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Academia Behold My Massive Breasts

What, These Knockers Here?

February 3, 2025 130 Comments

In academic news, Yasmin Benoit, “model and award-winning asexual activist,” announces her new position and wants you to notice her cleavage:

I’m honoured to announce that I’ve been given a visiting position at @KingsCollegeLon! We’re going to be conducting research into asexuality together & our first academic paper will be coming out this month! I’m in my academic era. 🎓#ThisIsWhatAsexualLooksLike pic.twitter.com/cam5uhAvvt

— Yasmin Benoit, MSc (@theyasminbenoit) January 3, 2025


Because she’s so asexual, you know. 

Via Ophelia, who asks a not unreasonable question.

Readers are welcome to speculate as to what, exactly, “asexual rights” might entail, and how being asexual, or, more coyly, aromantic, differs in any meaningful way from having a low sex drive. Other than the statusful, rather pretentious labelling, I mean. 

Update, via the comments: 

Clam quips,

So she’s going to write an academic paper in
 three weeks?

*tries not to look at tits*

Truly, we live in an age of wonders.

At which point, I should add that Ms Benoit’s insights, aired via Instagram, include a revelation that SpongeBob Squarepants is also asexual. Which may hint at the dizzying levels of scholarship to be anticipated.

Inevitably, Ms Benoit shoehorns in a racial victimhood angle. Because
 well, one can’t be seen without one, I suppose. Not in academia. And so, we’re told that asexual people who are also black “just aren’t perceived as the ideal type of asexual representation, nor are we as amplified or included within the asexual community nearly as much.”

Yes, it’s tears and contrivance all the way down.

And I have to say, Visiting Research Fellows aren’t generally so keen to show off their bras in their social media avatars, or to foreground their breasts in every single photo, or indeed to do interviews with Playboy magazine. Complete with breast-heavy – but, like, totally asexual – photoshoots.

Above, one of many such items. For research purposes only.

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Written by: David
Academia The Thrill Of Endless Noise

But Paying Attention Is Hard

January 21, 2025 169 Comments

Toni Airaksinen pokes a stick at some contrived agonising: 

Math classes cause “intellectual trauma” to minorities. 

This “intellectual trauma” is, you’ll be shocked to hear, entirely the fault of “whiteness” and “heteromasculinity.”

A group of educators has published a guide on implementing “Black Feminist Mathematical Pedagogies” in classrooms, arguing that such an approach is necessary because minorities – especially Black girls – face “violence and trauma” in math education.

As we’re in the realm of the excruciatingly woke, the terms violence and trauma are of course misused and deliberately misleading.

“When Black female students are repeatedly disciplined for being social, loud, or goofy in the mathematics classroom, they experience mathematical violence,” claim the authors of Designing Mathematics Curricula That Centre Students’ Brilliance.

The supposed violence and trauma, then, is actually an attempt to excuse rates of classroom misbehaviour among black students.

Throughout the paper in question, the term “brilliance” is deployed no fewer than seventeen times, as if it were some obviously inherent, pre-existing attribute – of students who can’t be arsed to study, who don’t pay attention in class, who undermine the efforts of others, and whose grades, as a result, leave much to be desired.

Even more frequent is use of the term “whiteness,” an alleged phenomenon on which the paper is premised. Though readers in search of some clear and convincing definition, or some compelling evidence of its existence, may find their hopes dashed. We are, however, assured that “whiteness” is something that gets in the way of black students “maintaining their Blackness.”

The research team – including Lara Jasien, Michael Lolkus, doctoral student Marlena Eanes Snowden, and Dr Leslie Dietiker of Wheelock College – contends that while many believe math is politically neutral, it is actually “steeped in whiteness and heteromasculinity.”

And furthermore,

“Whiteness is a global phenomenon, impacting marginalised students and communities
 and mathematics curricula are saturated in whiteness.”

Saturated, you hear. Positively dripping with the stuff.

The academics assert that “whiteness” is pervasive in math classes and curriculum structures, explicitly stating: “As a culture, whiteness is toxic in society and in education. More specifically, in society, whiteness presents through norms including – but not limited to – perfectionism, a sense of urgency, individualism, and objectivity.”

So, to paraphrase our fretful educators: Among these allegedly downtrodden and traumatised minority students, expectations of promptness and accuracy, of arriving at correct and verifiable answers, and handing work in on time, are alien things. Instead, it seems, we get lots of loud and goofy behaviour. Thereby disrupting attempts to learn by other, more conscientious students.

And which, it has to be said, isn’t entirely flattering of the drama’s supposed victims, or an obvious basis for sympathy, even pretentious sympathy. Nor is it an obvious footing for some sweeping, de-whitened reinvention of how mathematical knowledge might be imparted. All conjured into being at the expense of those more diligent and whose classroom behaviour isn’t selfish and disruptive.

They argue that these cultural values place an “additional burden” on minority students, making them feel unwelcome and alienated in math classrooms.

Well, again, if a student doesn’t feel obliged to do the work, to learn, or to hand in said work by a given deadline, like everyone else, and instead spends class time pissing about, loudly, then being unwelcome seems an inevitable consequence of those choices.

And constructing elaborate, question-begging excuses for such behaviour, as if these inadequacies were somehow proof of obscured “brilliance,” things to which one should defer, and actively affirm, doesn’t strike me as a convincing, long-term solution. Indeed, it sounds rather… what’s the word? Oh yes, toxic.

The authors repeatedly describe math education as a space of “violence” for minority students: “Making students feel unwelcome and incompetent alienates them in mathematics class and contributes to intellectual trauma and violence in mathematical spaces.”

Readers will note how any feelings of incompetence and not being welcome are immediately blamed on external causes, on some ectoplasmic “whiteness,” that Befouler Of All Things. As if such feelings had nothing whatsoever to do with the choices and behaviour, and the personal shortcomings, of the students themselves.

Instead, Dr Jasien and her colleagues expect the teaching of mathematics to be driven by the goal of “healing… intellectual trauma,” by paying “attention to the minds and bodies of students.” The students being, it seems, much less obliged to pay attention to anything beyond themselves.

And so, we’re told that “exclamations” and “cacophony” are “to be both expected and valued.” Because when you picture a maths classroom and people getting to grips with differential equations or vector calculus, the first thing that springs to mind is the word cacophony.

Update, via the comments:

Somewhat related:

Casey Griffin, a professor at the University of Delaware
 argues that women’s sense of belonging in math is hindered by values such as ‘objective’ and ‘rational thought.’

As so, with eye-widening obliviousness, those who claim to champion certain supposedly downtrodden demographics do a disservice to those same demographics.

It’s a pattern we’ve seen before, of course:

The leader of Purdue University’s School of Engineering Education recently declared that academic “rigour” reinforces “white male heterosexual privilege.” “One of rigour’s purposes is, to put it bluntly, a thinly veiled assertion of white male (hetero)sexuality,” she writes, explaining that rigour “has a historical lineage of being about hardness, stiffness, and erectness; its sexual connotations — and links to masculinity in particular — are undeniable.”

Hardness and stiffness. And we can’t have any of that beastliness in the minds of people who may one day be working on projects involving cranes and scaffolding. According to Dr Donna Riley, whose words glow above, academic rigour and the expectation of competence are “exclusionary” and tools of “privilege,” and are unfair to women and minorities, for whom rigour and competence are presumably impossible.

Dr Riley goes on to inform us that engineers need to spend less time doing load-bearing calculations, and more time pondering “radical protest” and “Marxist traditions.” Yes, the design and construction of fighter jets, oil rigs and 1000-tonne tunnelling machines will one day be informed not by careful calculation, or a knowledge of materials and thoroughly tested principles, but by criticality, reflexivity, and “other ways of being.”

Update 2: 

Regarding Dr Jasien and her colleagues, Aelfheld adds,

More and more it seems an entire industry has dedicated itself to reinforcing, in contrived and convoluted language, often at book length, the most denigrating racist jokes of the past century or so.

Ah, but, you see, Our Betters will purge the world of bigotry by embracing wholesale the mental habits of the bigot.

I’m reminded, for instance, of assistant professor of art education, Dr Albert Stabler, who regards objections to being assaulted in class as “white supremacist violence” – because objecting to violence is violence now – while excusing a near-continual disruption of lessons as displays of “cultural knowledge” and “kinetic” creativity. A creativity that includes vandalism, punching staff, and forcibly cutting the hair of female teachers.

On grounds that expecting even minimally civilised behaviour is “the overvaluation of white feelings,” and therefore “racist.”

And note that those peddling this worldview, this poisonous counsel, can get quite annoyed when minority students don’t want to play along.

Update 3:

Regarding Dr Jasien’s insistence that the rest of us embrace the value of gratuitous, unending, rather loud background noise, Finno adds,

Disrupting other people’s concentration is being anti-social. To pretend that the disrupters are engaging with the material in a vibrant misunderstood way adds insult to injury for the demoralised students and teachers who have to put up with it.

It’s hard to see the mannered outpourings of Dr Jasien and her colleagues as anything other than a perverse, contrived inversion, in which those inflicting the disruption and “cacophony” on others are to be pampered and indulged, as if they were the victims of their own self-inflicted drama – around whom, all else must be made to revolve. Their selfishness, their disregard for others, is something to be affirmed and championed, it seems.

Because magic blackness.

And this is advanced as obviously desirable, an unassailable course of action. As “social justice.” As if it imposed no cost on others, over and over again. But I suspect that my attempts to master multivariate calculus would be somewhat impaired, or made entirely impossible, by lots of nearby shrieking and general arsing about.

Oh, and see also this, in which Ms Xochitl Gonzalez, a columnist for the Atlantic – and who repeatedly mentions how “minority” and “of colour” she is – is mystified and annoyed by people who don’t appreciate loud hip-hop in a university library. Where other people, better people, are trying to study for exams.

Via CavScoutCoastie.

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Written by: David
Academia Shakedowns

Rendered Tearful By The Undertakings Of White People

January 6, 2025 45 Comments

It turns out that the University of Nottingham and Nottingham Trent University have much to offer the pretentious and racially neurotic: 

Degree courses focused on the “undertakings of white people” have made universities racist, according to a review by a Russell Group institution. The University of Nottingham and Nottingham Trent undertook a joint review of their connections to the slave trade, and set out how these have created a legacy of “racism” at the institutions.

As is the custom, an operatic tone is adopted and victimhood is feigned and deployed as a credential, a basis for deference. Though particulars of any credible harm, any actual modern-day “racism,” are thin on the ground. And the reasoning, such as can be discerned, is just a tad contrived. Quite how those “undertakings of white people” – in the arts and sciences – are crushing the hopes and dreams of students, robbing them of breath, remains somewhat unobvious. Likewise, the logical or moral basis for “reparatory measures.”

Yet those doing the demanding, a group of Nottingham academics, insist that these alleged woes, these “enduring detrimental legacies,” whatever they might be, “are issues that require urgent and sustained attention.”

The report was overseen by a steering group that included six people appointed by the two universities who “identify as black.” 

I’m guessing this is where the applause is supposed to go.

Authors credited their “biological proximity to the historical atrocity of slavery” with raising awareness of “ongoing emotional pain” throughout the project.

Despite the theatre of “ongoing emotional pain,” the proponents of degree-course “decolonisation” seem quite enthused by their scolding and leverage. Their ability to wring pretentious atonement from fellow players of the game.

[The universities] pledged to make slavery reparations as a result of their review, which found that the universities’ “racially unbalanced curriculum” ignores the “equally significant efforts of people of African descent.” The report does not state in which specific subjects this parity of achievement has been ignored.

The central reasoning, such as it is, seems to be that some indirect historical beneficiaries of slavery, including those born after abolition, also gave money to universities, which, in ways somewhat mysterious, invalidates those universities’ modern-day course content and renders it harmful to People Of Pigmentation. “Reading classical European literature” and “travelling to historic landmarks” are among the activities deemed tainted and bruising.

In short, on a par with other recent efforts to “decolonise” degree courses, to purge them of the “inequities” of “white knowledge,” and thereby exterminate any trace of “white supremacy.” As when the Quality Assurance Agency, an organisation that boasts of being “trusted by higher education providers and regulatory bodies to maintain and enhance quality and standards,” demanded that computing courses address “how divisions and hierarchies of colonial value are replicated and reinforced” within the subject.

I’ll give you a moment to ponder that one.

If the particulars are, again, unclear and the reliance on verbiage unconvincing, and if readers are unsure of what “neoliberal systems of power” might be, and how they might bear upon musical notation or the Royal Veterinary College, at least the antipathy towards things deemed “white,” and thus offensive, is hard to miss and evidently relished.

Despite such causal convolution, the racial browbeating is having its intended effect:

In August, the Telegraph revealed that the University of Nottingham had removed the term “Anglo-Saxon” from university module titles as part of efforts to refute “nationalist narratives.” The university offers a leading course in Viking and Anglo-Saxon history and literature, but US academics in particular have campaigned against the term “Anglo-Saxon” because it suggests a distinct, native Englishness.

And goodness, we can’t have that.

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Written by: David
Academia Problematic Competence

Levelling

December 10, 2024 138 Comments

At Vanderbilt University, an honours programme intended to accommodate academic giftedness has been denounced as “inherently exclusionary.” Having now been identified as an affront to “equity,” an unforgivable wickedness, the programme is of course being shut down:

In his research, [sociology professor, Andrew] Cognard-Black… reported many college honours programmes do not have “proportional representation” of minority students, especially blacks and Hispanics, compared to the demographics of their student bodies.

And so, instead of all that problematic academic rigour, all those challenging tasks that not everyone can complete, exceptional students will now be obliged to mingle with those less academically inclined, and offered an education “accessible to all,” one “open to the voices of divergent experiences.”

The practised doublethink in play, in which precocious interest in advanced material is actively discouraged, and in which “access” is invoked while gleefully denying it, has been noted here before.

Along with educators’ hostility to students and parents who dared to complain about the downgrade, and whose concerns were dismissed as perpetuating “systemic racism.”

Update:

In the comments, sH2 quotes this,

offered an education “accessible to all,” one “open to the voices of divergent experiences.”

And adds,

*alarm bell*

Well, quite. The reliance on fuzzwords and rhetorical fluff is not an encouraging sign. And any unironic use of the word equity should raise eyebrows.

The restructuring above is a familiar conceit, heard many times, and somewhat unconvincing. We’re expected to believe that by phasing out the most challenging courses, in high schools and colleges, and by shafting the students who take them, somehow everything else will become every bit as good, every bit as excellent.

Yes, there will be excellence everywhere.

Albeit achieved in ways that are never quite explained. And despite the obvious disregard for students who excel, and whose ability is deemed troublesome and a basis for corrective measures.

Regarding the promise of glorious inclusion and excellence everywhere, this came to mind:

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.”

Oh, and let’s not forget the University of Wisconsin-Milwaukee’s Inclusive Excellence Centre, where microaggressions are forbidden, including the words thug and trash, and where punctuation and grammar are unfathomable things, even among staff.

Update 2: 

On the subject of omnipresent excellence, arrived at by some opaque and supernatural means, Rafi adds,

They’ll just change the meaning of the words.

That would seem to be the most plausible option, the easier route. That, and cultivating a ludicrous unrealism. Habitual pretending. Something close to an inversion of reality, driven by fantasies of “equity,” which seems to mean something like equality of outcome regardless of inputs. 

As in California, where differences in “school experiences,” i.e., differences in ability and achievement, are something to be eliminated by holding back high-achieving students, with curriculum guidelines based on “social justice,” and educators who are visibly “committed to social justice work.”

And so, we have California’s Department of Education actively discouraging gifted maths students from taking calculus any earlier than their less gifted classmates. As if this were a good thing with no conceivable downsides. Because frustrating clever kids, boring them and demoralising them, is, like, totally progressive.

And likewise, we have Jennifer Katz, a professor of education at the University of British Columbia, scolding parents who question the conceit that bright children will somehow flourish if taught more slowly and in less detail in a more disruptive environment. While implying, quite strongly, that any parents who complain must be racist.

And then there’s San Diego, another bastion of progress, where teachers are instructed that in order to be “anti-racist,” they must “confront practices” deemed inegalitarian and which result in “racial imbalance” – say, norms of classroom behaviour, a disapproval of tardiness and cheating, and oppressive expectations of “turning work in on time.”

There’s a through-the-looking-glass quality. A fun-house mirror malevolence.

As noted in the comments following this, it’s quite easy to demoralise bright children, and the brighter they are, the easier it tends to be. Just bore them and frustrate them in an environment where precociousness is ideologically problematic and often results in social disapproval, from both peers and educators. Say, with accusations of racism, and the closure of their advanced programmes, where they’d previously been allowed to be better at things.

The pace at which learning happens is important. If a lesson is unfolding much too slowly for someone, if new information is barely trickling out, with endless delays and interruptions, boredom and frustration can be hard to avoid. If someone needs to work at a certain speed, anything less can, very quickly, be demoralising. And difficult to undo.

But hey, progress, baby.

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Written by: David
Academia Anthropology Pronouns Or Else

The Unspanked Spread Joy

October 24, 2024 38 Comments

Or, His Unbeaten Ass. 

Yesterday, at UC Berkeley, that fiefdom of Our Betters, detransitioner and “former trans kid” Chloe Cole invited students to discuss the realities of sexual transition, a procedure she very much regrets.

However, expressing regret, or doubt of any kind, is apparently an outrage, a wickedness to be punished. And hence the grinning chap seen below, the one expressing himself via the medium of tomato juice:

Today at a @tpusastudents tabling event at UC Berkeley with Chloe Cole and Harrison Tinsley, this individual threw a full bottle of tomato juice all over the TPUSA chapter members, staff, and their table. @Harrisontinz @ChoooCole

VC: @uhneti pic.twitter.com/CTWd4rfpsm

— Turning Point USA (@TPUSA) October 23, 2024

“I’m not touching you,” says he. “I’m grabbing your phone.” 

Update, via the comments:

EmC asks, not unreasonably,

Can we mention the mental health problems yet?

I would guess that if you attempt it, even politely – at least, at Berkeley, that great seat of reason – you risk being assaulted by a spiteful, emotionally incontinent misfit. One clearly accustomed to impunity.

And that’s rather the thing, isn’t it?

If, for instance, I were considering whether to amuse myself by flinging tomato juice over people and over their computers and whatever, while grinning with satisfaction, I’d expect a not insignificant likelihood of consequently being punched in the face. This expectation is important.

The risk of being punched, vigorously, is important. It inhibits quite a lot of recreational malice.

And the assumption of being able to behave badly, malevolently, with impunity, as seen above, and as seen repeatedly and quite vividly here, is not, to my eye, progress.

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In which we marvel at the mental contortions of our self-imagined betters.