Why aren’t there more radical teachers? Is it just the difficulty of being radical in a system built around compulsion, discipline, conformity, and reproduction of the class structure? Or is part of the problem the way that people become teachers? Indeed, why is it that so many educational radicals were never formally trained as teachers?
Shannon Gibney is a professor of English and African diaspora studies at Minneapolis Community and Technical College (MCTC). When that’s your job, there are a lot of opportunities to talk about racism, imperialism, capitalism, and history.
Lance Weihmuller's insight:
Spot-on: "Learning is—should often be—uncomfortable for individuals"
Hundreds of protesters have broken into a Chevron site after the US oil giant resumed its search for shale gas in northeast Romania. RT’s Lucy Kafanov reports from the scene, where clashes ensued as riot police started streaming in.
Good question, right? I’ve been thinking more about it for a few weeks now as a result of an interesting talk by Gopal Sreenivasan (Duke University) entitled “Moral expertise and the proto-authority of affect,” which he gave at CUNY’s Graduate...
Two universities, both alike in dignity and budget shortfalls, In fair America where we lay our scene. From not-so-ancient grudge against actually learning at college to new mutiny, Where drastic cuts make administrators’ hands unclean.
It used to be that failing a math test in the fourth grade wouldn’t haunt you long after you graduated (even if it might get you grounded). No longer. American schools are migrating online, providing parents with real-time academic results.
Preliminary results of a study of 16 massive open online courses offered through the University of Pennsylvania show that only a small percentage of people who start the courses finish them—and that, on average, only half of those who register for the courses even watch the first lecture.