The American University in Washington, D.C. has hired an outside professor to teach their faculty how to grade papers in a “non-racist” way, particularly written assignments by students. Asao Inoue of the University of Washington-Tacoma is known for advocating that students should be graded based on the “labor” they put into their work, not the “quality” of the finished product.
Neisha-Anne Green of the Academic Support and Access Center and Marnie Twigg of the Writing Studies Program (at American U.) will lead the session, titled “How to Incorporate Anti-Racist Pedagogy in Your Classroom.” The description says the session builds on strategies that Inoue taught in February. It will show participants how to revise course materials so they don’t accidentally promote or reinforce racist practices.
Whatever that means.
While the description doesn’t specify the components of “anti-racist writing assessment practices,” the agenda for Inoue’s daylong seminar from February provides clues.
It says that “single standards” for language “kill our students,” and that “grading ain’t just grading.” The director of the UW-Tacoma Writing Center said he would explain how “White language supremacy is perpetuated in college classrooms despite the better intentions of faculty, particularly through the practices of grading writing.”
He pledged to lay out “labor-based grading contracts” and demonstrate to participants how judgments in the classroom “use a set of White racial habits of language, no matter who the reader is.”
Apparently it won’t matter if there isn’t a coherent, complete sentence in the students’ submitted papers, it just matters that “they tried.” And, to make sure the end justifies the means, instructors are to use “anti-racist writing assessment practices.”
Again, whatever that means.
Another workshop on “critical information literacy” will introduce faculty to the “political, social, and economic dimensions of information” and help them take action on “systems of oppression within scholarly communication”:
Higher education is no longer a victim, but indeed a promoter of all things politically correct. “Systems of oppression” could mean anything, including giving bad grades!
Our universities and colleges have stopped being centers of higher learning and turned into venues for political hacks of both faculty and student body to promote their agendas. It is also happening in elementary and high schools.
Awarding students for “trying” and giving them all the same grade isn’t education — it’s brainwashing. It’s giving a perverted sense of self-worth to students who are awarded for the “labor” of “trying” and not completing work assigned to promote true learning.
These students grow up feeling entitled, and come unglued when faced with the truth.
And it’s not just in public schools. American U. is affiliated with the United Methodist denomination and is a private school.
Colleges in the past taught how to become an expert (or how to start becoming an expert) in a certain field. That included the fields of study necessary to be skilled in the vocation one chose to pursue. No once cared if there was a statue of a American Revolution Soldier or a painting of George Washington on campus; they were there to study and get that degree.
Sure there were splinter groups of student activists; there always has been. But not until the liberal media and the Left started pushing their agenda of “inclusivity” and “tolerance” — and all of the imagined trauma that inanimate things cause students and citizens — was there a movement to obliterate those things.
It’s ludicrous that a person can come all the way through 12 grades and into university studies and not be able to write a complete sentence (let alone diagram a sentence) or find England or their hometown on a map. Yet they can carry a sign, shout obscenities, make obscene gestures, and assault people who they find “intolerant.”
And then they get a degree.
Just for showing up.