kilomba explores forms of Decolonizing Knowledge using printed work, writing exercises, performative narrative, and visual art, as forms of alternative knowledge production. Kilomba raises questions concerning the concepts of knowledge, race and gender: “What is acknowledged as knowledge? Whose knowledge is this? Who is acknowledged to produce knowledge?” This project exposes not only the violence of classic knowledge production, but also how this violence is performed in academic, cultural and artistic spaces, which determine both who can speak and what we can speak about.To touch this colonial wound, she creates a hybrid space where the boundaries between the academic and the artistic languages confine, transforming the configurations of knowledge and power. Using a collage of her literary and visual work, Grada Kilomba initiates a dialogue of multiple narratives who speak, interrupt, and appropriate the ‘normal’ and continuous coloniality in which we reside. The audience is invited to participate, and to re-imagine the concept of knowledge anew, by opening new spaces for decolonial thinking."

[See also: https://de.wikipedia.org/wiki/Grada_Kilomba ]
gradakilomba  performance  decolonization  speaking  listening  2015  knowledge  narrative  art  knowledgeproduction  unschooling  deschooling  colonialism  academia  highered  highereducation  storytelling  bellhooks  participation  participatory  theory  thinking  howwethink  africa  slavery  frantzfanon  audrelorde  knowing  portugal 
october 2018 by robertogreco
How I Know You Wrote Your Kid’s College Essay - The New York Times
[not quoting the article here, but adding this response from Phoebe Maltz Bovy:
https://twitter.com/tweetertation/status/1049271068064534529

"Where to begin? Maybe where commenters do: why is someone who *edited college admissions essays for pay* lecturing parents on the inauthenticity + unfairness of parents helping kids with theirs?

But also: no “henceforth” (or any other word) isn’t a definitive tell that a 17-year-old got help writing something. But that’s kind of the least of it. The real problem is the admissions essay itself in its current purpose

It’s not a writing sample. It’s not a cover letter. It’s... well, the linked article explains quite well what it is, but unfortunately celebrates it while doing so

"So the good news is: The college essay is the purest part of the application." With purity meaning what, in this context?

Purity as in, *who the applicant truly is as a person*, something colleges go through this whole ritual of pretending 1) that they can figure out via a short (and maybe ghostwritten) essay) and 2) that it's remotely their place ethically to determine

"In fact, a good test of a college essay is: Can the writer convince the reader that she would make a great roommate?" Meaning, "Are you any fun?" Again, the two questions: 1) *can* colleges even assess "fun" from these things, and 2) should as-a-person-ness even enter into this?

What would be the great tragedy if - if the US finds regional-colleges-for-all too bleak or foreign - the assessment really were based on tangibles? (Could be grades, scores, extracurriculars, demographics, could even take into account special circumstances) and not As-A-Person?

Colleges both logistically can't *and shouldn't pretend to* know who applicants are as people, and it's so bonkers that assessment is at all based on how charming (to adults) someone comes across in an essay (that someone else maybe wrote)

The application should be understood by all parties as just that: an application for admission to a school or, if common-app, multiple schools. That's all it is, no more, no less. It's not a Human Worthiness test.

I've written on this before and named the problem as "holistic" assessment. But in a way, that's not even it. Keep "holistic," fine! But be clear that it's holistic assessment *of college applicants* and not *of applicants as human beings*"]

[my addition to that:
https://twitter.com/rogre/status/1051555285020495873

"👏 to this response thread. There is no “purity” in the admissions process, not even in the essays as the oped claims. This “authenticity” business is just the latest gaming of the hyper-corrupted process in the favor of those that have more."]
colleges  universities  admissions  2018  phoebemaltzbovy  parenting  elitism  highered  highereducation  education  collegecounseling  purity  authenticity  inequality 
october 2018 by robertogreco
How Berea College Makes Tuition Free with its Endowment - The Atlantic
"The Little College Where Tuition Is Free and Every Student Is Given a Job
Berea College, in Kentucky, has paid for every enrollee’s education using its endowment for 126 years. Can other schools replicate the model?"
bereacollege  education  highered  highereducation  free  2018  kentucky  economics 
october 2018 by robertogreco
Jonathan Rosa on Twitter: "When decolonial perspectives ground your research, they completely transform questions, methods, analyses, modes of representation, proposed interventions, and political commitments. A thread..."
"When decolonial perspectives ground your research, they completely transform questions, methods, analyses, modes of representation, proposed interventions, and political commitments. A thread...

Decolonial perspectives transform research questions by centering longstanding power relations in analyses of contemporary challenges, including racial inequity, poverty, labor exploitation, misogyny, heteronormativity, transphobia, trauma, migration, & ecological instability.

A normative research question vs. one framed from a decolonial perspective: What are the causes of educational achievement gaps? vs. How can “achievement gaps” be understood in relation to modes of accumulation & dispossession mainstream schools were designed to facilitate?

Methodologically, decolonial perspectives challenge positivist approaches to data collection that legitimate colonially constituted categories, boundaries, modes of governance, ways of knowing, and societal hierarchies.

As compared to normative Western scholarly methodologies, approaches informed by decolonial perspectives include collaborating with members of colonially marginalized communities as co-theorists to analyze & respond to the historically constituted challenges they face.

Whereas normative analytical logics narrowly frame what counts as legitimate evidence to make particular kinds of claims, decolonial analyses question conceptions of truth that have parsed the world in service of toxic modes of accumulation & dispossession.

While an analysis that presumes the legitimacy of normative scientific truth might seek to use evidence to disprove racial inferiority, a decolonial approach rejects such debates, instead investing in imagining and enacting forms of racial redress and reparation.

Whereas normative scholarly work adheres to rigidly defined representational genres & is often restricted to paywalled journals, decolonial approaches seek to fashion new modes of representation & strategies/platforms for circulation that redefine & redistribute knowledge.

Canonical anthropological uses of “thick description” often result in exoticizing & pathologizing representations of race, gender, & class; decolonial approaches enact a politics of refusal, challenging the demand for ethnographic disclosure, particularly in Indigenous contexts.

Normative scholarship often proposes interventions that focus on modifying individual behaviors rather than transforming institutions; decolonial scholarship challenges the fundamental legitimacy of prevailing societal structures that have led to the misdiagnosis of problems.

Normative scholarship might propose interventions encouraging civic participation to strengthen US institutions in the face of perceived threats to democracy; decolonial scholarship seeks to reimagine governance because the US never was nor could ever be a legitimate democracy.

Normative scholarship often seeks to establish objective facts & eschews explicit political commitments, thereby explicitly committing to political reproduction; decolonial scholarship owns its politics & engages in knowledge production to imagine & enact sustainable worlds.

Normative scholarship might seek to document, analyze, & even revitalize Indigenous languages; decolonial scholarship engages in Indigenous language revitalization as part of broader political struggles over sovereignty, historical trauma, dispossession, & sustainable ecologies.

In short, whereas normative scholarship invites you to accept, reproduce, or slightly modify the existing world, decolonial scholarship insists that otherwise worlds have always existed & demands a radical reimagining of possible pasts, presents, & futures."
jonathanrosa  2018  decolonization  norms  academia  highereducation  highered  dispossession  indigeneity  reproduction  colonization  form  writing  labor  work  convention  conventions  method  accumulaltion  sustainability  knoweldgeproduction 
october 2018 by robertogreco
Eugenia Zuroski on Twitter: "Doing antiracist/anti-imperialist work within existing institutions is good but it is not decolonizing work. Decolonizing Turtle Island means restitution of land and Indigenous sovereignty. Making colonial institutions better
"Doing antiracist/anti-imperialist work within existing institutions is good but it is not decolonizing work. Decolonizing Turtle Island means restitution of land and Indigenous sovereignty. Making colonial institutions better is at odds with removing them. We have to see this.
[@apihtawikosisan:] Just stop using the word decolonize. Stop it. You don't know what the fuck it means, and it's ridiculous to throw it into every sentence. You cannot "decolonize education" by showing people a few pictures. "Decolonize minds" but keep all the same structures, as if.

Tuck and Yang’s “Decolonization Is Not a Metaphor” is not the only piece of writing that addresses this but it makes the case very clearly and directly and should therefore be mandatory reading for everyone pursuing social justice projects in North America.

Listening to that article, like listening to all the Indigenous voices that generously share their knowledge on this problem, has been humbling and it should be. Before reading it, I often elided the difference between decolonizing and anti-colonial work in my own speech.

I recognize that I was trying to think through the relationships between anti-colonial, anti-imperialist, antiracist, anti-patriarchal, and decolonizing work. We should think long and hard about these relationships. But the first four can (I think) be practiced within

existing institutional structures, at least to some extent, and if we allow them to be called “decolonization,” we provide colonial institutions and social structures cover that absolves them of actually being decolonized.

As Tuck and Yang point out, decolonizing movements and social justice movements may have good work to do alongside each other, in relation to one another. They may also reach a point at which their objectives part ways. These relations are what we should be working on.

And paying attention to our language as our Indigenous colleagues keep. Asking. Us. To. Do is important because Canadian institutions are trying to incentivize Decolonization *As* a Metaphor, and we don’t want our work to be co-opted by this latest maneuver of colonial power.

Link to the article:
https://jps.library.utoronto.ca/index.php/des/article/view/18630 "
eugeniazuroski  2018  decolonization  indigeneity  evetuck  kwayneyang  settlercolonialism  colonization  education  highered  highereducation  academia  power  unschooling  deschooling  antiimperialism  institutions  patriarchy  control  socialjustice 
october 2018 by robertogreco
Eugenia Zuroski on Twitter: "In yesterday’s #CSECS18 roundtable on “Decolonizing ... Practices from the Perspective of C18 Studies,” @ashleycmorford pointed out that decolonization cannot happen within the university, but /1… https://t.co/InSKAfPp
"In yesterday’s #CSECS18 roundtable on “Decolonizing ... Practices from the Perspective of C18 Studies,” @ashleycmorford pointed out that decolonization cannot happen within the university, but /1 https://twitter.com/zugenia/status/1050378780328497152
Doing antiracist/anti-imperialist work within existing institutions is good but it is not decolonizing work. Decolonizing Turtle Island means restitution of land and Indigenous sovereignty. Making colonial institutions better is at odds with removing them. We have to see this. …

a commitment to unsettling, anticolonial pedagogy could teach the people who will go forward and take up decolonization. This morning I’m thinking about this alongside Moten and Harney’s “The University and the Undercommons”—of teaching toward a “fugitive enlightenment” /2

that must steal knowledge from the institution and take it away from there, out of there, so as to put it toward something that doesn’t reproduce the institution/profession, but that thinks collectively toward what would replace the institution’s mode of organizing power. /3

Anticolonial pedagogies that are practiced in relation to decolonization must therefore inhabit, as Tuck and Yang point out, a particular temporality—one that doesn’t just reject the kind of constant clocking in for quantified “marks” that prove the labor of learning is /4

already being translated into wealth for someone (else), but that commits to Indigenous futurities over the future of “the profession,” and locates the value of teaching in preparing students for a better world than the institution either represents or materializes. /5

The university has an important role to play, in other words, but it can’t fulfil its obligations without committing away from itself—without giving up what it holds and regenerates to those who will “waste” it (Moten and Harney) on not becoming “Enlightened” subjects. /6

Anyway, my thanks to @ashleycmorford and the other people who contributed to yesterday’s conversation, which has helped me think about teaching not as “decolonizing” practice but as the (de)forming of subjects capable, in various ways, of decolonization. /6

Also thanks to @morganevanek for her comments on university teaching as a form of “hospicing work” (I didn’t write down the citation for this—?) on bad culture, and for this reminder, which it seems to me is one pragmatic thing we should all do immediately: [image: some notes including "ABOLISH GRADING"]

I’ll be on a roundtable this afternoon (Friday, 4:45, Niagara Room), where I’ll speak about collectives and #BIPOC18 and venture some thoughts on Twitter as an “Undercommons of Enlightenment” that will likely be messy and wrong, should be fun, you should come #CSECS18

I want to clarify that working toward these ends, as an academic, does not mean divesting from the university. It is still the site of our work and we have to fight to maintain/create better structures for doing that work effectively, non-exploitatively.

I will continue to advocate for resources for researchers, teachers, editors, for more hires of BIPOC, queer, disabled, trans scholars, for fair working conditions and best practices toward just institutional co-existence. Absolutely.

But I am beginning to understand these commitments—which are likely lifetime ones for me—as “harm reduction measures” (Tuck and Yang) along the long path toward a future that is not mine or my profession’s."
decolonization  highered  highereducation  eugeniazuroski  2018  fredmoten  stefanoharney  undercommons  messiness  academia  education  grades  grading  colonialism  colonization  fugitives  hospice  pedagogy  unschooling  deschooling  impericalism  sovereignty  institutions  ashleymorford  power  control  future  enlightenment  fugitiveenlightenment  indigeneity  anti-colonialism 
october 2018 by robertogreco
Displacements – The 2018 Biennial Meeting of the Society for Cultural Anthropology
[somehow never bookmarked this, but reminded by this thread:

"Are any academic organizations thinking about or planning for the replacement for "1,000+ people all fly to the same city" model for a conference? If we do this fighting climate change thing right, flying will get massively more expensive. And I like intellectual community."
https://twitter.com/bazintastic/status/1050225871963996161

agree with Jesse Stommel:
"What I’d love to see is more distributed communities, with regional nodes simultaneously meeting in person and using digital tools to connect with a bigger international community. I think we’d have to build this around things broader than single disciplines."
https://twitter.com/Jessifer/status/1050229105264943106 ]

"Displacements are in the air: episodes of profound political upheaval, intensified crises of migration and expulsion, the disturbing specter of climatic and environmental instability, countless virtual shadows cast over the here and now by ubiquitous media technologies. What does it mean to live and strive in the face of such movements? What social and historical coordinates are at stake with these challenges? And what kind of understanding can anthropology contribute to the displacements of this time—given, especially, that our most essential techniques like ethnography are themselves predicated on the heuristic value of displacement, on what can be gleaned from the experience of unfamiliar circumstances?

Exclusionary politics of spatial displacement always depend on rhetorical and imaginative displacements of various kinds: a person for a category, or a population for a problem. In the face of such moves, the critical task of ethnography is often to muster contrary displacements of thought, attention, imagination, and sensation. What forms of social and political possibility might be kindled by anthropological efforts to broach unexpected places, situations, and stories? This conference invites such prospects in tangible form, as experiences of what is elsewhere and otherwise. This is a meeting that will itself displace the conventional modes of gathering, taking place wherever its participants individually and collectively tune in.

For the first time, in 2018, the Biennial Meeting of the Society for Cultural Anthropology will take place as a virtual event. Air travel is one of the fastest growing sources of greenhouse gas emissions worldwide, and one of the chief ways that an academic livelihood contributes to carbon pollution. We are exploring the virtual conference format with the ideal of carbon-conscious activity in mind, taking inspiration from prior such efforts. This format will also enable broader geographical participation, most especially against the backdrop of a political climate of unequal restrictions on international travel. We hope, too, that the web-based media platform we are developing for the conference will allow for novel explorations of expressive form in anthropology.

One of the chief values of the academic conference no doubt lies in face-to-face conversations and interactions. With this in mind, the conference encourages the formation of local “nodes,” decentralized, affinity-based forms of collaboration and exchange, in the spirit of experimentation that SCA and our partners in the Society for Visual Anthropology have long encouraged. The aim of this virtual conference is to extend access to anthropological knowledge and dialogue in as many ways as possible, and to invite other such experiments of this kind."
conferences  sustainability  distributed  culturalanthropology  displacement  displacements  environment  virtual  climatechange  globalwarming  waste  academia  highered  highereducation  education  #displace18 
october 2018 by robertogreco
standardized testing: the game
[via https://twitter.com/scumbling/status/1017793272662581249 (via Allen https://twitter.com/tealtan/status/1017797863542284288 ):

I made something.

Here's a prototype for my interactive zine:

😭 STANDARDIZED TESTING: THE GAME (A NARRATIVE) (THE PROTOTYPE)

i think you'll have a feeling (at least a short one)

i hope it starts conversations about ethnicity & culture

please share!

http://goingtocollege.club/ ]
via:tealtan  education  highereducation  highered  bias  ethnicity  culture  standardizedtesting  standardization  testing  exclusion  inclusion  inclusivity  games  gaming  interactivefiction  twine 
july 2018 by robertogreco
How He's Using His Gifts | Akilah S. Richards [Episode 12]
"We explore…gifted students, twice exceptional students, educators who shift from traditional to self-directed education, civic connections, the truth about college, and giving black and brown children more access.

Anthony Galloway wasn’t willing to be another cog in the system.

He’s a smart, twenty-something year old African-American man who chose to go into the field of education. He came up through the system, and learned how to excel in it. He also knew that he wanted to be part of the change in public education that allowed children of color access to the same resources and opportunities as children in white schools or private ones.

Anthony co-founded an Agile Learning Center, now facilitated by both him and long-time educator, Julia Cordero. I think you’re gonna find this discussion interesting because Anthony’s an educator who saw the school system for what it was and is, and started his own school to create something better."
akilahrichards  anthonygalloway  schools  education  unschooling  deschooling  gifted  juliacordero  race  schooling  self-directed  self-directedlearning  lcproject  openstudioproject  children  howwelearn  learning  praise  comparison  alternative  grades  grading  curiosity  libraries  systemsthinking  progressive  reading  howweread  assessment  publicschools  elitism  accessibility  class  highered  highereducation  colleges  universities  unpaidinternships  studentdebt  testing  standardization  standardizedtesting  agilelearning  community  collaboration  sfsh  tcsnmy  freeschools  scrum  cv  relationships  communities  process  planning  documentation  adulting  agilelearningcenters 
july 2018 by robertogreco
Has Your School Been Investigated for Civil Rights Violations? | ProPublica
"Every year, the U.S. Department of Education investigates thousands of school districts and colleges around the country for civil rights violations ranging from racial discrimination in school discipline to sexual violence. Related: DeVos Has Scuttled More Than 1,200 Civil Rights Probes Inherited from Obama →

For the first time ever, ProPublica is making available the status of all of the civil rights cases that have been resolved during the past three years, as well as pending investigations. See if your school district or college is being investigated for civil rights violations and why."
civilrights  education  schools  us  highered  highereducation  propublica  2018 
june 2018 by robertogreco
Thread by @ecomentario: "p.31 ecoed.wikispaces.com/file/view/C.+A… ecoed.wikispaces.com/file/view/C.+A… p.49 ecoed.wikispaces.com/file/view/C.+A… ecoed.wikispaces.co […]"
[on Twitter: https://twitter.com/ecomentario/status/1007269183317512192 ]

[many of the captures come from: "From A Pedagogy for Liberation to Liberation from Pedagogy" by Gustavo Esteva, Madhu S. Prakash, and Dana L. Stuchul, which is no longer available online as a standalone PDF (thus the UTexas broken link), but is inside the following document, also linked to in the thread.]

[“Rethinking Freire: Globalization and the Environmental Crisis" edited by C.A.Bowers and Frédérique Apffel-Marglin
https://ecoed.wikispaces.com/file/view/C.+A.+Bowers,+Frdrique+Apffel-Marglin,+Frederique+Apffel-Marglin,+Chet+A.+Bowers+Re-Thinking+Freire+Globalization+and+the+Environmental+Crisis+Sociocultural,+Political,+and+Historical+Studies+in+Educatio+2004.pdf ]
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june 2018 by robertogreco
Dr. Kate Antonova on Twitter: "If anyone ever asked me, as a college prof, what qualities I'd like to see in my incoming students (no one ever has, tho a number of non-profs have told me what I'm supposed to want), it's this: curiosity and a reading habit
"If anyone ever asked me, as a college prof, what qualities I'd like to see in my incoming students (no one ever has, tho a number of non-profs have told me what I'm supposed to want), it's this: curiosity and a reading habit.

[Links to: "How Our Obsession With College Prep Hurts Kids"

https://www.chronicle.com/article/How-Our-Obsession-With-College/243459?key=3gZXXhLQjFMTjaMwNwzCEQpsINeRL6GkHu8ch6mHb8ZREuWEf6Qmo5gM5YChCxE0RmoxbHVSemFhLWJTcnJBUndoVFpqMFBBeXVYajZhaW9GMmdBbktRY1MwWQ ]

The other really important thing for success in college, IMO, is self-regulation, but that's a super-hard thing for everybody & esp kids who are still developing cognitively. I see no value, & a lot of harm, in forcing regulation before it's developmentally appropriate.

Plus, IME, if you have enough curiosity, you end up regulating yourself in ways that are nearly impossible for a task you're not into. So it all comes back to curiosity.

The other thing that'd be nice - but is not essential - to see in incoming freshmen is an accurate sense of what college is for. Most people are pretty madly and deeply misinformed on that, and that's harming kids.

Too many kids come to college bc they're told it's necessary, or bc it's the only way to a decent job. Both are lies. They should come, when they're ready, because it's the best way to achieve next-level critical thought specific to one or more disciplines.

So we're back to curiosity again. But the reading part is at least as important, & is interrelated. I'm not an expert on instilling curiosity or encouraging reading in k-12. But I'm damn sure standardized testing isn't the answer & neither is traditional, required homework.

I'm pretty certain, too, that seven hours of mostly sitting still and listening isn't terribly useful (and at the elementary level it's downright cruel).

I don't think anything I've said here is earth-shattering. Yet the conventional wisdom about what makes public k-12 education "good" is soooooo far off the mark.

If I cld fantasize ab what I'd like my future students to have done before college, it'd be this: read & write every day, a variety of texts; interact in a sustained way w lots of different ppl; & practice creative problem-solving in small groups, guided by knowledgeable adults.

That's something public schools *could* do, they just don't, because it's not what the public wants. Even the private schools that do some of that are usually pretty notoriously bad at exposing students to people different from themselves.

I've taught everyone from super-elite Ivy students from private high schools to the kids struggling to stay in CUNY after k-12 in troubled NYC publics. They were ALL missing out in different ways. The best students are always, always the readers.

The best of the best I've ever taught have been readers from backgrounds that happened, for whatever reasons, to expose them to a wide variety of circumstances.

School is almost never what brought those students either of those advantages.

But it could be."
kateantonova  highered  highereducation  colleges  universities  education  curiosity  learning  purpose  2018  cognition  problemsolving  creativity  lcproject  openstudioproject  sfsh  tcsnmy  cv  k12  statistics  calculus  reading  howwelearn  howweteach  highschool  publicschools  schools  schooling  children  adolescence  diversity  exposure 
may 2018 by robertogreco
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