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.

Noah Carl on fashionable indignation versus probity and thinking: 

There are several things to notice here. First, the signatories use the word ‘revisits’ – rather than say ‘examines’ or ‘investigates’ – to imply that the theories in question have already been disproved, and hence that [economic historian, Gregory] Clark is engaged in some sort of futile exercise. Second, so far as I’m aware, ‘naturalization’ refers to the process of becoming a citizen of another country. I presume the signatories meant ‘naturalization’ in the sense of “nature versus nurture,” but it’s a very odd word to use. Third, the signatories refer to the “vast amount of research” that supposedly refutes Clark’s thesis, but don’t actually bother to cite any.

The unhappy signatories do, however, mention race and racism repeatedly – as, it seems, is the custom – despite the offending paper referring to race precisely zero times. 

Not entirely unrelated.*

Regarding the above, it occurs to me that if people are obliged, on pain of social exclusion and near-immediate career destruction, to mouth pieties that are illogical, blatantly question-begging, and which jar with observable reality, this will tend to result in an erosion of probity, a habit of pretence, and perhaps a kind of neuroticism.

Speaking of academic standards, an Ohio resident shares her displeasure with woke educators and their niche preoccupations: 

“Now, the residents with kids who did find out about your deviant curriculum, they pulled their kids out as fast as they could. More are withdrawing their kids because the school has lost control of the classroom environment,” she said. She took a moment to collect her thoughts, and then went on to say that “in the document for critical race theory, the stated goal is to make children activists in their own home. What does that mean?” She asked. “Why are you trying to create an adversarial relationship between parents and child when that is the relationship that needs to be strengthened?”

And somewhat related, Christopher F Rufo shares a conference for North Carolina’s public school teachers: 

At the first session, “Whiteness in Ed Spaces,” school administrators provided two handouts on the “norms of whiteness.” These documents claimed that “(white) cultural values” include “denial,” “fear,” “blame,” “control,” “punishment,” “scarcity,” and “one-dimensional thinking.” […]

We’re being asked to conform to an orthodoxy which we haven’t had a say in… Why were we not involved in the conversation?  

Peter Whittle interviews London mayoral candidate Laurence Fox.  

Also, open thread. Share ye links and bicker.

The curriculum recommends that teachers lead their students in a series of indigenous songs, chants, and affirmations, including the “In Lak Ech Affirmation,” which appeals directly to the Aztec gods. Students first clap and chant to the god Tezkatlipoka—whom the Aztecs traditionally worshipped with human sacrifice and cannibalism—asking him for the power to be “warriors” for “social justice.” 

Christopher F Rufo takes a look at California’s proposed ethnic studies curriculum.

The state board of education will vote on this curriculum next week.

Academic standards may not be quite up to snuff, but hey, look on the bright side. The kids can use class time to appeal to unseen demons, thereby bringing about “decolonization” and its “healing epistemologies.”

Oh, and consider this an open thread. Share ye links and bicker.

Time for a quick flick through Scary Mommy, where left-leaning ladies are “supporting each other through laughter and empowerment.”

I have clinical anxiety.

But of course.

My current fixation happens to be a home invasion… My house is nigh on impossible, according to my husband, to break into. However, I can’t stop thinking about it.

No explanation is offered by the author, Elizabeth Broadbent, as to possible causes, but the fixation with “scary men breaking into my home” entails lots of weeping – “tears and breakdowns” are a recurring theme – and the purchase of many things.

My husband has had to buy any number of security items. A raging liberal who believes no one has any reason to own anything but a permitted shotgun for hunting, I’ve contemplated buying a pistol. These thoughts will not go away… So I down another Klonopin and wait.

Oh, come on. It’s Scary Mommy. You knew some kind of mood-stabilising medication would crop up sooner or later. Other unhappy preoccupations include recurring thoughts of an expired husband:

I laid in bed imagining different ways he could meet his demise.

And,

After the birth of my third son, I became convinced that his head would fall off.

Okay, then.

That’s when… they upped my meds.

At which point, readers may wish to ponder just how often ladies of the left feel a need to list their mental health problems, as if engaged in some kind of competition, while demanding that the rest of us aspire to their greatness, emulate their lifestyles, and do as they say.