Robert Schmad spots more Clown Quarter contortion:

An assistant professor at Appalachian State University recently argued that enforcing behavioural standards in public high schools is rooted in racism and unfairly affects Black students. In the article “‘Press Charges’: Art Class, White Feelings, and the School-to-Prison Pipeline,” [assistant professor of art education, Dr] Albert Stabler writes that the desire to punish students for violating school rules, especially when the police are involved, is the result of “the overvaluation of White feelings.”

The article, which you can poke at here, contains many wonders, generally of a kind only the woke can conjure into being. It begins with the obligatory confession of innate wrongness – i.e., “I am a white teacher” – and includes much gushing about non-white students’ “life experiences and cultural knowledge,” before which our educator is eager to prostrate himself, and which have apparently resulted in Dr Stabler’s own “learning and growth as a person.” Particulars on this point – the deep insights of teenagers – are, alas, unclear. And amid the gushing, there are notes of disharmony:

There were many students who regularly received in-school and out-of-school suspensions for what were perceived as disruptive actions.

Not actually disruptive, you see. Merely perceived as disruptive. For no reason whatsoever.

While my classroom materials and my dignity were sometimes damaged by rambunctious behaviour, more dire consequences were regularly enacted on students by school officials (not to mention parents).

We’ll get to some of that “rambunctious behaviour” in a second.

“In… schools,” we’re told, “the desire to punish is racialised,” and “white people’s feelings often have outsized consequences on People of Colour.” The example given to illustrate this alleged phenomenon is of a white, female art teacher – Dr Stabler’s immediate predecessor – who “was said to have wept at the end of every school day” and who pursued assault charges against a black student who forcibly cut said teacher’s hair. This assault, presumably intended to humiliate the woman and assert dominance over her, is passed over with remarkable ease by Dr Stabler, as if the “white feelings” of the teacher, and the implications of such behaviour – and its accommodation by leftist educators – were unworthy of exploration.