Wednesday, August 24, 2022

The Shortage Is Not Just For The Reasons Said

I have two good friends who are honored educators, both at the secondary level. One in New Orleans and the other in Kansas City. Helping a young person grow under their tutelage was all they ever wanted to do. But now, like many others of their profession, they have chosen not to return to teach this year. And not just because of reasons the media have you believe is causing a shortage. 

Both teachers have concerns about the present nature of the education system, the dumbing down of curriculum, a union that is nothing now but an extortion racket and a money bag for the democrat party.  Not to mention the exorbitant funding of councilors for the easily triggered snowflakes and the teenage gender confused and those with trendy queer allusions, all at the expense of the needs of teachers.

But both firmly agreed the one real pressing reason they and others nation wide are leaving the profession early can't be solved in today's academic atmosphere. To help me understand, one sent me a link to a academic journal.

In the article "Art Class, White Feelings, and the School-to-Prison Pipeline," an assistant professor at Appalachian State University recently argued that enforcing behavioral standards in public high schools is rooted in racism and unfairly affects Black students. Dr Albert Stabler writes that the desire to punish students for violating school rules, especially when the police are involved, is the result of “the overvaluation of White feelings.”
The article, in The Journal of Social Theory in Art Education, which you can poke at here, contains many wonders, generally of a kind only the woke can conjure into being.  Dr Stabler confessed his innate wrongness – “I am a white teacher” – before disdaining the “white feelings” of fellow educators who objected to being punched and humiliated with increasing frequency and with something close to impunity.

Among them, our woke educator’s immediate predecessor, a female art teacher whose hair was once forcibly cut by a black student. These objections were denounced by Dr Stabler as constituting “white supremacist violence,” while the actual violence, the punching and cutting and so forth was waved aside as a display of the students’ “cultural knowledge” and “kinetic” creativity.

Apparently, hearing that your immediate predecessor was harassed and assaulted, and reduced to tears on a daily basis by the same teenagers you’re hoping to teach about art couldn’t possibly be a warning sign, or have any informational content beyond a belief that those indulging in the disruption, harassment and assault must be steeped in “cultural knowledge.”

Other examples of students displaying their “cultural knowledge”  and “kinetic” creativity  include the punching of white male teachers, who subsequently agonized over whether to press charges, and which prompts Dr. Stabler to deploy the euphemism “interpersonal conflict.” Our terribly caring educator also briefly mentions threats made against him personally by students, an atmosphere “fraught with aggression,” and the “second-hand trauma” of the violence he “witnessed and heard about.”

“In no way do I consider violence a trivial matter,” says he. And yet it seems one shouldn’t complain about such things or expect the perpetrators to face the customary consequences on account of their Magic Blackness.

Rather than relying on expectations of norms of civilized behavior, white teachers must disregard their “white feelings”,  a euphemism for dignity and physical safety, and fret about the browner, more important feelings of their assailants and tormentors, the people who wish to dominate and degrade them on grounds that thugs and budding sociopaths will be morally improved by being granted ever-greater indulgence and race-based exemptions from normal consequences.

Such are the convolutions of wokeness.
~ Thank You Larwyn's Linx@ Doug Ross Journal for the Linkage! ~

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