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originally posted by: 3NL1GHT3N3D1
a reply to: Lysergic
I don't believe you on that one. You only think it's "funny" (read: stupid) when the shoe is on the PC foot, but when it comes to a "non-PC'er" being up in arms about the PC crowd you would rally behind them.
originally posted by: 3NL1GHT3N3D1
a reply to: seeker1963
Both are up in arms over some stupid bull#, the whole thing is a non-issue that has no effect on the state of our country in any meaningful way. The fact that people get so worked up on both sides of the non-issue goes to show just how dumbed down our country and society really is.
Instead of going after the real problem we bicker among ourselves over petty bull# all while the problem gets bigger and bigger behind the curtains.
originally posted by: 3NL1GHT3N3D1
a reply to: seeker1963
I agree that "SJW's" were the catalyst for the whole thing but the other side of this non-issue is just as guilty as the "SJW's" are for participating in the # show.
It's an issue created by the media in order to divide us and if someone picks a side then they are fueling the fire and dividing themselves even further.
It's just a really dumb debate and goes absolutely nowhere 100% of the time.
originally posted by: Sremmos80
Oh...this thread again...
Has parts of it gone to far? Absolutely, but you all are who give them the power when you bite.
Sorry people don't agree with the same views as you, but hey ridicule away at them!
You know the usual stuff, ruining the country, commies, America hating, soft, beta, and plenty of other words that I think t&c don't allow.
“The racial narrative of White tends to be like this: Rugged individual, honest, hard-working, disciplined, rigorous, successful,” she said. “And so then, the narrative of U.S. public education: Individual assessments, competition, outcome over process (I care more about your grades than how you’re doing), ‘discipline’ where we care more about your attendance and making sure you’re not tardy than we care about your relationships … proper English must be spoken (which is just assimilation into standard U.S. dialect), hierarchical power structure, and heavy goal orientation.
” While the traits listed may simply be regarded as positive traits for success in the modern world, Hackman described them as specific cultural traits chosen and emphasized to favor whites to the detriment of non-white groups, who are forced to assimilate white traits such as good discipline and goal orientation or else be left behind.
Hackman’s natural solution, then, is to train teachers to move away from all these aspects of white privilege in education. She routinely touted the benefits of collective assessments (measuring student learning at the class level instead of determining whether each student knows the material), as well as eliminating all school grades entirely.
Hackman said when she was a professor, she freely employed these methods with her own students. She once let a student complete an essay assignment as a graphic novel, and allowed students to write in non-standard English or even foreign languages she herself couldn’t read.
“If I don’t know [your language,] frankly, that’s my issue,” she said. “All I need to know is that you’re thinking about it, I don’t really care how you do it.”
“My long game was, get you in, get you tenured, get you in that system and change that system,” she said.
“Your time has come,” Hackman said. “If I was a white faculty member and unwilling to get with the program, I do not have any business in teacher education … We do see you, Super-Whitey. We’re coming for you.”