Apparently, the way to “help our black students develop positive racial identity” is to ensure that as many of them as possible leave academia sounding uneducated – indeed, unintelligent – and unable to write in an adult manner, and therefore have trouble finding employment, thus leading to plenty of exploitable resentment. I paraphrase, of course, though not by much.

Dr Asao Inoue, whose “research focusses on antiracist and social justice theory,” and whose scholarly insights include “destroy grading,” and “standards… are white supremacist,” has been mentioned here before. As when we learned that grading a student’s ability to convey their thoughts in writing – and to formulate thoughts by writing – is merely a manifestation of “white language supremacy,” an allegedly lethal phenomenon, and therefore to be abandoned in the name of, and I quote, “inclusive excellence.”

Rejecting “white racial habits of language” will, it seems, result in some kind of righteous emancipation, the particulars of which remain somewhat unclear. However, students sufficiently credulous to internalise this pernicious woo may find that their liberation – from being articulate and in possession of their thoughts – evaporates on contact with life beyond the campus. By which time, of course, those tuition cheques will have been cashed.

Update, via the comments:

The assumptions on which this woo is piled are both perverse and laughably impractical. If the broader population regards being inarticulate and unable to write clearly and precisely as warning signs – say, in terms of employing university graduates – then that’s unlikely to change. People will make those kinds of judgments widely and for the foreseeable future. They are not generally wrong to do so. A job application littered with basic errors of spelling and grammar, and which has evidently not been proof-read, is sending a message. One that will be detected and responded to accordingly.

And encouraging university students, would-be intellectuals, to give potential employers the impression that no education has in fact taken place – and that they don’t much care whether they are clearly understood by anyone outside of their immediate social circle – doesn’t seem likely to achieve much of anything, beyond a cycle of failure and disaffection, and more self-flattering fantasies of racial persecution. It’s certainly an odd measure of “compassion,” a term of which pointed use is made. Stripped of woke pretensions, Dr Inoue is encouraging students to waste their time, and money, and prospects, by shouting at the rain.