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Tag: Academia

  • George Mason University Scalia Law School Dean Search

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    Do you want to be the next dean of Antonin Scalia Law School at George Mason University, and (sort of!) my boss? Well, now’s your chance to apply! You can lead the law school with more Volokh Conspiracy bloggers than any other. See this link for information about the position, and how to apply.

    The search committee asked me to put up this post, which I am happy to do. But I am not a member of the committee, myself. So interested applicants should send their queries and and applications to the committee, at the link above, not to me.

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    Ilya Somin

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  • The Artist Academic: Groundbreaking Book Seeks to Inspire Creatives and Educators

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    Bestselling author, romance novelist, and internationally recognized scholar, releases a professional memoir and guidebook aimed at inspiring academics, writers, and artists to carve their own paths, merge their passions, and live their purpose.

    On October 6, Dr. Patricia Leavy surprised her fans by releasing a professional memoir and career guidebook titled The Artist Academic. Readers haven’t been shy about asking Leavy to share the secrets to how she built a successful career as both an acclaimed scholar and bestselling novelist. On October 6, without any prepromotion, they got their wish as Leavy surprise dropped her new book, only weeks after releasing her latest novel, Cinematic Destinies.

    The Artist Academic offers strategies for bridging academic and artistic endeavors. Leavy details her career in academia, the frustrations that led her to explore creative approaches to research, her journey to becoming a public intellectual, and her successful transition to commercial novelist. She not only offers personal experience, but also a roadmap for others. The book includes invaluable advice and insider tips on the publishing industry, developing an author or artist platform, and building bridges between two worlds.

    The Artist Academic has received high praise from leading scholars, artists, and authors. Sociologist Laurel Richardson deemed the book, “A tour de force” while Roula-Maria Dib, founder of the London Arts-Based Research Centre praised the book as “both memoir and manifesto” and “a must-read.” Dr. Jessie Voigts, founder of Wandering Educators, hails the book as “a breath of fresh air.” Voigts goes on to say, “The Artist Academic is a must-read for every educator, art educator, graduate student, artist, and creative.” Other acclaimed scholars called the book “a gift” and “luminous guide” that “will change lives.”

    The Book ReVue gave The Artist Academic a glowing 5-star review, calling it “a transformative work.” They write, “Leavy’s work is significant because it illustrates that scholarship and creativity are not mutually exclusive; rather, they are complementary forces that, when combined, can broaden both comprehension and influence.” Amazon customers are also raving about the book. One 5-star review called it, “A truly inspirational manifesto for creatives.” Another said, “I came away with both ideas and inspiration.” Another said, “This is one of those books I’ll be revisiting again and again.”

    On the day of release, The Artist Academic became the Amazon #1 Bestseller in College & University Education and the #1 New Release in Biographies & Memoirs of Authors. The book remains one of Amazon’s Hot New Releases in multiple categories. In an interview with Wandering Educators, Leavy said, “Many people can relate to the topic. So many of us aren’t living our purpose because we can’t figure out how to prioritize our passion and still make our lives work. The book taps into something many people feel.”

    Dr. Patricia Leavy is a bestselling author and internationally known scholar. She has published 50 books, earning critical and commercial success in nonfiction and fiction, and her work has been translated into numerous languages. Her books have earned more than 100 awards. Recently, her novel Shooting Stars Above was featured on People “10 Romance Books to Read After Great Big Beautiful Life by Emily Henry.” Leavy has received career awards from the New England Sociological Association, the American Creativity Association, the American Educational Research Association, the International Congress of Qualitative Inquiry, and the National Art Education Association. In 2024 the London Arts-Based Research Centre established “The Patricia Leavy Award for Arts-Based Research.” Website www.patricialeavy.com.

    The Artist Academic is available here

    Source: Paper Stars Press

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  • How Viewpoint Diversity Can Help Protect Academics from Themselves (and Perhaps Help Heal Our Civic Culture Too)

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    Ohio State Professor Michael Clune, who caused a bit of a stir in academia with hhis December 2024 essay “We Asked for It,” has a new essay in the Chronicle of Higher Education responding to a recent critique of the push for heterodoxy and intellectual pluralism on campus. The essay, “Professors Can Be Ignorant. That’s Why We Need Viewpoint Diversity,” begins:

    It’s hard to succeed as an educator when you don’t know what you’re talking about. And yet many professors of the humanities and social sciences — teaching and writing on topics such as capitalism, police reform, and sexuality — fail a simple, classic test. To understand your own position, you must be aware of, and be able to respond to, objections to that position. We need greater diversity of political and social views in academe not because diversity is a higher value than truth, but because academics’ intellectual isolation has compromised their capacity to pursue truth.

    In an academic environment in which objections to the reigning political, social, and cultural assumptions are castigated as beyond the pale of academic discussion, professors find themselves dangerously isolated, ignorant of how their students and fellow citizens view their behavior. Discussing faculty posts on social media about the assassination of Charlie Kirk, a student at the University of Texas at Austin writes: “I’ve learned that there are people on my college campus who would cheer if someone like me, a young person who openly expresses my traditional Christian beliefs and right-wing political views, were murdered.”

    This is not the lesson most faculty members intend to teach, but many professors simply don’t know how they appear to nonacademics and don’t know how to respond appropriately to ideas that differ from their own. Professors in many fields tend to think that disagreement with their disciplines’ consensus (on, say, police reform, capitalism, or gender) is equivalent to Holocaust denial, or, as Lisa Siraganian puts it in a recent essay in Academe attacking viewpoint diversity, denying the double-helix model of DNA.

    As Clune discusses (and those of us with heterodox views in academia often experience) the lack of intellectual diversity in many departments and disciplines produces an epistemological failure and undermines academic inquiry, and this is particularly problematic in the humanities and social sciences.

    the best case for intellectual diversity is a pragmatic one. While the sciences have hardly been immune to ideological distortions, not all fields suffer equally from a lack of different political perspectives. Some fields may not suffer any epistemological consequences at all. The goal of the university is the pursuit of truth; the pursuit of intellectual diversity is best seen as a means to that end. Physics or civil engineering may not be seriously compromised by ideological conformity; whether a biochemist is conservative or liberal may well have no effect at all on her teaching and research.

    But I have come to believe that the questions asked by historians, literary scholars, and political scientists — which necessarily touch on matters of intense political controversy — cannot be adequately posed or answered in an atmosphere of ideological closure. . . .

    The social sciences may well survive widespread epistemological failure and ideological closure, but the humanities may not be so lucky.

    I fear that colleges’ response to the political distortions of humanities disciplines will be to further marginalize and defund these disciplines. But the very feature of the humanities that renders them vulnerable to distortion by ideological conformity is also the source of their immense value to the educational enterprise. We are, ultimately, after human truths — the meaning of happiness, the nature of revolutions, the right way to organize a government, the best way to interpret a text or to judge a work of art. Our work engages passions and values that animate everyone’s lives.

    To see beyond our passions, to step outside our prejudices, to suspend our most powerful commitments — this is a discipline, and a difficult one. It is the humanities’ proper discipline, and at this moment it requires welcoming new perspectives and voices into our classrooms and lecture halls. The creation of spaces in which the humanistic pursuit of truth can truly flourish may also be what this violent and divided nation most needs from higher education.

    One way to address these concerns may to take Professor John McGinnis’ advice and focus more on teaching students to disagree productively. This will help universities combat epistemic closure, and perhaps help heal our civic culture as well. In theory, law schools already do this, but the lack of meaningful ideological diversity hampers such efforts from being more effective.

    An educational system should aspire to make citizens pass an “ideological Turing test,” demonstrating the ability to present the strongest case for views they reject so persuasively that an examiner cannot infer their own. A person who can do so earns rapport across the aisle by grasping the full force of the arguments that motivate opponents.

    Sadly, education at all stages today hinders the ability to pass this kind of test. . . .

    Universities can still bend the civic arc if they return to their first vocation: truth-seeking through contestation. A democracy only functions well if its elites model respectful disagreement. That kind of respect is the first step to creating a political atmosphere free from fear and threat. This atmosphere is itself conducive to the willingness to compromise on which pluralist democracy depends.

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    Jonathan H. Adler

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  • Can Free Speech Exist in U.S. Higher Education Now? – Houston Press

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    Should a college professor be able to share information about gender identity in a children’s literature class? Can an elementary school teacher offer an “unpopular opinion” about the Charlie Kirk murder on her personal Facebook page? Not without consequences, and not as long as Republican leaders are micromanaging public institutions, free speech advocates say.

    Four people lost their jobs at Texas A&M University this month after a student objected to a discussion about a book involving a nonbinary child, falsely claiming such a conversation is not allowed under the Trump administration. The student took a recording of her classroom exchange with the professor to the university president, and a Republican lawmaker made it his mission to publicize the situation and rally support for the ouster of the A&M officials involved.

    The termination of professor Melissa McCoul; the demotions of College of Arts and Sciences Dean Mark Zoran and English Department Head Emily Johansen; and the subsequent resignation of University President Mark Welsh III prompted a firestorm of controversy and debate about government overreach into higher education institutions.

    Academics across the country have strong opinions on these topics, but many professors, including those at Houston universities, are uncomfortable talking about them publicly.

    The incident in McCoul’s Texas A&M classroom was publicized by Texas Rep. Brian Harrison, R-Midlothian, and had members of the public calling for the professor’s firing, tagging Gov. Greg Abbott and other Republican lawmakers.

    Harrison did not respond to requests for comment on this story.

    Days after McCoul lost her job, conservative Christian activist Charlie Kirk was murdered on the Utah Valley University campus, and as people weighed in on social media, a campaign was launched to get people fired from their jobs who spoke in a negative way about Kirk, who was an ally of President Donald Trump.

    Governor Abbott called for the expulsion of a student at Texas State University who allegedly mocked Kirk’s death at a memorial. “Hey Texas State. This conduct is not accepted at our schools. Expel this student immediately. Mocking assassinations must have consequences,” Abbott wrote on X. The student was expelled later that day.

    Texas Education Agency officials reported earlier this month that 280 complaints have been filed against teachers who commented on Kirk’s death on social media. While some of the posts were no-doubt inflammatory, suggesting that Kirk “got what he deserved,” others pointed out that they thought Kirk was a racist and posted clips that they presumably believed illustrated their point.

    Randal Scamardo, a Texas A&M graduate who works as an assistant professor of Spanish at Lees-McRae College in North Carolina, said the situation at his alma mater is troubling. It appears that while it’s acceptable to laud Republican and Christian ideology in all public classrooms, differing opinions are shut down, he said.

    “Since governments are expected to provide public education, it’s easier for them to create something that looks like education but is more akin to indoctrination,” Scamardo said. “People interested in doing that should be kept far away from the content of public education.”

    Ironically, the indoctrination argument goes both ways. Harrison has argued that rogue educators must be fired for indoctrinating students into a “woke” ideology that includes Diversity, Equity and Inclusion practices and gender identity.

    University of Houston lecturer Nancy Sims said on the Houston Matters radio show earlier this month that she devotes the first 15 minutes of her Women in Politics class to discussing the issues of the day, such as something President Trump said, action taken by the Legislature, or “any kind of policy that’s affecting women’s lives.”

    “I think it’s very challenging to teach situations in the real world when the Legislature is trying to put parameters around you to not allow that,” Sims said on the radio show. “How can you discuss women’s rights without discussing the role of gender identity in women’s rights? You’re trying to put parameters on us that don’t allow us to discuss reality in the world that students will face when they leave campus.”

    “It’s had a chilling effect on all public universities,” Sims told the Houston Press, declining to comment further.

    Details are still unfolding in McCoul’s case, but accusations have been made that the topic of gender identity wasn’t relevant to a discussion on children’s literature.

    According to reports, McCoul’s students were reading a novel called Jude Saves the World, featuring a 12-year-old protagonist who comes out as nonbinary. The professor shared a graphic of a “gender unicorn” to teach the differences between gender identity and sexuality.

    According to the video released by Rep. Harrison, the student who later complained to the administration said, “I just have a question, because I’m not entirely sure this is legal to be teaching. Because, according to our President, there’s only two genders and he said that he would be freezing agencies’ funding programs that promote gender ideology. This also very much goes against, not only myself, but a lot of people’s religious beliefs.”

    McCoul told the student she had the right to leave the class when concerns about the topic were raised.

    No state or federal law prohibits instruction on race, gender, or sexual orientation in Texas universities, nor is there a university policy. An executive order issued by Trump in January states that U.S. government policy is to recognize two sexes and that federal funds could not be used to promote gender identity. However, legal experts have said that the order doesn’t prohibit a professor from teaching lessons on the topic.

    McCoul’s children’s literature class, held over the summer, was canceled after the incident but the professor was back in the classroom teaching in the fall. She was not officially reprimanded for the incident until the video surfaced.

    McCoul’s notice of termination, according to her attorney Amanda Reichek, “alleges that she was instructed on numerous occasions to change the course content to align with the catalog description and the course description that was originally submitted and approved, yet failed to do so.”

    “However, Professor McCoul’s course content was entirely consistent with the catalog and course description, and she was never instructed to change her course content in any way, shape, or form,” Reichek said in an emailed statement. “In fact, Dr. McCoul taught this course and others like it for many years, successfully and without challenge. Instead, Dr. McCoul was fired in violation of her constitutional and contractual rights, and the academic freedom that was once the hallmark of Texas higher education.”

    The professor appealed her termination and is “exploring further legal action,” Reichek said.

    A tenured faculty member sent an anonymous letter last week to the student body at Texas A&M, noting that, for the second time in two years, a university president has stepped down “under public criticism from Texas political leaders and social media actors – accompanied by the resignation or removal of academic administrators and, in this most recent case, the firing of a faculty member in what appears to be a response to political pressure.”

    M. Katherine Banks was the university president prior to Welsh. She retired in the wake of a controversy over the hiring of a Black female to lead A&M’s revitalized journalism program but received backlash from conservative groups that alleged a DEI hire.

    “This follows years in which faculty have been lampooned in partisan media and by state officials as ‘woke’ activists, supposedly more concerned with ideology than with research and education,” the anonymous faculty member wrote. “We come to work knowing that serving your interests carries the risk of public ridicule, doxing, and, now it appears, loss of one’s job.”

    “What makes this moment even more distressing is that outside agitators are trying to pit students against faculty, encouraging you to use the classroom as their weapon. I feel a long way from my first day standing in front of a classroom of Aggies, when students lined up to say howdy and introduce themselves. Now I wonder if they are recording.”

    Texas A&M junior Ian Curtis, a journalism major and editor-in-chief of the student newspaper The Battalion, said last week that his peers were not particularly outraged about McCoul’s firing, but they were concerned that President Welsh was seemingly forced to resign amid the controversy.

    Texas A&M University President Mark Welsh III, pictured with his wife Betty, resigned last week amid a controversy over a professor teaching gender identity in a children’s literature class. Credit: Screenshot

    The retired U.S. Air Force four-star general exited campus on September 19 with his wife Betty as students displayed signs that read, “American Hero & Our Hero. The Student Government Association rounded up dozens of current and former student leaders to sign a letter of support for Welsh and students protested for academic freedom.

    “The professor situation, that gets into the politics of the day,” Curtis said. “People’s opinions are really divided on that on campus, but there was a lot of popular support for President Welsh. There’s an interesting dynamic here. It’s all the same scandal so it all gets thrown into one, but I think, among the student body, there’s a lot of support for Welsh because of everything he did for the university, which isn’t always the same as the reaction to the firing of the professor.”

    Following the Course Description

    The course description in McCoul’s publicly listed syllabus for the “Literature for Children” course states that the class will “tease out the boundaries of children’s literature,” including what counts as children’s literature and what differentiates writing for children from writing for adults, the Texas Tribune reported.

    The syllabus lists Jude Saves the World as a course text and describes it as a children’s book by Ronnie Riley about a “nonbinary, bisexual 12-year-old who uses they/them pronouns.”

    “Some of the material in this class might be controversial, and it is likely differing opinions will emerge,” the syllabus states. “You are certainly not required to agree with me (or your peers), or to adhere to any particular viewpoints. However, I do insist upon respectful, courteous dialogue, especially in matters where emotions run high.”

    So it appears the students knew — or at least were provided information — on what the class would entail when they signed up for it.

    Scamardo, the North Carolina professor, who earned his master’s degree and Ph.D. at the Universidad de Cadiz in Spain, said in general, course catalog descriptions are supposed to be four lines or less.

    “We’re trying to make the courses look interesting,” he said. “We want students to register for these courses, and these descriptions have to be used semester after semester without having to be constantly altered. That is not very easy to do, but you also have a syllabus that gives more in-depth information. The students are supposed to read the syllabus at the beginning of the semester, when they still have time to drop the class and get their money back if they don’t like what they see planned out for the next 17 weeks.”

    The professor added that students need to “lighten up, learn as much as they can, and go with the flow a little bit,” particularly when taking a political science course or a class that covers current events.

    “Trust your college professors; they are the experts,” he said. “Take away what you like and disregard the rest. Keep the culture wars out of the classroom. You’re there to learn, not fight.”

    Rice University political science professor Mark Jones said recently on the Houston Matters radio program that the course catalog references general topics but “it’s a rubric that you fill in throughout the course.”

    “Especially in something like politics, you often are filling it in as the course evolves because you often try to use examples that come from current-day politics,” he said. “If you’re talking about democracy or elections, you’re probably not going to bring in some type of political philosophy that has nothing to do with politics, but it’s tough to say from the start exactly what you’re going to be covering in a course, especially for topics that are ever-changing, like politics.”

    State Officials Also Get Involved in Secondary Education

    As the so-called scandal at Texas A&M got a lot of attention this month, it became clear that secondary education classrooms are not immune to the watchful eye of the state government.

    The Republican-controlled Texas Legislature passed a bill earlier this year requiring that the Ten Commandments be displayed in all public K-12 classrooms as long as the posters are donated. Two lawsuits have been filed to challenge the legislation and courts have ruled that such a measure is unconstitutional.

    Texas Attorney General Ken Paxton celebrated a legal victory against Austin ISD on September 15, prohibiting the district from teaching critical race theory.

    “Critical race theory is anti-American propaganda and in no world will I allow the woke indoctrination of Texas children,” Paxton said in an emailed statement. “While this order is an important step forward, I want to make clear to any school district considering any breach of this law: we will be watching.”

    And in the Facebook post heard ‘round Texas, Abilene ISD Superintendent John Kuhn lamented that the “burden is heavy” for administrators in public education.

    “Yesterday I spent hours at an update listening to the impacts on teachers and admins at public schools of bill after bill passed by our lege,” he wrote. “Did you know that one bill says teachers are going to be required to catalogue every book in their classrooms? Kindergarten teachers have hundreds of tiny books. With what time? When? Did you know that another bill says nurses can’t provide any health care whatsoever and counselors can’t provide any emotional support whatsoever without a written permission slip from parents?”

    “Legislators have been convinced by political groups who hate public schools that everyone inside them are wicked, evil people,” Kuhn added.

    Kuhn went on to say that Abilene teachers were referred to as “demons” by social media commenters who objected to the teaching of Extremely Loud and Incredibly Close in an honors English class. The book is about a child who lost his father in the 9/11 terrorist attacks and it contains a few curse words, Kuhn said.

    “My teachers aren’t demons,” Kuhn wrote. “They may have made a mistake in assigning this book to 15-year-olds rather than 17-year olds and for that there are people online saying they need to be fired. Today, Extremely Loud and Incredibly Close is likely temporarily coming off our library shelves while we review our book challenge policies. Read the book. It’ll make you cry.”

    He went on to say that “we can’t win in public ed anymore” and he was thinking about retiring when he is eligible in January.

    “I’m sick of politicians playing divisive politics and leaving local public servants to clean up the mess,” Kuhn wrote. “Public schools are apolitical entities with the job of teaching kids to think critically and become awesome humans. We aren’t perfect. We have missteps because we are human organizations. But don’t call my teachers DEMONS while you cuss in the comments.”

    “There is a political movement to pull the teeth of local officials at schools and on city councils and county commissioners courts so that all we have is centralized state leadership. So local yokels like yours truly have to be continually demonized and legislated into submission.”

    Academic Freedom

    The controversy at A&M has prompted free speech advocates to question whether McCoul’s firing not only was unfounded but endangers academic freedom in Texas.

    Lindsie Rank, director of campus rights advocacy at the Foundation for Individual Rights and Expression, said public institutions can’t fire employees for exercising their First Amendment rights. Such occurrences are likely to prompt some educators to seek employment in other states, Rank said in a published report.

    A recent survey conducted by the American Association of University Professors and the Texas Faculty Association found that 25 percent of Texas professors have applied for out-of-state jobs in the last two years. Over 60 percent said they would not recommend that colleagues or graduate students seek positions in the state. The chief complaint among those surveyed was the political climate.

    Texas A&M’s College Station campus is home to more than 76,000 students. Credit: Screenshot

    Caro Achar, engagement coordinator for free speech at the ACLU of Texas, said free speech is the “cornerstone of our — and any — democracy, and it must apply to all Texans regardless of the viewpoints they express.”

    “All public colleges and universities have a constitutional obligation to protect academic freedom on their campuses,” she said. “For decades, the Supreme Court has emphasized the importance of public universities maintaining learning environments where students and faculty are free to learn and explore new ideas. The censorship of certain topics and viewpoints destroys these environments and threatens the very foundation of our democracy.”

    Curtis, the A&M junior, said he didn’t think students are concerned about what they can talk about in class, but they are concerned about the political overreach that’s preventing universities from handling their business internally.

    “I’ve been in classes where professors have had to say, ‘This is a class where we discuss current events.’ I think it’s a fear, maybe a nervousness or anxiety, that extends to the students sometimes, but a lot of us … we’ve still got to pass our exams. Maybe the severity of what’s going on hasn’t hit the student body yet,” he said.

    “I think the resignation of Welsh really put that into perspective for a lot of people,” he added. “It was like, this political thing that I wasn’t paying attention to extended to someone I’ve met. I shook his hand and he came to my awards events. That really shocked a lot of people into caring and looking into the situation.”

    Senate Bill 17, requiring state universities to dismantle DEI offices and cease various programs, activities, and trainings that were traditionally conducted by them, became effective in January 2024. That got students’ attention because it affected some of their clubs and extracurricular activities, Curtis said.

    Texas A&M is a diverse institution with more than 70,000 people at the main campus, but the perception, based on the visual displayed on televised football games, is a majority-white, conservative campus with a military-style Corps of Cadets and male “yell leaders” instead of cheerleaders, said Curtis, who grew up in College Station.

    Texas A&M University is known for its Corps of Cadets and military traditions. The institution began accepting women in 1963. Credit: Screenshot

    “There’s a community for everyone; there are representative bodies for queer students, every ethnic group or international student,” he said. “The campus and the school itself is a community and there’s something for everyone here.”

    Former A&M President Welsh at first said he wouldn’t fire McCoul but then reversed course and did so, saying at the time, “This isn’t about academic freedom; it’s about academic responsibility.”

    But some students believe that academic freedom is under attack, Curtis said, pointing to a report The Battalion did earlier this year on the conservative influence that far-right publication Texas Scorecard has on A&M’s policies and personnel discussions.

    “Virtually every article they publish is not fully factual, sometimes not even close to factual,” Welsh is quoted saying in the article. “They have never printed a retraction when we provided them with the facts.”

    And yet members of the A&M Board of Regents repeatedly pointed to published reports in the Scorecard to justify policy-making decisions, according to The Battalion.

    Curtis said students are aware of the political pressure on university administrators but they typically don’t get involved until it affects their daily lives. He said he didn’t think anything would change among students other than reacting to changes at the institutional level.

    “I think you’re going to see a shift in how other people conduct themselves more than how students conduct themselves,” he said. “I think there will be a domino effect from that. I think the issue is that you have people on social media seeing one moment out of context, and it being shared by a politician, and then you have people in Austin with their eyes on it. You have university systems that feel like they need to make changes based on that.”

    “It’s reactionary. An uneducated opinion is being shared and it’s leading to all this change,” he added. “I think that frustrates a lot of students.”

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    April Towery

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  • Can Free Speech Exist in U.S. Higher Education Now?

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    Should a college professor be able to share information about gender identity in a children’s literature class? Can an elementary school teacher offer an “unpopular opinion” about the Charlie Kirk murder on her personal Facebook page? Not without consequences, and not as long as Republican leaders are micromanaging public institutions, free speech advocates say.

    Four people lost their jobs at Texas A&M University this month after a student objected to a discussion about a book involving a nonbinary child, falsely claiming such a conversation is not allowed under the Trump administration. The student took a recording of her classroom exchange with the professor to the university president, and a Republican lawmaker made it his mission to publicize the situation and rally support for the ouster of the A&M officials involved.

    The termination of professor Melissa McCoul; the demotions of College of Arts and Sciences Dean Mark Zoran and English Department Head Emily Johansen; and the subsequent resignation of University President Mark Welsh III prompted a firestorm of controversy and debate about government overreach into higher education institutions.

    Academics across the country have strong opinions on these topics, but many professors, including those at Houston universities, are uncomfortable talking about them publicly.

    The incident in McCoul’s Texas A&M classroom was publicized by Texas Rep. Brian Harrison, R-Midlothian, and had members of the public calling for the professor’s firing, tagging Gov. Greg Abbott and other Republican lawmakers.

    Harrison did not respond to requests for comment on this story.

    Days after McCoul lost her job, conservative Christian activist Charlie Kirk was murdered on the Utah Valley University campus, and as people weighed in on social media, a campaign was launched to get people fired from their jobs who spoke in a negative way about Kirk, who was an ally of President Donald Trump.

    Governor Abbott called for the expulsion of a student at Texas State University who allegedly mocked Kirk’s death at a memorial. “Hey Texas State. This conduct is not accepted at our schools. Expel this student immediately. Mocking assassinations must have consequences,” Abbott wrote on X. The student was expelled later that day.

    Texas Education Agency officials reported earlier this month that 280 complaints have been filed against teachers who commented on Kirk’s death on social media. While some of the posts were no-doubt inflammatory, suggesting that Kirk “got what he deserved,” others pointed out that they thought Kirk was a racist and posted clips that they presumably believed illustrated their point.

    Randal Scamardo, a Texas A&M graduate who works as an assistant professor of Spanish at Lees-McRae College in North Carolina, said the situation at his alma mater is troubling. It appears that while it’s acceptable to laud Republican and Christian ideology in all public classrooms, differing opinions are shut down, he said.

    “Since governments are expected to provide public education, it’s easier for them to create something that looks like education but is more akin to indoctrination,” Scamardo said. “People interested in doing that should be kept far away from the content of public education.”

    Ironically, the indoctrination argument goes both ways. Harrison has argued that rogue educators must be fired for indoctrinating students into a “woke” ideology that includes Diversity, Equity and Inclusion practices and gender identity.

    University of Houston lecturer Nancy Sims said on the Houston Matters radio show earlier this month that she devotes the first 15 minutes of her Women in Politics class to discussing the issues of the day, such as something President Trump said, action taken by the Legislature, or “any kind of policy that’s affecting women’s lives.”

    “I think it’s very challenging to teach situations in the real world when the Legislature is trying to put parameters around you to not allow that,” Sims said on the radio show. “How can you discuss women’s rights without discussing the role of gender identity in women’s rights? You’re trying to put parameters on us that don’t allow us to discuss reality in the world that students will face when they leave campus.”

    “It’s had a chilling effect on all public universities,” Sims told the Houston Press, declining to comment further.

    Details are still unfolding in McCoul’s case, but accusations have been made that the topic of gender identity wasn’t relevant to a discussion on children’s literature.

    According to reports, McCoul’s students were reading a novel called Jude Saves the World, featuring a 12-year-old protagonist who comes out as nonbinary. The professor shared a graphic of a “gender unicorn” to teach the differences between gender identity and sexuality.

    According to the video released by Rep. Harrison, the student who later complained to the administration said, “I just have a question, because I’m not entirely sure this is legal to be teaching. Because, according to our President, there’s only two genders and he said that he would be freezing agencies’ funding programs that promote gender ideology. This also very much goes against, not only myself, but a lot of people’s religious beliefs.”

    McCoul told the student she had the right to leave the class when concerns about the topic were raised.

    No state or federal law prohibits instruction on race, gender, or sexual orientation in Texas universities, nor is there a university policy. An executive order issued by Trump in January states that U.S. government policy is to recognize two sexes and that federal funds could not be used to promote gender identity. However, legal experts have said that the order doesn’t prohibit a professor from teaching lessons on the topic.

    McCoul’s children’s literature class, held over the summer, was canceled after the incident but the professor was back in the classroom teaching in the fall. She was not officially reprimanded for the incident until the video surfaced.

    McCoul’s notice of termination, according to her attorney Amanda Reichek, “alleges that she was instructed on numerous occasions to change the course content to align with the catalog description and the course description that was originally submitted and approved, yet failed to do so.”

    “However, Professor McCoul’s course content was entirely consistent with the catalog and course description, and she was never instructed to change her course content in any way, shape, or form,” Reichek said in an emailed statement. “In fact, Dr. McCoul taught this course and others like it for many years, successfully and without challenge. Instead, Dr. McCoul was fired in violation of her constitutional and contractual rights, and the academic freedom that was once the hallmark of Texas higher education.”

    The professor appealed her termination and is “exploring further legal action,” Reichek said.

    A tenured faculty member sent an anonymous letter last week to the student body at Texas A&M, noting that, for the second time in two years, a university president has stepped down “under public criticism from Texas political leaders and social media actors – accompanied by the resignation or removal of academic administrators and, in this most recent case, the firing of a faculty member in what appears to be a response to political pressure.”

    M. Katherine Banks was the university president prior to Welsh. She retired in the wake of a controversy over the hiring of a Black female to lead A&M’s revitalized journalism program but received backlash from conservative groups that alleged a DEI hire.

    “This follows years in which faculty have been lampooned in partisan media and by state officials as ‘woke’ activists, supposedly more concerned with ideology than with research and education,” the anonymous faculty member wrote. “We come to work knowing that serving your interests carries the risk of public ridicule, doxing, and, now it appears, loss of one’s job.”

    “What makes this moment even more distressing is that outside agitators are trying to pit students against faculty, encouraging you to use the classroom as their weapon. I feel a long way from my first day standing in front of a classroom of Aggies, when students lined up to say howdy and introduce themselves. Now I wonder if they are recording.”

    Texas A&M junior Ian Curtis, a journalism major and editor-in-chief of the student newspaper The Battalion, said last week that his peers were not particularly outraged about McCoul’s firing, but they were concerned that President Welsh was seemingly forced to resign amid the controversy.

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    Texas A&M University President Mark Welsh III, pictured with his wife Betty, resigned last week amid a controversy over a professor teaching gender identity in a children’s literature class.

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    The retired U.S. Air Force four-star general exited campus on September 19 with his wife Betty as students displayed signs that read, “American Hero & Our Hero. The Student Government Association rounded up dozens of current and former student leaders to sign a letter of support for Welsh and students protested for academic freedom.

    “The professor situation, that gets into the politics of the day,” Curtis said. “People’s opinions are really divided on that on campus, but there was a lot of popular support for President Welsh. There’s an interesting dynamic here. It’s all the same scandal so it all gets thrown into one, but I think, among the student body, there’s a lot of support for Welsh because of everything he did for the university, which isn’t always the same as the reaction to the firing of the professor.”

    Following the Course Description

    The course description in McCoul’s publicly listed syllabus for the “Literature for Children” course states that the class will “tease out the boundaries of children’s literature,” including what counts as children’s literature and what differentiates writing for children from writing for adults, the Texas Tribune reported.

    The syllabus lists Jude Saves the World as a course text and describes it as a children’s book by Ronnie Riley about a “nonbinary, bisexual 12-year-old who uses they/them pronouns.”

    “Some of the material in this class might be controversial, and it is likely differing opinions will emerge,” the syllabus states. “You are certainly not required to agree with me (or your peers), or to adhere to any particular viewpoints. However, I do insist upon respectful, courteous dialogue, especially in matters where emotions run high.”

    So it appears the students knew — or at least were provided information — on what the class would entail when they signed up for it.

    Scamardo, the North Carolina professor, who earned his master’s degree and Ph.D. at the Universidad de Cadiz in Spain, said in general, course catalog descriptions are supposed to be four lines or less.

    “We’re trying to make the courses look interesting,” he said. “We want students to register for these courses, and these descriptions have to be used semester after semester without having to be constantly altered. That is not very easy to do, but you also have a syllabus that gives more in-depth information. The students are supposed to read the syllabus at the beginning of the semester, when they still have time to drop the class and get their money back if they don’t like what they see planned out for the next 17 weeks.”

    The professor added that students need to “lighten up, learn as much as they can, and go with the flow a little bit,” particularly when taking a political science course or a class that covers current events.

    “Trust your college professors; they are the experts,” he said. “Take away what you like and disregard the rest. Keep the culture wars out of the classroom. You’re there to learn, not fight.”

    Rice University political science professor Mark Jones said recently on the Houston Matters radio program that the course catalog references general topics but “it’s a rubric that you fill in throughout the course.”

    “Especially in something like politics, you often are filling it in as the course evolves because you often try to use examples that come from current-day politics,” he said. “If you’re talking about democracy or elections, you’re probably not going to bring in some type of political philosophy that has nothing to do with politics, but it’s tough to say from the start exactly what you’re going to be covering in a course, especially for topics that are ever-changing, like politics.”

    State Officials Also Get Involved in Secondary Education

    As the so-called scandal at Texas A&M got a lot of attention this month, it became clear that secondary education classrooms are not immune to the watchful eye of the state government.

    The Republican-controlled Texas Legislature passed a bill earlier this year requiring that the Ten Commandments be displayed in all public K-12 classrooms as long as the posters are donated. Two lawsuits have been filed to challenge the legislation and courts have ruled that such a measure is unconstitutional.

    Texas Attorney General Ken Paxton celebrated a legal victory against Austin ISD on September 15, prohibiting the district from teaching critical race theory.

    “Critical race theory is anti-American propaganda and in no world will I allow the woke indoctrination of Texas children,” Paxton said in an emailed statement. “While this order is an important step forward, I want to make clear to any school district considering any breach of this law: we will be watching.”

    And in the Facebook post heard ‘round Texas, Abilene ISD Superintendent John Kuhn lamented that the “burden is heavy” for administrators in public education.

    “Yesterday I spent hours at an update listening to the impacts on teachers and admins at public schools of bill after bill passed by our lege,” he wrote. “Did you know that one bill says teachers are going to be required to catalogue every book in their classrooms? Kindergarten teachers have hundreds of tiny books. With what time? When? Did you know that another bill says nurses can’t provide any health care whatsoever and counselors can’t provide any emotional support whatsoever without a written permission slip from parents?”

    “Legislators have been convinced by political groups who hate public schools that everyone inside them are wicked, evil people,” Kuhn added.

    Kuhn went on to say that Abilene teachers were referred to as “demons” by social media commenters who objected to the teaching of Extremely Loud and Incredibly Close in an honors English class. The book is about a child who lost his father in the 9/11 terrorist attacks and it contains a few curse words, Kuhn said.

    “My teachers aren’t demons,” Kuhn wrote. “They may have made a mistake in assigning this book to 15-year-olds rather than 17-year olds and for that there are people online saying they need to be fired. Today, Extremely Loud and Incredibly Close is likely temporarily coming off our library shelves while we review our book challenge policies. Read the book. It’ll make you cry.”

    He went on to say that “we can’t win in public ed anymore” and he was thinking about retiring when he is eligible in January.

    “I’m sick of politicians playing divisive politics and leaving local public servants to clean up the mess,” Kuhn wrote. “Public schools are apolitical entities with the job of teaching kids to think critically and become awesome humans. We aren’t perfect. We have missteps because we are human organizations. But don’t call my teachers DEMONS while you cuss in the comments.”

    “There is a political movement to pull the teeth of local officials at schools and on city councils and county commissioners courts so that all we have is centralized state leadership. So local yokels like yours truly have to be continually demonized and legislated into submission.”

    Academic Freedom

    The controversy at A&M has prompted free speech advocates to question whether McCoul’s firing not only was unfounded but endangers academic freedom in Texas.

    Lindsie Rank, director of campus rights advocacy at the Foundation for Individual Rights and Expression, said public institutions can’t fire employees for exercising their First Amendment rights. Such occurrences are likely to prompt some educators to seek employment in other states, Rank said in a published report.

    A recent survey conducted by the American Association of University Professors and the Texas Faculty Association found that 25 percent of Texas professors have applied for out-of-state jobs in the last two years. Over 60 percent said they would not recommend that colleagues or graduate students seek positions in the state. The chief complaint among those surveyed was the political climate.

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    Texas A&M’s College Station campus is home to more than 76,000 students.

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    Caro Achar, engagement coordinator for free speech at the ACLU of Texas, said free speech is the “cornerstone of our — and any — democracy, and it must apply to all Texans regardless of the viewpoints they express.”

    “All public colleges and universities have a constitutional obligation to protect academic freedom on their campuses,” she said. “For decades, the Supreme Court has emphasized the importance of public universities maintaining learning environments where students and faculty are free to learn and explore new ideas. The censorship of certain topics and viewpoints destroys these environments and threatens the very foundation of our democracy.”

    Curtis, the A&M junior, said he didn’t think students are concerned about what they can talk about in class, but they are concerned about the political overreach that’s preventing universities from handling their business internally.

    “I’ve been in classes where professors have had to say, ‘This is a class where we discuss current events.’ I think it’s a fear, maybe a nervousness or anxiety, that extends to the students sometimes, but a lot of us … we’ve still got to pass our exams. Maybe the severity of what’s going on hasn’t hit the student body yet,” he said.

    “I think the resignation of Welsh really put that into perspective for a lot of people,” he added. “It was like, this political thing that I wasn’t paying attention to extended to someone I’ve met. I shook his hand and he came to my awards events. That really shocked a lot of people into caring and looking into the situation.”

    Senate Bill 17, requiring state universities to dismantle DEI offices and cease various programs, activities, and trainings that were traditionally conducted by them, became effective in January 2024. That got students’ attention because it affected some of their clubs and extracurricular activities, Curtis said.

    Texas A&M is a diverse institution with more than 70,000 people at the main campus, but the perception, based on the visual displayed on televised football games, is a majority-white, conservative campus with a military-style Corps of Cadets and male “yell leaders” instead of cheerleaders, said Curtis, who grew up in College Station.

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    Texas A&M University is known for its Corps of Cadets and military traditions. The institution began accepting women in 1963.

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    “There’s a community for everyone; there are representative bodies for queer students, every ethnic group or international student,” he said. “The campus and the school itself is a community and there’s something for everyone here.”

    Former A&M President Welsh at first said he wouldn’t fire McCoul but then reversed course and did so, saying at the time, “This isn’t about academic freedom; it’s about academic responsibility.”

    But some students believe that academic freedom is under attack, Curtis said, pointing to a report The Battalion did earlier this year on the conservative influence that far-right publication Texas Scorecard has on A&M’s policies and personnel discussions.

    “Virtually every article they publish is not fully factual, sometimes not even close to factual,” Welsh is quoted saying in the article. “They have never printed a retraction when we provided them with the facts.”

    And yet members of the A&M Board of Regents repeatedly pointed to published reports in the Scorecard to justify policy-making decisions, according to The Battalion.

    Curtis said students are aware of the political pressure on university administrators but they typically don’t get involved until it affects their daily lives. He said he didn’t think anything would change among students other than reacting to changes at the institutional level.

    “I think you’re going to see a shift in how other people conduct themselves more than how students conduct themselves,” he said. “I think there will be a domino effect from that. I think the issue is that you have people on social media seeing one moment out of context, and it being shared by a politician, and then you have people in Austin with their eyes on it. You have university systems that feel like they need to make changes based on that.”

    “It’s reactionary. An uneducated opinion is being shared and it’s leading to all this change,” he added. “I think that frustrates a lot of students.”

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    April Towery

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  • Video of Education Law and Policy Panel on “Federal Efforts to Combat Antisemitism: Restoring Campus Civil Rights or Infringing Academic Freedom?”

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    Below is a video of the panel on “Federal Efforts to Combat Antisemitism: Restoring Campus Civil Rights or Infringing Academic Freedom?” from the recent Education Law and Policy Conference, co-sponsored by the Federalist Society and the Defense of Freedom Institute. I was one of the participants. The others were Tyler Coward (Lead Counsel, Government Affairs, Foundation for Individual Rights and Expression (FIRE)), Ken Marcus (Chairman & Founder, Brandeis Center), and  Sarah Perry (Vice President & Legal Fellow, Defending Education). Carlos Muniz, Chief Justice of the Florida Supreme Court, moderated.

    Not surprisingly, Tyler Coward and I were much more critical of the the Trump Administration’s policies than Perry and Marcus. In my view, much of what is being done under the pretext of combatting campus anti-Semitism is actually undermining freedom of speech and academic freedom, and also illegally seeking federal control over state and private universities. But there were more areas of agreement. For example, we all agreed that the federal government cannot properly seek control over university curricula (Perry even said the Trump Administration’s efforts to do so at Harvard gave her “apoplexy”) and that campus protests that devolve into violence and disruption must be banned, and are subject to punishment. Though in my view, not all of the latter qualify as anti-Semitic, and some are properly addressed by state and local law, rather than federal enforcement.

    We also all agree that Jews are among the groups protected by Title VI (the federal law banning racial and “national origin” discrimination in educational institutions receiving federal funding). This position was once controversial, but has gained widespread cross-ideological acceptance more recently. On the other hand, Marcus and I differed over whether the very broad IHRA definition of anti-Semitism is the right one to apply in this context. In my view- as applied to anti-discrimination law, that definition creates dangers similar to those of overbroad definitions of racism and sexism, traditionally decried by conservatives and libertarians.

     

    I have previously written about campus anti-Israel protests here and about far-left versions of anti-Semitism here (discussing, among other things, how they differ from right-wing/nationalist anti-Semitism).

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    Ilya Somin

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  • Cape Ann people in the news

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    People items should be sent to the Gloucester Daily Times, 36 Whittemore St., Gloucester, MA 01930, via email to aholbrook@gloucestertimes.com or faxed to 978-282-4397. College graduation and dean’s list items should come directly from the school.


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  • Local students receive bachelor’s degrees from UMass Amherst

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    AMHERST, Mass. — Approximately 5,000 students received bachelor’s degrees in more than 100 majors at the University of Massachusetts Amherst’s Undergraduate Commencement on May 16 at the McGuirk Alumni Stadium.

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  • Advice to Entering Law Students – 2025

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    Law students around the country will be starting classes over the next few weeks. Back in 2018, I wrote a post offering advice to entering students, which I updated in 2019, 2022, 2023, and last year. I tried to focus on points that I rarely, if ever, see made in other pieces of this type. I think my original suggestions remain relevant today. So I reprint my advice from earlier posts largely unaltered, with the addition of  incremental edits and updates:

    1. Think carefully about what kind of law you want to practice.

    Law is a profession with relatively high income and social status. Yet studies repeatedly show that many lawyers are deeply unhappy, a higher percentage than in most other professions. One reason for this is that many of them hate the work they do. It doesn’t necessarily have to be that way. There are lots of different types of legal careers out there, and it’s likely that one of them will be a good fit for you. A person who would be miserable working for a large “Biglaw” firm might be happy as a public interest lawyer or a family law practitioner, and so on. But to take advantage of this diversity, you need to start considering what type of legal career best fits your needs and interests.

    There are many ways to find out about potential options. But one place to start is to talk to the career services office at your school, which should have information about a range of possibilities. Many also often have databases of alumni working in various types of legal careers. Talking to these people can give you a sense of what life as a practitioner in Field X is really like.

    This advice applies not just to what you do in school, narrowly defined, but what you do in the summer, as well. Law students typically get summer jobs at firms or other potential future employers. Apply widely, and look for organizations that might be good employers, or at least introduce you to areas of law that might be crucial for your future career.

    The summer clerk job I took at the Institute for Justice after my first year in law school, was a key step towards becoming a property scholar, and helped lead me to write two books and numerous articles about takings.  Spending a summer at a public interest firm might change your life, too!

    Regardless, don’t just “go with the flow” in terms of choosing what kind of legal career you want to pursue. The jobs that many of your classmates want may be terrible for you (and vice versa). Keep in mind, also, that you likely have a wider range of options now than you will in five or ten years, when it may be much harder to switch to a very different field from the one you have been working in since graduation.

    2. Get to know as many of your classmates and professors as you reasonably can.

    Law is a “people” business. Connections are extremely important. No matter how brilliant a legal thinker you may be, it’s hard to get ahead as a lawyer purely by working alone at your desk – even with the help of AI and other modern tech. Many of your law school classmates could turn out to be useful connections down the road. This is obviously true at big-name national schools whose alumni routinely become judges, powerful government officials, and partners at major firms. But it’s also true at schools whose reputation is more regional or local in nature. If you plan to make a career in that area yourself, many of your classmates could turn out to be useful contacts.

    The same holds true for professors, many of whom have extensive connections in their respective fields. They are sometimes harder to get to know than students. But the effort is often worth it, anyway. And many of them are actually more than eager to talk about their work.

    This is one front on which I didn’t do very well when I was in law school, myself. Nonetheless, I still suggest you do as I say, not as I actually did. You will be better off if you learn from my mistakes than if you repeat them.

    3. Think about whether what you plan to do is right and just.

    Law presents more serious moral dilemmas than many other professions. What lawyers do can often cost innocent people their liberty, their property, or even their lives. It can also save all three. Lawyers have played key roles in almost every major advance for liberty and justice in American history, including the establishment of the Constitution, the antislavery movement, the civil rights movement and many others. But they have also been among the major perpetrators of most of the great injustices in our history, as well.

    Robert Cover’s classic book Justice Accused – a work that made a big impression on me when I was a law student – describes how some of the greatest judges and legal minds of antebellum America became complicit in the perpetuation of slavery. While we have made great progress since that time, the legal system is not as far removed from the days of the Fugitive Slave Acts as we might like to think. There are still grave injustices in the system, and lawyers whose work has the effect of perpetuating and exacerbating them. We even still have lawyers who do such things as come up with dubious rationales for deporting literal escaped slaves back to places where they are likely to face further oppression. The present administration is coming up with even more dubious rationales for doing things like using the Alien Enemies Act of 1798 (previously used only in wartime) to deport people who have not broken any laws to imprisonment, without any due process. The latter is just one of several dramatic examples of how we are now engaged in a struggle over the future of justice and the rule of law in this country.

    Law school is the right time to start working to ensure that the career you pursue is at least morally defensible. You don’t necessarily have a moral obligation to devote your career to doing good. But you should at least avoid exacerbating evil. And it’s easier to do that if you think carefully about the issues involved now (when you still have a wide range of options), than if you wait until you are already enmeshed in a job that involves perpetrating injustice. At that point, it may be too late – both for you and (even more importantly) for the people who may be harmed.

    4. Legal knowledge isn’t as different from other kinds of knowledge as you might think.

    Students often ask me how best to study for law school classes. My answer is that there isn’t one way that’s best for everyone. You probably know what works for you far better than I do.

    In law school, you are likely to be bombarded with all sorts of complex methods of studying and outlining cases. Advocates of each will often tell you theirs is the One True Path to law school success. Some students really do find these methods useful.

    But I would urge you to consider the possibility that you can study for law school classes by using…. much the same methods as you used to study other subjects in the past. If you were successful in social science and humanities classes as an undergraduate, the methods that worked there are likely to carry over.

    I know because that’s largely what I did as a law student myself. I did the reading, identified key points, and didn’t bother with complicated outlines or spend money on study guides. If I did badly in a class, it wasn’t for lack of more complex study methods (usually, I either got lazy or just had a bad day on the final exam). And I’ve seen plenty of other people succeed with similar approaches. You can save a lot of time and aggravation (and some money) that way. And that time, energy, and money can be better devoted to other purposes – including advancing your studies and your career in other ways!

    Ultimately, when reading a legal decision (or any assignment), you need to 1) identify the key issues, and 2) understand why they are important. With rare exceptions, the case in question was likely included in the reading because it highlights some rule, standard, or issue that has a broader significance. If you know what that is and why it matters, much of your work is done. The same goes for  most other kinds of assigned reading: they are probably there because the professor thinks they elucidate some broadly important point. Figure out what it is, and you will be in good shape.

    These days, there is much discussion about the extent to which students should rely on AI to help them study. I don’t have any definitive answer to that question. But, ideally, AI can augment your reading, writing, and analytical skills, but doesn’t fully replace them. You should also be wary of its tendencies to hallucinate information. Use its output, but verify for accuracy. And, as with other study aids, the use of AI to study law need not be much different than its proper use for other subjects.

    The experience of remote learning during the Covid-19 pandemic has highlighted the importance of Point 2 above. The loss of much in-person contact was a serious problem, one we would do well to avoid repeating.

    I don’t think I need to dwell on how recent events have reinforced the significance of Point 3. Suffice to say there are many recent examples of lawyers facilitating both good and evil. Even if you don’t maximize the former, you should at least avoid contributing to the latter.

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    Ilya Somin

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  • Inside the Cult of the Haskell Programmer

    Inside the Cult of the Haskell Programmer

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    At the same time, I understood almost immediately why Haskell was—and still is—considered a language more admired than used. Even one of its most basic concepts, that of the “monad,” has spawned a cottage industry of explainers, analogies, and videos. A notoriously unhelpful explanation, famous enough to be autocompleted by Google, goes: “A monad is just a monoid in the category of endofunctors.”

    The language is also more despised than explored. Steve Yegge, a popular curmudgeon blogger of yesteryear, once wrote a satirical post about how, at long last, the Haskell community had managed to find the one “industry programmer who gives a shit about Haskell.” For programmers like Yegge, Haskell is a byword for a kind of overintellectualized, impractical language with little industry applicability.

    What Yegge didn’t understand, however, is that using Haskell is rarely a pragmatic decision. It is an intellectual, even aesthetic, one. In its essence, Haskell has more in common with the films of Charlie Kaufman than other programming languages: highly cerebral, charmingly offbeat, and oddly tasteful; appreciated by those in the know and judged by outsiders as pretentious. Haskell is, one might say, a cult classic.

    That Haskell never gained widespread adoption exemplifies a paradoxical truth in software engineering: Great programming languages aren’t always great for programming.

    Haskell is not inherently more difficult to learn than something like C, but the two languages pose different challenges. Writing in C is akin to precision engineering, requiring the kind of attention demanded of a skilled horologist. But Haskell code is, really, code-shaped mathematical expressions. C is a quintessential engineer’s language. Haskell is a pure mathematician’s.

    A good engineer’s and a good mathematician’s aptitudes don’t always overlap. The industry’s not-so-well-kept secret is that most programmers aren’t as good at math or logic as you might think. This is mostly fine. After all, many doctors would make poor molecular biologists, few lawyers are legal philosophers, and the great majority of MBAs know zilch about econometrics. But this means few programmers can really master Haskell. This includes me, of course, whose legs weaken at the sight of such expressions as “F-coalgebra” and “typeclass metaprogramming.”

    Still, when I think about Haskell, a line about Martin Amis’ prose comes to mind: “the primacy he gives to style over matter.” Haskell programmers are style supremacists, and it’s nothing to apologize for. In an industry often fixated on utility and expediency, the Haskell community should not feel obligated to summon evidence of its usefulness. Instead, it should simply retort: What’s the problem with useless intellectual exercises?

    Because the thing about useless exercises is they don’t stay useless for long. Even when “industry programmers” shunned Haskell, language designers took note. In recent years, a Haskell-style paradigm has come into vogue because of the treasury of benefits it offers: rendering certain categories of bugs impossible by design, making a program’s correctness more provable, and enabling easy parallel computation. Some of the most anticipated updates featured in new versions of imperative languages are those inspired by functional programming. In the end, Backus’ anti–von Neumann plea was heard. Programming has been liberated.

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    Sheon Han

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  • I’m An Alcoholic — And My Profession Makes It Hard To Stay Sober

    I’m An Alcoholic — And My Profession Makes It Hard To Stay Sober

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    I sit in a public library and stare at a blinking cursor in between sending I-can’t-do-this texts to friends. Shakespeare’s play “All’s Well That Ends Well” sits atop checked-out library books, all unopened. I lean my back against the hard, cool plastic chair and begin to panic. My book is due in a month, and I have 20,000 more words to write. I’ve already pushed the deadline back multiple times for various reasons, and this is the final push. I’m not even close to being done.

    I take another look at the computer screen, at the bad writing I already have, and my mind drifts to the Food Lion across the street. I close my computer, pack up and head to my car. At the grocery store, I turn right and head straight to the chilly-beer aisle, eyes scanning the 12-packs behind the clear glass. I pick one up and head to the cashiers, wondering how many people they see buying beer at 11 a.m. When I get home, my husband glances up from his computer to assess the familiar scene, his eyebrows rising slightly as if to say, “Home already?” But he glances back down and I put the pack of beer softly on the counter. I slowly, painfully remove four bottles, careful not to clink them together. I go upstairs, lay the beers on the bed, get under the covers and scroll through my phone while I drink them in quick succession.

    I start to feel a bit better, the relief slowly easing my clenched-up chest. I send joking text messages to friends. I scroll through Twitter. I don’t think about my book. Then my eyes grow heavy and I plug my phone in, put it aside and sleep till about 3:30 p.m. so I have time to pull myself together before my 6-year-old comes home. At 5, we’ll head to my in-laws, where I’ll start again, drinking three or four beers with dinner.

    This evening, though, something shifts. I get in the car feeling bankrupt — physically, mentally and spiritually.

    It is not just that I can’t write the book I must have for tenure, I think, I am killing myself over it.

    I text my sober friend who knows I’m struggling, typing only “I feel really bad.” She doesn’t respond right away, and I realize that the text is not only alarming but also, truly, a message to myself.

    “When I first started writing this piece, I was militant about the presence of alcohol as an equity issue for people in recovery, for people for whom one glass is not enough — and its presence means obsession, distraction and anxiety.”

    I am far from the only academic who struggles with alcoholism or addiction. For this piece, I spoke to a handful of academics, and all but a few required they remain anonymous. It is a request that speaks to the strong stigma attached to addiction, despite the fact that it is a mental illness like any other — defined as such in the Diagnostic and Statistical Manual of Mental Disorders — and that many people who struggle with other mental illnesses also struggle with addiction.

    As Ed Simon writes in his piece “Darkness Visible: My Days of Alcoholism and Academic Sabotage,” the powerlessness of his addiction was acute.

    “The knowledge that once I get that one drink, I can’t stop till I’ve had all of them,” he writes. “No logic can really make me stop.”

    Still, those of us who struggle with alcoholism and addiction have internalized the pervasive message that we are simply screw-ups.

    It certainly does not help addicts that academia is saturated with alcohol and other substances. To deal with the pressures of academia, many of us turn to these drugs.

    “We get paid zero dollars to do an unfathomable amount of work. Drug use is, in some ways, a utilitarian issue — some academics turn to stimulants to complete copious amounts of labor in the time they have,” said Olivia Snow, a scholar in sex work studies, referring to the pervasive abuse of stimulants in academia.

    It is not a stretch to say that many academics use substances to survive unlivable conditions, the mountains of work placed on contingent faculty, for example.

    There are also many aspects of academia that make it easy to nurse an addiction. The flexibility and the general lack of accountability in academic schedules allow addictions to flourish. If academics must be on campus only two or three days of the week, teaching for a handful of hours, if they get semester or yearlong sabbaticals to write, if book and article deadlines are years out and they are responsible for their own research output, it is far easier to arrange a schedule that suits high-functioning addicts.

    What’s more, academic events are soaked with alcohol: conferences, talks, post-event drinks with colleagues. I spoke with one associate professor in the U.K. about her disbelief over how ubiquitous alcohol is at professional events. She described dinners at her institution where every wine glass was prefilled so when students (undergraduates included) and faculty sat down, alcohol was already in front of them.

    “It’s an equity issue,” she told me, echoing what Sharrona H. Pearl said in an interview for The Chronicle for a piece about the “minefield” of attending academic conferences sober. Scholars could “be a little more attentive to what kinds of spaces we are creating, and who’s being excluded.”

    When I first started writing this piece, I was militant about the presence of alcohol as an equity issue for people in recovery, for people for whom one glass is not enough — and its presence means obsession, distraction and anxiety. I wanted to embrace the role of sober killjoy; I didn’t want to nurse a seltzer with lime, pretending to drink so I made other academics feel more comfortable. I also didn’t want to feel left out, to know that the professionals drinking around me were getting to experience that warm buzz, the heat of alcohol moving down their throat, the bitter, tangy taste of red wine.

    But my sources reminded me that this kind of policing is not the point. As a doctoral student in classics told me, it’s not about reducing the amount of alcohol in academia but thinking more about “universal design,” a concept centered on reducing the stressors that would help everyone need fewer substances to calm their nerves.

    Patrick Clement James, an instructor at West Chester University, started drinking in college and stopped in the second semester of his MFA program.

    “It’s more productive to be sober,” he said. “When I wrote while I was drunk, it was so self-indulgent and so sloppy; it was chaos on the page.”

    In his doctoral program, James had a work-study job that made him responsible for putting out and opening bottles of wine for events. He was at a point in his sobriety where this didn’t bother him, though, where he knew he couldn’t arrange the world to suit his fancy. In his early sobriety, he would work with his sponsor to “bookend” these kinds of events, contact this lifeline before he arrived and after he left, to hold himself accountable for his sobriety.

    “I have to live in a world where I will be around alcohol, and I have worked really hard to get to a place where I can be around alcohol,” he said.

    There is a sense that artistry and intellectual discovery are aided by alcohol, but James noticed, as a sober observer, that when academics get drunk, they get stupid: “Nothing brilliant is going to be said. Interesting conversation is not going to happen. When you’re not drinking, you see it for what it is.”

    James made me wonder: What would a profession where we are fully present with each other look like? Where we don’t tamp down the intensity of being alive?

    “Sobriety is the wildest thing I’ve ever done,” James said. “I had to choose: being a writer or drinking. And I chose being a writer. Now I know I was choosing between life or death.”

    In my conversation with James, I was inspired not just to recover but also to realize that the qualities of academics who struggle with addiction also make for good research, creativity and the ability to see the world in new ways.

    For James, alcohol was tied to wanting to change how he felt.

    “I am a very romantic and sensitive person; it’s really hard to carry the burden of being creative,” he said. “A lot of people use alcohol to tamp that down. I have so much inside of me that I want to express and share.”

    Academics who struggle with addiction know the monumental amount of effort it takes to function, the immense willpower it takes to get out of bed with a hangover, shower and show up to work and do your best. They also do beautiful things in the world and are empathetic, compassionate people who know what it means to be judged, to walk around feeling isolated and alone, and, in turn, to see people as more than their failings.

    “Sobriety is the wildest thing I’ve ever done. I had to choose: Being a writer or drinking. And I chose being a writer. Now I know I was choosing between life or death.”

    – Patrick Clement James, an instructor at West Chester University

    It’s not that we want addicts to recover from who they are but to give them safe spaces to be open about their struggles and to, in turn, have the support necessary to put down the substances that plague them.

    As Marya Hornbacher writes in “Sane,” a recovery handbook, it is necessary to “open your hands and let all the deceptions, denial, shame, and fear drop to the ground. Then walk away.”

    How can we create spaces in academia in which we share the darkest, destructive parts of ourselves so we can then grow, change and transform in community?

    There is a sense of belonging in recovery communities that academia would do well to cultivate. In these communities, sobriety is not something that can be achieved alone; people need the help and support of others to recover.

    There is also a sense that radical honesty leads to growth in all aspects of life, including professionally. In being honest with ourselves and each other, the shame that accompanies addiction dies, writes professor and storyteller Brené Brown.

    “I think shame is much more likely to be the source of destructive, hurtful behavior than the solution or cure,” Brown writes. “The fear of disconnection can make us dangerous.”

    Certainly, shame does not make for good research or intellectual discovery. It swallows the qualities we need to think clearly and creatively. So if we address the shame and stigma that haunts addiction, if we bring our struggles to light, we become more whole and more able to do the hard work academia requires, because intellectual work is hard work. It requires us to be fully present.

    In recovery communities, there is a mandate to let go of resentments. I do not blame academia for my addiction. I am, however, arguing for a space where we can talk more freely about the addictions that plague us, a space that makes room for people in recovery instead of expecting them to go it alone.

    Academia is a space where radical new research and ways of being in the world are discovered. In turn, we might model what a profession in recovery looks like: Hold our members who struggle close, speak to each other more honestly, allow space for more vulnerability and protect those among us who feel so deeply that they must run to cover up and silence themselves.

    I am in the early days of recovery. I am determined. I know to be careful; I know how often relapse is a part of recovery. As one of my sources told me, “I just keep messing up.” I know how hard alcoholism is to manage because I have slipped at so many academic events, wanting to belong to a profession in which alcohol is so often at the center.

    But I have hope for the first time in a long time that I can emerge out of the darkness of addiction into the light. I cannot do this if I am not radically honest about where I’ve been, though. And I believe that academia can be a profession that offers space to speak, whether this means more efforts to have recovery meetings at conferences (like the Modern Language Association’s inclusion of Alcoholics Anonymous meetings), for academics to simply be more mindful of who is excluded when professional activities center on alcohol or for more academics in positions of power to be honest about their struggles.

    These would be radical developments and would serve as a model for other professions. It is exactly the kind of innovation and intellectual risk that academia purports to accomplish in the first place.

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  • Speculative Bubbles, Technobabble And Bitcoin

    Speculative Bubbles, Technobabble And Bitcoin

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    This is an opinion editorial by Maximilian Brichta, a doctoral student at the University of Southern California currently working on his dissertation, “Vernacular Economics: On The Participatory Culture And Politics of Bitcoin”

    It’s hardly a surprise that bitcoin gets maligned as a “bubble,” a Ponzi scheme, a fad, a greater fool’s theory racket or the tulip phenomenon of the 21st century. Coming off the heels of the 2008 Global Financial Crisis and the bursting of the dot-com bubble nearly a decade prior, it’s healthy to be skeptical of novel financial products. Bitcoin is commonly filed in the same category of bunk investments that have spun out of control. It’s a fair question to ask: How is bitcoin similar or different from prior speculative booms? In each case, there are constellations of narratives around the new asset class that generate ecstatic attention from investors.

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    Maximilian Brichta

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  • Science Crossing Borders: Celebrating the Contributions of Immigrant Scientists

    Science Crossing Borders: Celebrating the Contributions of Immigrant Scientists

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    The Vilcek Science Symposium brings immigrant scientists together for a two-day conference at the Gladstone Institutes.

    Press Release


    Oct 5, 2022

    They come from around the world—born in Taiwan, India, Lebanon, Israel, Romania, and Russia, among other places—but they all call the United States home. The scientists presenting at the first Vilcek Science Symposium, taking place Oct. 19-20 at Gladstone Institutes, have something in common other than their top-notch, award-winning research: they’re all immigrants. 

    Organized in partnership with the Gladstone Institutes, the symposium, Science Crossing Borders: Celebrating the Contributions of Foreign-Born Researchers in the United States aims to recognize outstanding science by researchers born outside the U.S. It also provides a platform for the researchers to share their personal stories, network with one another, and raise awareness of the impact of immigration to inclusive and high-quality science. 

    “Even though we come from diverse backgrounds and study very different topics, immigrant scientists share some common experiences,” says Jeanne Paz, Ph.D., conference chair and associate investigator at Gladstone. “We thought it would be nice to meet, create opportunities for collaboration, and brainstorm how we can support trainees who are coming from other countries.”

    “This symposium represents the first time that Vilcek Prizewinners in biomedical science have a specific opportunity to connect in an academic context,” says Jan T. Vilcek, MD, Ph.D., co-founder, CEO, and chairman of the Vilcek Foundation. “We hope that the two-day program will help these leaders learn more about one another’s work and create space for potential collaborations moving forward.”

    A Chance to Connect

    In 2019, Paz won a Vilcek Prize for Creative Promise in Biomedical Science for her research on epilepsy. At the annual Vilcek Awards Gala, she and fellow winner and scientist, the late Angelika Amon, Ph.D., struck up a conversation about some of the unique challenges that immigrant scientists face. They started brainstorming ways to strengthen the community of Vilcek Prizewinners and proposed the idea for a symposium.  

    “When Jeanne Paz and Angelika Amon approached us in 2019 about developing an academic forum for our Vilcek Foundation Prizewinners, we were delighted,” says Vilcek. “It is a testament to Angelika’s lasting impact as a mentor to see this symposium realized, and it speaks deeply to Jeanne’s leadership in supporting the next generation of scientists at the Gladstone Institutes.” 

    “We are thrilled to host this exciting symposium,” says Lennart Mucke, MD, of the Gladstone Institute of Neurological Disease. “An immigrant myself, I deeply appreciate the efforts of the Vilcek Foundation and the pioneering contributions of these outstanding speakers. Their paths beautifully illustrate that science truly is universal and boundless.”

    Inspiring Change

    The scientists presenting at the upcoming symposium work in diverse fields—from physics to biomedicine—and Paz hopes that getting them all in one room will create new collaboration and networking opportunities. But she also hopes that students will tune in for the talks and be inspired by their personal stories. 

    “There’s often this idea in the scientific community that to be successful, you have to come from a very famous lab and follow a particular path, and it’s important for young scientists to see that doesn’t have to be true,” says Paz. “You can come from a very difficult background and move far away from your support network and succeed because you pursued a path that you were passionate about.” Paz herself was born in the Republic of Georgia and moved to the United States for her postgraduate research.

    Many Vilcek Foundation Prizewinners credit not only their backgrounds but the purposeful diversity of their labs with helping them think more expansively about their research subjects. With those messages in mind, the symposium organizers have arranged roundtables, mentoring opportunities, and a panel discussion with a handful of attendees about how being an immigrant has shaped their science. 

    “There is no singular immigrant story or experience, and while our prizes recognize immigrant scientists, each of our prizewinners has a unique experience, focus, and insight that has contributed to their success,” says Rick Kinsel, president of the Vilcek Foundation. “We hope to make this diversity apparent, and to bolster individuals’ understanding of the ways that immigration has a positive impact on our scientific communities, and on society more broadly.”

    Learn more about the symposium: Science Crossing Borders: Celebrating the Contributions of Foreign-Born Researchers in the United States

    The Vilcek Foundation

    The Vilcek Foundation raises awareness of immigrant contributions in the United States and fosters appreciation for the arts and sciences. The foundation was established in 2000 by Jan and Marica Vilcek, immigrants from the former Czechoslovakia. The mission of the foundation was inspired by the couple’s respective careers in biomedical science and art history. Since 2000, the foundation has awarded over $7 million in prizes to foreign-born individuals and has supported organizations with over $5.8 million in grants.

    The Vilcek Foundation is a private operating foundation, a federally tax-exempt nonprofit organization under IRS Section 501(c)(3). To learn more, please visit vilcek.org

    Contact

    Elizabeth Boylan
    Communications Manager
    The Vilcek Foundation 
    www.vilcek.org

    elizabeth.boylan@vilcek.org
    +1 (212) 472-2500

    Source: The Vilcek Foundation

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  • Publication Academy Receives Contract to Provide Publishing Training for Global Good Fund Fellows

    Publication Academy Receives Contract to Provide Publishing Training for Global Good Fund Fellows

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    Press Release


    Jul 13, 2022

    Publication Academy is excited to announce its new contract to provide best-in-class online training for Fellows of the Global Good Fund, a nonprofit social enterprise that identifies high-potential business leaders who stand to achieve greater social impact with executive mentorship, professional coaching, and capital. Global Good Fund Fellows will receive access to their choice of Publication Academy’s over 50 video-based On Demand courses on publishing peer-reviewed research, grant writing, and technical communication. Each Publication Academy course has been carefully designed to meet evidence-based best practices in eLearning, resulting in programs proven to significantly increase scholarly productivity across professions, cultural backgrounds, and business verticals. Fellows will benefit from being taught by world-renowned publishing experts from prominent institutions including Harvard, Oxford, Cambridge, UPenn, NASA, the Smithsonian, PBS, and the Discovery Channel.

    “We are delighted to partner with Publication Academy because of its ongoing and empirically supported efforts to help entrepreneurs grow their high-impact businesses through increased brand awareness as well as building the scholarly credibility of their products or services,” stated Danielle Kroo, Vice President of Operations for the Global Good Fund. Dr. Jay P. Singh, CEO & Founder of Publication Academy, said, “We are honored to have been selected by the Global Good Fund to upskill its outstanding fellows and support their mission of using entrepreneurship to solve key social issues.” 

    The benefits of business professionals enrolling in Publication Academy’s programs are supported by the latest market research, which has found:

    1. Academic publications increase a company’s market value beyond the effects of R&D or patents alone through enhancing human capital and sending credible signals to the market. 
    2. Academic publications are one of the largest predictors of receiving grant funding from foundations and government agencies.
    3. Academic publications in English-language journals are a signal that a company’s assets are of higher value than assets published in non-English-language journals.

    Source: Publication Academy Inc.

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  • 10 Ways Your Social Justice Work Might Be Inaccessible and Elitist — And Why That’s a Problem

    10 Ways Your Social Justice Work Might Be Inaccessible and Elitist — And Why That’s a Problem

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    The article was originally published on EverydayFeminism.com and is republished with permission.

    I’m an artist first. But I decided long ago that my art would be in the service of fighting oppression.

    Since then, I’ve waded more deeply into social justice spaces, and I find myself surrounded more and more by people professing these same aspirations.

    Being in these spaces has been therapeutic in so many ways and has created some of the best support systems I could ask for.

    It’s comforting not to have to constantly explain yourself and your work. It’s beautiful to learn from and be around folks who understand ideas like microaggressions, gaslighting, white fragility, and all the other odd terms that describe the myriad, important, and insidious ways oppression operates.

    But some of those ways are too insidious to recognize even within these spaces. Some are, in fact, unique to these spaces. Some oppressions are fostered by the very things supposedly set up to help justice spaces thrive. Inadvertently, they create power structures mirroring those they’re working to address.

    Being in these spaces for a while now, I’ve noticed that I’ve been increasingly receiving feedback that my writing is inaccessible. I dismissed a lot of this critique on the basis that I am, at my core, a big idea and theory girl. My way of communicating isn’t supposed to be meant for everyone.

    But that became a more difficult excuse to embrace once I noticed these concerns coming even from those who generally embrace theoreticals.

    So when I read Kai Cheng Thom’s piece “9 Ways We Can Make Social Justice Movements Less Elitist and More Accessible,” I understood how many of the things she listed were problems.

    But it took me a while to piece together how so much of what I learned and embraced in these spaces would inevitably lead to those problems – like not being able to address certain mistakes or ignoring activist hierarchies.

    It seemed clear that some of the items addressed in her piece are based on systems of power that only benefit a select few, just like those systems I have dedicated my life toward eradicating.

    I wondered: What if my increasing inaccessibility was proof I was on the road to those same problems? What if it was less about whether or not my big ideas are a problem and more about who those ideas seemed to be for and in service to? What did it mean that I hadn’t always found weird academic jargon comforting, even while theorizing, but I do now?

    Being someone who often thinks and writes academically, I needed space to engage with the issues important to me in a way that made sense for me.

    Activist spaces provided room to flesh out big theories and concepts, but many also implicitly prioritized those things. Often being set up for and by other people like me, these spaces sometimes benefited us to the detriment of everyone else.

    So I started vigilant observation for any problematic behavior I felt encouraged to take part in simply by being among people (like me) who would benefit from it.

    And in doing so, I recognized ten patterns that demonstrate how activist spaces can inconspicuously feed elitism and inaccessibility.

    1. “Punching Down” More Than “Punching Up”

    In social justice spaces, we’re rightly encouraged to address oppressive words and deeds when we can. A lot of folks criticize the veracity of what often translates into call-outs, and push for “calling in” instead, but I think a more telling problem of call-out culture is the predictability of who gets the worst of it.

    More Radical Reads: 6 Signs Your Call-Out Is About Ego and Not Accountability

    Personally, I think there’s a time and place for calling out that’s ignored with a blanket call for more polite responses to violence.

    But one of the first things I noticed was that it was far easier to call out folks with no standing and power in social justice communities for their oppressive words and deeds than it was to criticize those with it.

    We’re supposed to hold people accountable, but holding accountable those with no standing is the least daunting and dangerous and therefore much more inviting.

    Conversely, I’ve seen folks turn the other way when abusive behavior is committed by activists with standing. This especially happens when that standing directly influences the position of the person who has the opportunity to address the situation.

    This reinforces a system of giving power to those who can shore up invincibility through their resume, which is necessarily those with access to build a resume in the first place.

    The flipside of this is that people with standing are often targeted by those who may be jealous of them, and famous figures are many times not treated as real people with feelings.

    This isn’t to say that calling out those with a following is always rooted in baseless negativity any more than calling out those without is rooted in upholding the power of fame. It’s just to say that both can influence us if we’re not careful.

    If we’re serious about the fact that oppression has no place anywhere, we should be as eager to address it everywhere it occurs.

    2. Only Acknowledging the Work of Those with Stature

    When I wrote one of my first pieces on my gender journey, I naturally used a quote from Judith Butler about gender realities.

    Regarded as one of the foremost queer theorists, it made sense to use her words to explore my queer complexities.

    Or did it?

    I’d had many conversations, particularly with gender non-conforming, non-binary, and trans folks, that pointed to the same truths Butler describes. I’d read many words, mostly from people of color, that explained the same things, often much more accurately to how my journey was racialized.

    And, of course, Butler is nearly universally incomprehensible. Reading a quote of hers is like being smacked upside the brain with Encyclopedia Britannica. It’s an act of violence.

    And yet, I quoted her because of her stature as one of the most famous and influential queer theorists.

    Social justice spaces encourage you to give credit to those who paved the way, which is commendable. But those who paved the way are only those who had access and a platform to do so.

    We should give credit where credit is due, but also recognize that there are many unnamed people whose lives and experiences are used in order for ways to get paved.

    People were living Butler’s theories well before she put convoluted (if profound) words to their lives.

    Give them credit, too. They deserve it just as much, if not more.

    3. Using Academic Language When No One Understands It

    When I discover new language or concepts that describe complex ideas, it excites me. This is because we learn in social justice spaces that part of the struggle in dealing with oppression is that we don’t always have the language to describe what we’re experiencing.

    But what good is having this language if those who experience what’s being described the most can’t engage, too?

    This isn’t to say that academic language can’t be grasped by folks who aren’t academics (I’m not an academic). But there are other ways of using language that is just as fluid, just as powerful and necessary to communities that never had access to the academy – language that can be used to cover new ideas just as importantly.

    If you find academic language necessary or useful in your work, that’s okay, too. But not including explanations is a clear indicator of the audience you’re catering to.

    And while sometimes it’s okay to speak specifically to those with access to the academy, if that’s all you do, your work might never reach anyone else.

    To combat this, what I’ve found really helpful is thinking about how I have these conversations with family members who aren’t familiar with social justice lingo. They seem to understand what I’m talking about, sometimes better than the people who read my work, and that says something.

    Ask yourself: How am I expressing myself differently to them than in my writing, and why?

    4. Immediately Using Newly Learned Concepts to Criticize Others

    As I mentioned, I love discovering new terms to describe concepts that I’ve experienced, but may not have known how to articulate. A lot of times it’s like finding a light switch after stumbling around in the dark.

    These spaces offer a lot of lights, but sometimes don’t emphasize where you’re supposed to go once they’re turned on, leading to practices that can be very self-serving.

    I’d been frustrated by the workings of neoliberalism for the longest, but until I had a word for it, most of the conversation was taken up just trying to describe what’s going on (it’s complicated).

    Once I learned a word for the pattern, I started noting how everyone else’s work was feeding neoliberalism – performing radicalism for the purposes of gaining social or economic capital without real radical substance.

    And maybe some of it was feeding this reality (okay, a lot of it was), but what should have been more important in discovering the term and what it meant was how it could be used to describe all the pressures I felt for my work to be capitalized – not only to use it to criticize those around me.

    I could use it to explore the pressures to punch down more than up, to find only those who have standing worth citing, to forget about access in favor of money or other returns. Neoliberalism describes so much of the problems discussed in this piece, and here I am still struggle with them.

    And maybe it’s always inescapable on some level, but the important part is to try. Using newly learned language immediately to demonize others may indicate a desire to use knowledge to prove superiority, rather than to grow in your work.

    And if your work is to liberate folks, this should be the main goal.

    5. Rarely Mentioning Class and Disability

    Increased engagement with the politics of oppressed identities has complicated our ideas about oppression, helping to explain how it isn’t a linear process. At the same time, this type of engagement can very easily give discussions of certain systems of oppression credence and marketability over others.

    For example, race and gender conversations dominate so many activist spaces. This would be more or less fine – if we emphasized those at these margins who would necessarily also have other identities as well (like gender non-conforming Indigenous people with disabilities, for example).

    But even “inclusive” spaces that claim to be intersectional have a habit of just tacking on other identities that are rarely acknowledged, especially disability, to their mission statements without actively engaging with the issues specific to those communities.

    This comes from the encouragement to deal with multiple issues at once, which is great. But the problem comes when we’re not actually being given the tools to tackle them.

    I can’t write on physical disabilities from a first-person perspective because I have none, but I can go out and seek writers and artists who have that experience if I’m serious about including them in my work. At the very least, I can consider how disability affects the issues I’m engaging with at the time.

    More Radical Reads: 5 Ways Ableism Looks in Queer Spaces

    I point out economic conditions and disability specifically because they explicitly bar entire populations from physical spaces – and if we aren’t addressing those forms of oppression, they’re probably barring those populations from our work as well.

    6. Spending Little Time Engaging with the Communities Your Work Is Intended to Serve

    Recently, a good friend gave a talk on sexual violence that had no way to be viewed without going to the place where the talk was being held.

    Important to the discussion of sexual violence, though, is that many folks who experience it don’t have the ability to “leave” a place, being that most violence is at the hand of someone close to them who may have control over their whereabouts.

    My friend is more committed to work around sexual violence than anyone I know, but the pressures to forget to consider these factors are intense in these spaces where more presentations, more publications, and more panels give a person more of a platform.

    And that platform, which provides more money, might actually be necessary to survive when you’re not making it anywhere else.

    It may not always be possible to provide access to everyone. But at the very least, we should consider these things and push for more access whenever we can.

    Without regularly engaging with all of those affected by our work, it’s easy to patronize and miss when the needs of communities evolve (and they constantly do).

    If they aren’t there (or, importantly, you aren’t in their communities), you’re not receiving the feedback necessary to inform your work.

    7. Using Your Resume Instead of Addressing Criticisms

    When you’ve worked in an area for a while, like many of us in these spaces, it’s easy to believe you know all there is to know about the topic.

    In truth, I probably do know more than the average person about race, gender, and sexuality – but I can never know everything (or I wouldn’t still be reading, studying, and going to talks).

    But the understanding that we know more can give folks who have had the access and opportunity to build a resume the feeling of invulnerability if we are not careful.

    I remember once, in response to someone’s critiques on a post of mine, posting more links to my work. I told myself that I did this because I didn’t feel like re-explaining, but what if it was more (or at least also) because I felt like I didn’t have to explain? That I was above it?

    It turns out the other person was digging much deeper than what I’d covered before, and thankfully, they were graceful enough not to be put off by my display of arrogant untouchability – and I ended up learning something new.

    But feelings and assertions of invulnerability against critique is usually a telltale sign of oppressive spaces.

    8. Monetizing Everything You Do

    This is tricky. Obviously I want to get paid for my work – and I believe that others should, too.

    Being in these spaces with others who recognize the value of this work encourages us to demand others recognize it, too. Writing and other activist pursuits takes time, skill, and is emotionally expensive.

    But when monetary payment is the primary concern in every situation, those who can’t economically compensate don’t get access.

    We should all be compensated for labor, but if we’re serious about addressing the ills of capitalism, we need to also look at less capitalistic forms of assessing compensation.

    It might be worth it to parse out those who deserve to give us financial compensation (capitalist institutions) from those who may not (everyday economically disenfranchised people), and see what else, if anything, might be more appropriate payment.

    Can people reciprocate with time? a trade of skills? some form of advertisement?

    9. But Not Compensating Others for the Work They Contribute to Your Projects

    I wouldn’t have the connections and opportunities to make money writing, speaking, and teaching were it not for all of the amazing writers who have helped me build a platform in RaceBaitR.

    For the longest time, I wasn’t paying for contributions. I make no money from the site itself, after all, and it has a relatively tiny audience. For many of us doing this work, it can be fruitless, and if we do make anything, it’s barely enough to get by.

    But that site was listed on resumes and bios that got me paying gigs – and so it made no sense to continue asking folks to write for free.

    This isn’t a call for everyone with a blog to pay people when your site only nets a couple thousand views a month.

    But compensation doesn’t have to look like money. Many people who published me and couldn’t offer monetary compensation, for example, worked hard to get my name and work out there in ways that paid back tenfold.

    But if you’re profiting off of the labor of others and not sharing those profits in any way (or only in a very limited way), you’re participating in an oppressive labor system.

    When people with platforms take without giving back, they’re setting up a power structure that’s for the benefit of those with platform and no one else.

    It’s easy to forget this when we’re still struggling to get by, which so many of us are forced to do once we commit to this work.

    10. Doing Work with Institutions That Have Explicitly Worked Against Your Causes

    Many institutions that have no real interest in social justice will offer enticing opportunities to those considered activists for their own malicious purposes (to satisfy diversity concerns, for the appearance of philanthropy, or because they truly are interested in justice for some, but not all).

    These are often institutions with money that we might need, being as it’s hard to make money in these fields, and they may pad that resume which benefits us so much. But sometimes it’s not worth the cost.

    Transgender activist and writer Janet Mock recently experienced this when she pulled out of a talk on LGBTQIA+ issues at Brown University Hillel after protestors pointed out what they felt was participation in pinkwashing, the strategy of using the a progressive image around LGBTQIA+ issues to mask Israel’s human rights abuses of Palestinians.

    Spending a lot of time in these spaces and racking up talks and speaking engagements sometimes obscures what that cost really is. When it becomes routine and its benefits are always salient, the detriments are hard to keep in mind.

    I have done all of these things, sometimes often, many even recently, and will likely fall into the trap of doing them again in the future.

    But this is part of the reason why my work was sometimes becoming inaccessible. And if these ten experiences apply to you, they may be hindering your work as well.

    They truly are traps – designed to be as unavoidable as possible. But my hope is that awareness helps us keep ourselves and each other accountable so that we can continue doing what we’ve dedicated our work to do.

    Hari Ziyad is a Contributing Writer for Everyday Feminism and a Brooklyn-based storyteller. They are the Editor in Chief of RaceBaitR, a space dedicated to imagining and working toward a world outside of the white supremacist cisheteropatriarchal capitalistic gaze, and their work has been featured on Gawker, The Guardian, Out, Ebony, Mic, Colorlines, Paste Magazine, Black Girl Dangerous, Young Colored and Angry, The Feminist Wire, and The Each Other Project. They are also an assistant editor for Vinyl Poetry & Prose. You can find them (mostly) ignoring racists on Twitter @RaceBaitR and Facebook.

    [Feature Image: A black and white image of a person with brown skin and medium-length dark curly hair sitting on a couch indoors. They are staring straight ahead while resting on the couch. Source: Flickr.com/J]


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