Tales From The Safe Space, Part 57 – Transphobia Inquisitions And A Kafkaesque Nightmare At Wilfrid Laurier University

Lindsay Shepherd - Wilfrid Laurier University Ontario Canada - Academic Freedom - Social Justice - Transgender Pronouns - Jordan Peterson

University professors and diversity officers now haul students to appear before campus Social Justice Star Chambers, imposing disciplinary measures without ever explaining the nature or context of the charges against them

One of the interesting developments in the continued takeover of academia by the Cult of Social Justice and Identity Politics is the way that enforcement of the strict new leftist orthodoxies has swung from college students pressuring their professors and university administrators to university professors and newly hired diversity officers now pressuring and bullying the students.

It is as though university faculties and leadership teams were so scared by the wave of occupations, campus protests and media spectacles (not to mention high-profile forced resignations) over the past several years that they became determined to get out ahead of the curve and be part of the identity politics vanguard, becoming the hunters rather than the hunted.

We saw this a few months ago at the University of Nebraska-Lincoln, where more than one professor saw fit to encircle a conservative student recruiting for her campus political organisation and hurl insults and taunts in her direction. So desperate were these middle-aged professors to be seen as sufficiently “woke” “allies” of various designated victim groups that they ended up behaving in a far more raucous, juvenile way than the poor girl they were tormenting.

But now an even more disturbing case has emerged, this time at Wilfrid Laurier University in Ontario, Canada. Graduate student and teaching assistant Lindsay Shepherd recently found herself hauled in front of a Star Chamber consisting of two professors and a campus diversity officer after an anonymous complaint was made against her for showing a video – fully within the context of the class she was teaching – of somebody expressing a point of view which did not accept or validate current transgenderism doctrine, specifically the use of alternative pronouns.

From The Star:

Lindsay Shepherd, a graduate student at Wilfrid Laurier University, said she ran afoul of school authorities after she aired a clip in two tutorials of a debate on gender-neutral pronouns featuring polarizing University of Toronto professor Jordan Peterson.

The excerpt from TVO’s current affairs program The Agendashows Peterson, who has famously refused to use gender pronouns other than “he” or “she,” defending his position against a professor who argued it was necessary to use the pronouns that a person prefers to be called.

Shepherd said she was chastised by her superiors for failing to condemn Peterson’s remarks outright and told her neutral approach to the clip was tantamount to remaining neutral on other objectionable views such as those of Adolf Hitler.

While Global News reports:

She was called into a meeting in which Laurier faculty and administration told her that playing the clip without condemnation legitimizes the viewpoint, which they don’t support.

[..] The meeting, which Shepherd secretly recorded, left her in tears after staff said playing the clip created a toxic environment for transgender students and called her transphobic.

Note: Lindsay Shepherd considers herself a leftist and did not actually agree with the perspective which Professor Jordan Peterson expressed in the now-controversial video. She was hauled before a disciplinary body merely for presenting a different argument in an academic context.

Summaries really do not do the exchange justice, so I strongly encourage you to spend 9 minutes listening to the secret recording of the meeting made by Lindsay Shepherd, or at least to read my transcript below. The purpose of this is not to generate more superficial outrage about “crazy campus SJWs” but to emphasise the degree to which universities are running at full speed away from any commitment to academic freedom and towards uncritically promoting one very particular (and flawed) worldview to the exclusion of all others.

Full transcript below:

PROFESSOR 1: …why that might have been seen as problematic by some of the students, maybe even threatening?

SHEPHERD: Um, I don’t see how someone would rationally think it was threatening. I can see how it might challenge their existing ideas but for me that’s the spirit of the university is challenging ideas that you already have. And I don’t know who this came from, I would be interested to see the original complaint or complaints, because like I don’t really have any context as to what exactly their problem was.

PROFESSOR 1: Sorry, can I, um…

SHEPHERD: The thing is, can you shield people from those ideas? Am I supposed to comfort them and make sure that they are insulated away from this, is that what the point of this is? Cause to me that is so against what a university is about. So against it. I was not taking sides, I was presenting both arguments.

PROFESSOR 1: So the thing is about this is, if you’re presenting something like this, you have to think about the kind of teaching climate that you’re creating, and, um, this is actually, these arguments are counter to Canadian human rights code, ever since – and I know that you talked about, um, C-16, ever since this passed it is discriminatory to be targeting someone due to their gender identity or gender expression. So bringing something like that up in class, not critically, I understand that you’re trying to, like –

SHEPHERD: It was critical. I introduced it critically.

PROFESSOR 1: How so? Like, as in?

SHEPHERD: Like I said, it was in the spirit of debate.

PROFESSOR 1: Okay. In the spirit of the debate is slightly different to being, like, “this is a problematic idea that we maybe wanna unpack”

SHEPHERD: But that’s taking sides.

PROFESSOR 1: Yes.

SHEPHERD: That’s me being like “oh look at this guy, everything that comes out of his mouth is BS but we’re gonna watch anyway”.

PROFESSOR 1: Okay. So I understand the position that you’re coming from and your positionality, but the reality is that it has created a toxic climate for some of the students. Y’know, it’s great that —

SHEPHERD: Who? How many? One?

PROFESSOR 1: Okay. May I speak? It’s —

SHEPHERD: I have no concept of, like, how many people complained, what their complaint was, you haven’t shown me the complaint.

PROFESSOR 1: Yes, I understand that this is upsetting, but there’s also confidentiality matters.

SHEPHERD: The number of people is confidential?

PROFESSOR 1: Yes. It’s one or multiple students who have come forward saying that this is something they were concerned about, and that it made them uncomfortable. You’re perfectly welcome to your own opinions, but when you’re bringing it into the context of the classroom that can become problematic. And that can become something that is – that creates an unsafe learning environment for students.

SHEPHERD: But when they leave the university they’re gonna be exposed to these ideas, so I don’t see how I’m doing a disservice to the class by exposing them to ideas that are really out there. And I’m sorry I’m crying, I’m stressed out because this, to me, is so wrong. So wrong.

DIVERSITY OFFICER: Can I mention the gender violence – the gender and sexual violence policy?

PROFESSOR 1: Yeah, please.

DIVERSITY OFFICER: So under that, um, gender violence does include sexual violence but it also includes, um targeting folks based on gender, um, so that includes transphobia, biphobia, homophobia, all those sorts of things are protected under the policy, and so those are things that Laurier has upheld as values as well as the Ontario human rights code. Um, and so those are things that we’re responsible for, uh, not impacting our students in that way, and not, um, not spreading transphobia in that way.

SHEPHERD: Okay, so what I have a problem with is I didn’t target anybody. Who did I target?

DIVERSITY OFFICER: Trans folks.

SHEPHERD: How? By telling them ideas that are really out there? By telling them that? By telling them? Really?

PROFESSOR 1: It’s not just telling them. In legitimising this as a valid perspective, as this is another valid perspective —

SHEPHERD: In a university all perspectives are valid!

PROFESSOR 1: That’s not necessarily true, and —

SHEPHERD: Well, this is something that’s being intimated in current society and I don’t feel the need to shield people from what’s going on in society. Like, to imagine that this is happening in a university, it’s just…bad.

PROFESSOR 1: Okay, so just to give you a context. Also within all of this that is happening, um, Laurier’s being blanketed with white supremacist posters currently. There’s another debate in society which is whether or not North America should be a set of white nationalist states and that it should be ethnically cleansed of other people. That is also a current debate in society. Would you show something in your tutorial that had, y’know, white supremacist and non white supremacists debating whether or not other people should live in North America? Is that something that you would show?

SHEPHERD: If that was related to the content of the week and we were talking about right wing speakers then maybe. It depends on the content, like, I mean if there’s really ideas that are existing out there like that then, I mean… Look, the thing is I don’t see what’s transphobic about showing a video of Jordan Peterson. He’s a real person. He is out there.

PROFESSOR 1: He is a real person, but he is a real person who has engaged in targeted behaviour or targeting of trans students, um, in the particular, like — basically doxxing them, if you know the term, like giving out their personal information so that they will be attacked, harassed, so that death threats will find them. This is something that he has done to his own students, he has done to other students, um, and this is also something that the students are aware of. So this is, this is basically like playing – not to kind of do the thing where everything is kind of compared to Hitler – but this is like neutrally playing a speech by Hitler or Milo Yiannopoulos from GamerGate. This is the kind of thing that, departmentally, in terms of critical communication studies and in terms of the course, of what we’re trying to do, is diametrically opposed to everything that we have been talking about in the lectures. Was this one of the reasons that you wanted to do this, because it was like, a reaction to the lecture content and, uh…?

SHEPHERD: No, we were talking about gendered language, and I was asking them to structure sentences using “they” or using “his” and “her”. And then we talked about the societal context of it. So I don’t get why I’m being seen as transphobic by virtue, by proxy of me just saying, just stating, just exposing people to an idea. I don’t get how that label is attached to me, I really don’t.

PROFESSOR 1: It’s more about the effect rather than the intention, like obviously that wasn’t your intention, but nevertheless it disturbed and upset students enough —

SHEPHERD: So everything’s about those students who are disturbed? Everything is catered to them?

PROFESSOR 1: [Sighs]

PROFESSOR 2: Can I just offer a different perspective? Um, were you, was this, um, tutorial based on looking at grammar?

SHEPHERD: Uh-huh.

PROFESSOR 2: And it was focused on the use of pronouns and the use of grammar?

SHEPHERD: Uh-huh.

PROFESSOR 2: Um, is grammar not something that’s not really subject to debate?

SHEPHERD: The “they” and the “his” or “her”? It’s a huge debate right now. Can we use “they” in the singular?

PROFESSOR 2: Yeah, but you do know that “they” has actually been used in the singular and —

SHEPHERD: Yeah, and that was in the video I showed to the class, and that was a point I made. The thing is, that’s kind of funny, is I disagree with Jordan Peterson. I disagree. But, um, you guys seem to think that I’m like pro-Jordan Peterson or something. It’s very funny.

PROFESSOR 2: Well, um, do you understand how what happened was contrary to – sorry, what was the policy, the —

DIVERSITY OFFICER: Gender and sexual violence.

PROFESSOR 2: — Gender and sexual violence policy? Like, do you understand how…

SHEPHERD: Sorry, what did I violate in that policy?

DIVERSITY OFFICER: Um, so gender-based violence, transphobia in that policy, causing harm to trans students by, uh, bringing their identity as invalid or their, uh, pronouns as invalid.

PROFESSOR 2: Or something like that.

DIVERSITY OFFICER: Potentially invalid.

SHEPHERD: So I caused harm and violence?

DIVERSITY OFFICER: Which is under the Ontario human rights code and a protected thing, and also something that Laurier holds as a value.

SHEPHERD: Okay. So by proxy, me showing a YouTube video, I’m transphobic and I caused harm and violence? So be it. I can’t do anything to control that.

PROFESSOR 2: Okay, so that’s not something that you have an issue with, the fact that that happened? Like, are you sorry that it happened?

SHEPHERD: Like, I mean, I know in my heart and I know I expressed to the class that I’m not transphobic, and if any of them — I don’t know, again, I don’t know what they said — but I made my — I don’t think I gave away any kind of political position of mine. I remained very neutral. And, um —

PROFESSOR 2: And that’s kindof the problem…

[AUDIO ENDS].

Note how the professors are totally unable to distinguish between the idea of raising an idea for critical discussion and targeting a student and inciting hatred or violence against them based on that idea. Time and again, the professors imply (and sometimes outright state) that any idea or argument which deviates from the prevailing transgender orthodoxy can only be discussed if it is first denounced as wrong or even “evil”. Students are not to be exposed to ideas and left to evaluate them in a neutral environment; rather, they will be informed of the “correct” response to such ideas upfront, presumably to avoid “harmful” misunderstandings.

One also wonders how far the professor/inquisitor had to dial down his definition of white supremacy when he made his remarks that the campus is being “blanketed in white supremacist posters”. One imagines that any literature advocating any kind of immigration enforcement at all would now fall into this category, together with any poster bearing the image or advertising the appearance of a prominent mainstream conservative. And when some future Wilfrid Laurier student is hauled before the same Social Justice Star Chamber for illicitly watching a Ben Shapiro or Tomi Lahren video under the covers at night in the privacy of their dorm room, the definition of racism and white supremacy will be just as expansive and unquestionable as transgender doctrine was at Lindsay Shepherd’s trial.

After all, the professor seriously posits the idea that there is a mainstream debate going on in society over whether North America should be ethnically cleansed of non-white people. These academics are so unhinged, so utterly untethered from reality, that they interpret a far-right argument on the very fringes of society – one which is actually diminishing, not gaining traction over time – and elevate its importance to that of some widespread national movement. This is a childlike catastrophisation of the current situation at best, and brazen intellectual deception at worst.

Listening to the recording, what is really surprising (besides the content) is the fact that at all times it is Lindsay Shepherd, the grad student, who sounds not only more reasonable and measured but more intellectually astute than her inquisitors. Shepherd was apparently being grilled by two professors and a Wilfrid Laurier University diversity officer, and despite being placed in a hugely stressful situation and occasionally fighting back tears as a consequence she sounds poised and articulate while her academic tormentors reach for every worn-out phrase or comparison in the book, frequently having to “tag” one another in and out of the discussion as they are repeatedly stumped and confounded by Shepherd’s logical responses.

Is this what the Cult of Social Justice and Identity Politics does to academic minds? Did the capacity for reasoning and critical thinking faculties of these professors gradually rot away after they drank too deep from the well of identity politics? Did they jettison independent thought and learn to mindlessly repeat approved orthodoxy so long ago that they now find themselves bested in debate by a scared grad student despite enjoying a 3 to 1 numerical advantage?

These really are third rate academic minds. Who says “positionality” in a sentence? Be under no illusion – this is a thoughtcrime investigation panel, and the judges are so inarticulate that they can only keep restating their blunt, unwavering dictum in occasionally varying language rather than engaging with and rebutting Shepherd’s arguments – hence their heavy overuse of the word “problematic” without any kind of granular explanation as to what was problematic or why it was so. These professors cannot even make a rudimentary case for their own intersectional ideology; all they can do is state and restate its core commandments.

These inquisitors do not deserve the title of “professor” when their snivelling, cowardly attempt to enforce their credo was so comprehensively deconstructed and debunked by a nervous but principled and steadfast grad student. Neither do they deserve to be employed by any academic institution which calls itself a university.

And unless Wilfrid Laurier University rapidly takes steps to publicly sanction those professors and apologise to Lindsay Shepherd, they should no longer be taken seriously as a place of higher education.

 

UPDATE – 20 November

Rod Dreher makes a good point in his own reaction to the Lindsay Shepherd story:

It’s worth listening to the clip to hear how nicey-nice and bland the inquisitors are. These people are destroying academic freedom and the purpose of a university, and they’re doing so in anaesthetic tones that conceal the act of real violence to the core values of a university.

The tone adopted by the two professors and the diversity officer is indeed striking. The language they use is incredibly passive and their voices never become harsh or accusatory. Instead they appear to be trying to undermine Shepherd with bland niceness, to keep hammering home the same illogical message with soft insistence in the hope that she will ultimately break down and state that 2+2=5.

It is worth remembering that the gravest threats to free speech and academic freedom in the West come not from angry student protesters but from the impeccably credentialed, dulcet-toned bureaucrats and functionaries who share their worldview.

 

UPDATE – 23 November

Professor Nathan Rambukkana, Lindsay Shepherd’s inquisitor-in-chief, has apologised to the student in a fairly gracious open letter. Money quote:

Second, this entire occasion, and hearing from so many with passionate views on this issue from across the political spectrum, has made me seriously rethink some of the positions I took in the meeting. I made the argument that first-year students, not studying this topic specifically, might not have the tool kit to unpack or process a controversial view such as Dr. Peterson’s, saying that such material might be better reserved for upper-year or grad courses. While I still think that such material needs to be handled carefully, especially so as to not infringe on the rights of any of our students or make them feel unwelcome in the learning environment, I believe you are right that making a space for controversial or oppositional views is important, and even essential to a university. The trick is how to properly contextualize such material. One way might be through having readings, or a lecture on the subject before discussion, but you are correct that first-years should be eligible to engage with societal debates in this way.

Is the letter perfect? By no means. It still adopts the whole “I’m sorry if you were offended” self-exculpatory language in places, and Rambukkana certainly does not forsake his main positions or his belief in identity politics. But still, better this than nothing at all. And at least there was an apology for the awful Hitler comparison.

Wilfrid Laurier Vice-Chancellor Deborah MacLatchy also took the opportunity to “apologise” via open letter, writing:

After listening to this recording, an apology is in order. The conversation I heard does not reflect the values and practices to which Laurier aspires. I am sorry it occurred in the way that it did and I regret the impact it had on Lindsay Shepherd. I will convey my apology to her directly. Professor Rambukkana has also chosen to apologize to Lindsay Shepherd about the way the meeting was conducted.

I remain troubled by the way faculty, staff and students involved in this situation have been targeted with extreme vitriol. Supports are in place at the university to support them through this situation.

Waah waah waah. Way to make it all about yourself. More:

Let me be clear by stating that Laurier is committed to the abiding principles of freedom of speech and freedom of expression. Giving life to these principles while respecting fundamentally important human rights and our institutional values of diversity and inclusion, is not a simple matter. The intense media interest points to a highly polarizing and very complicated set of issues that is affecting universities across the democratic world. The polarizing nature of the current debate does not do justice to the complexity of issues.

Laurier is prepared to engage with these important discussions in a thoughtful and determined way. I have announced a task force to delve into these issues. Further details will be announced in the days ahead. I look forward to the process and I am confident that the outcome will contribute to a better understating of these issues for Laurier and the broader community.

This is a total deflection. Giving life to the principles of free speech and academic freedom is indeed “a simple matter” – it just requires a backbone and a baseline commitment to the basic principles of a university. If MacLatchy feels constrained by the incredibly stultifying Canadian human rights laws then as a university vice-chancellor she should have been vociferously opposing damaging, censorious developments like C-16, not cheering them on from the rafters. MacLatchy needs to go.

 

Lindsay Shepherd - Wilfrid Laurier University Ontario Canada - Academic Freedom - Social Justice - Transgender Pronouns - Jordan Peterson

Safe Space Notice - 2

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Does Oxbridge Discriminate?

Brideshead Revisited - Oxbridge - Social Class - Discrimination

Oxbridge has every incentive to admit more students from disadvantaged and minority backgrounds. If diversity has failed to improve then it is our fault as individuals, families, communities and voters for failing to provide elite universities with a bigger, better talent pool

Another day, another tedious story about Oxbridge being a terrible bastion of privilege and discrimination where the few working class students who manage to evade the perimeter and matriculate find themselves mocked mercilessly by Bullingdon toffs while students of darker complexion are forced to drink from separate water fountains.

The trigger for this year’s rehashing of the predictable dirge was a freedom of information request submitted by Labour MP David Lammy, who selectively requested and interpreted data to paint the bleakest possible picture of barriers to elite higher education in Britain.

The Guardian reports on the “shocking” findings, and then have the temerity to criticise the Oxford University press office for daring to defend themselves rather than meekly accepting criticism and submitting to corrective punishment:

Oxford and Cambridge have been accused of failing to engage in serious debate over their lack of diversity by the former education minister David Lammy, who first highlighted the issue with data obtained by freedom of information requests.

The Labour MP said the universities had been “trying to make journalists change their stories” rather than address how little progress they were making in recruiting talented students by race, social class and location in England and Wales.

His accusation came after sparking national controversy over data – first published in the Guardian – that showed that as many as 16 Oxbridge colleges failed to offer any places to black British applicants in 2015, the most recent figures under the FOI request.

Note that when leftists call for a “serious debate” on something, in actual fact they do not want a debate at all. What they want is for you to flop over submissively on the ground and agree to whatever Utopian socialist pipe dream they have in mind. Back in the real world, Oxford and Cambridge do little else these days other than engage in never-ending symposia about diversity. The reason that these debates don’t satisfy the Left is because they do not end with Britain’s elite universities sacrificing their brands and academic standards by further lowering their entrance requirements to attract less qualified applicants who happen to tick the right diversity checkboxes.

David Lammy huffs in the Guardian that “seven years have changed nothing at Oxbridge”, but this is totally untrue. Elite universities are falling over themselves to admit minority and working class students to improve their admissions statistics. They face immense political and even financial pressure to do so. Seven years have indeed changed Oxbridge, but only in the direction of being even more amenable to considering applications from underrepresented groups. What has not changed, though, are the stubborn social and environmental factors which continue to restrict the pool of minority applicants in which Oxbridge and other elite universities must fish.

Of course, Labour were quick to pile on with predictable, cookie-cutter criticism:

Angela Rayner, Labour’s shadow education secretary, said: “This is the latest damning evidence on the government’s failure to widen access to our most selective universities.

“The proportion of comprehensive school pupils getting in to top universities under the Tories is lower than when Labour left office, and this data shows that the problem is especially serious at Oxford and Cambridge.

“Ministers claim their system is working, but these figures show that it isn’t.”

Because any imbalance simply must be the fault of institutions, and ultimately the government who wield absolute power over everything and everyone. The idea that poverty, social stability, family structure, engaged parenting or personal responsibility might play a part in the under-representation of certain groups at Oxbridge is unthinkable. Heavens, no. Successive British governments have created a perfectly egalitarian society, and the only reason that the enrolment at Oxford University does not perfectly match the makeup of the general population is because evil admissions officers in Oxford colleges harbour a seething, visceral hatred of poor, brown kids.

Lammy goes on to complain:

During this period [2010-2015], an average of 378 black students per year got 3 A grades or better at A-levels. With this degree of disproportionately against black students, it is time to ask the question of whether there is systematic bias.

Really? Now is the time? I’m so glad, because this conversation is indeed long overdue. Nobody has once raised the issue until this watershed moment, courageously midwifed into existence by David Lammy. At long last we can finally ask why, a time when every other institute of higher education in the country have conspicuously prostrated themselves before the Cult of Social Justice and Identity Politics, Oxford and Cambridge continue to openly revel in institutional racism.

This is asinine.

Getting angry at Oxbridge for not admitting more ethnic minority and working class applicants is putting all the blame for societal, cultural and family problems at the foot of higher education. I am technically a BAME individual (oh, how I hate that stupid, infantilising acronym) from a poor, single-parent family, yet I was admitted to Cambridge University and neither experienced discrimination while there nor witnessed anybody else facing discrimination. On the contrary, there was a rigorous, fiercely intellectual atmosphere (aside from all the drinking and punting) which cared only about what you think, not what you look or sound like.

If anything, given the incentives and political pressure faced by universities today, I would not be surprised if many elite institutions already do more than they should to correct for social and government policy failures by accepting students from under-represented backgrounds that would not stand a chance if they were white and middle class. I know that if I was a university administrator and my performance appraisal, reputation or funding were at stake then I would be very tempted to selectively lower standards.

To properly address this issue we need to have “honest conversations” not about institutional discrimination but about family structure, culture, parenting, wealth and both primary and secondary education. We need to ruthlessly eliminate influences which tell certain impressionable youngsters that academic achievement is uncool, that being a useless parent is socially acceptable, and which peddle myths about Oxbridge based on hazy recollections of Brideshead Revisited.

We also need to stop the media hand-wringing. Hysteria about the lack of BAME people at Oxbridge only feeds a false narrative that minorities are unwelcome at Britain’s elite universities. It is very hard to increase representation when you simultaneously tell a certain group that they probably won’t get in to Oxbridge and will likely have a very bad time there if they do manage to beat the odds.

What we cannot do is expect our best universities, the engine of Britain’s innovation and research, to expend scarce time and resources bringing some candidates up to the basic level they need to be starting at. Some remedial classes are already offered to students who arrive at universities without the required study skills. It would be unfortunate if this reactive solution were to bed down at Oxbridge.

It is very convenient for politicians such as David Lammy to point to an evil, imaginary bogeyman which is responsible for a lack of diversity rather than admitting the more complex and intertwined failures which contribute to the problem. But as a “BAME” person (ugh) from a relatively disadvantaged background who was accepted into Oxbridge, the narrative being spun by the Left smacks of cynicism and a lack of serious thought.

To be clear, I’m not suggesting that discrimination does not exist at the margins, or in the form of so-called microaggressions. I’m sure that it does. But I do not believe that it is systemic, particularly given that Oxbridge faces so many incentives and coercions to increase diversity.

Rather than badgering our elite universities to fix upstream issues and single-handedly correct disparities in the opportunities available to different demographic groups, we need to call individuals, families, communities and (yes) government to account for their failings and shortcomings. We need to foster a universal culture of ambition and respect for academic achievement which transcends lines of gender, ethnicity, wealth, culture or social background. This probably means making a thousand small and often inconvenient changes to the way that we behave as individuals, parents, teachers, students and policymakers, which is much harder work than joining the David Lammy Chorus and blaming everything on discrimination.

But the easy solutions are rarely the correct ones, and when it comes to increasing minority representation at our elite universities we must do what is hard rather than what feels good.

Formal Hall - Fitzwilliam College Cambridge University

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Tales From The Safe Space, Part 56 – ‘Compassionate’ Leftist Professors Bully Their Students

Professors are now free to bully and harass their students with impunity on American college campuses, but don’t worry – it is all done in the name of social justice

Things are getting seriously out of hand on the American college campus.

Watch this video, which depicts several professors – professors! – at the University of Nebraska-Lincoln, circling around a conservative student who was recruiting for her campus chapter of Turning Point USA (TPUSA), a national conservative student organisation, taunting and insulting her.

Addressing TPUSA chapter president Katie Mullen, one graduate teaching assistant screams “Neo-fascist Becky right here! Becky the neo-fascist right here. Wants to destroy public schools, public universities, hates DACA kids” while stalking around holding a sign declaring “Just say no to neo-fascism!”.

Other professors and teaching assistants then join in a chant of “No KKK, no NRA” (because a white supremacist movement and an organisation set up to defend the Second Amendment are clearly comparably sinful).

The first professor – a middle aged white woman – then paces around shouting “Fight white nationalism! Fight white supremacy!”, yards from the TPUSA stall.

Campus reform reports:

Mullen told Campus Reform that a university administrator eventually came out and told her she could not table because she was in a free speech zone. Campus police were called, however, and after assessing the situation they informed Mullen that she had the right to stay and table.

“I was honestly shocked and scared. I was there for a couple hours and had no real issues but a couple debates,” Mullen told Campus Reform. “They came with posters screaming profanities at me and people passing by.”

“I didn’t even engage, but I kept tabling as I wasn’t going to let them silence me,” she continued, but conceded that after a while, “I got overwhelmed and scared and started to cry,” at which point the professors “screamed [that] I was crying for attention.”

“It shocks me that these are professors that are supposed to teach and support students and they were bullying me,” she remarked.

And what was Katie Mullen’s crime? Simply recruiting for her lawful university society and handing out literature with slogans such as “Socialism Sucks!”. And for this transgression against the new illiberal order on campus, these professors, these supposed custodians and mentors of young minds, felt it appropriate to bully Mullen to the point where she started to cry.

Watch this video and then tell me that the social justice and identity politics movement is one based on love and tolerance.

No, this is evil. There is no other word, and following a recent wake-up call I have resolved not to mince my words any more. These professors are behaving in an evil fashion, and their hearts are clearly filled with something dark and malicious, not something benevolent and empathetic.

Note the professor shouting about white supremacy. She is doing what all white members of the Cult of Social Justice and Identity Politics are required to do to remain part of the movement – namely debase herself, publicly acknowledge her own supposed white privilege and be seen to be agitating against all forms of oppression at all times.

Elliot Kaufman made this point in the National Review, with reference to the ACLU’s recent craven capitulation before the idol of identity politics:

But that may be what it takes to be a good “ally,” the term the Left has developed for white supporters of social-justice movements. Their job is to subordinate themselves to non-white “marginalized peoples,” and help those peoples to be heard. As Mia McKenzie, a queer Black feminist who founded the popular website Black Girl Dangerous, has written, the key to being a good ally is to “shut up and listen.”

Almost every article about how to be an ally begins with some version of this advice. Ben & Jerry’s created a list of eight steps. The first two are “It’s not about you” and “We must listen up.” This reflects the ideology of the identity-politics Left: Who you are, and where that places you on the hierarchy of victims, determines the merit accorded to your views.

These movements will take what help they can get, but whiteness can never escape from the doghouse. It will always be suspect. White allies, many in the movement worry, will always be insufficiently invested in the cause because of their whiteness. For them social justice can be a game, whereas for truly marginalized “people of color,” it is real-life. It is for this reason that white leftists are constantly being “called out” for stepping out of line or “crowding out marginalized voices” with their own — that is, for claiming to know better than people who are more oppressed.

The only way to prove oneself as an ally is to demonstrate absolute devotion and selflessness; for an ally, Dhimmitude will always be the name of the game. And the best way to demonstrate that is to defer to “marginalized” social-justice warriors even when it makes no sense to do so.

And now the desperate quest to retain one’s place within the Cult of Social Justice and Identity Politics is leading professors to publicly bully and shame their own students in an hysterical attempt to prove their woke bona fides.

Note that even if these University of Nebraska-Lincoln professors were correct to harass one of their students to the point of tears simply for holding different political views – and they most certainly were not – their behaviour is still counterproductive, because they are devaluing the definition of “white supremacy” to such an extent that it becomes meaningless.

When tremulous social justice warriors see white supremacy in garden variety conservatism, or even being marked down for bad spelling or grammar, then what word do we have left to describe lynchings, cross-burnings, assaults and discrimination? And when grown adult professors behave as though fascism is returning to the United States, they magnify a serious but containable issue out of all proportion.

But none of these considerations matter to the bully-professors. These leftist academics must now continually prove their allyship by prostrating themselves and persecuting dissenting students in servile and fearful hope that they will win some small scrap of favour from their new masters, the leftist SJW activists – particularly those who claim some exalted position on the hierarchy of victimhood.

And depressingly, the spineless academics are increasingly willing to do so, knowing that the social justice activists will soon come for them unless they taunt and terrify an innocent student and commit other similar acts of public fealty to the movement.

In 56+ posts on the subject of campus censorship in the name of social justice, I have typically reported instances of angry leftist students bullying their professors and university administrators into fearful compliance with their childish demands. But now it seems that some of these professors are turning around and redirecting that bullying right back at students who dare to express heretical, out-of-favour political opinions.

May God help them to see the error of their ways.

 

Katie Mullen - University of Nebraska-Lincoln - Turning Point USA - professors bully campus conservative

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Tales From The Safe Space, Part 53 – Enforcing Social Justice Dogma, From Student Protest To Academic Coercion

Language Police

“Linguistic intervention” is the polite term for coercing students into adopting certain language, phrases and social justice codewords on pain of academic penalty

The Cult of Social Justice and Identity Politics continues to capture and subvert our academic institutions, but until now the high priests of social justice have generally contented themselves with shouting down opponents, physically suppressing free speech and socially ostracising those who do not enthusiastically buy into their warped worldview.

That was bad enough. But as nervous university administrations seek to stay one step ahead of their restive student bodies, in some cases they are now going further than the activists and seeking to use their power and authority to enforce new speech codes and language guidelines – rules that do not merely govern personal conduct while on campus, but which impose academic penalties on students who hold the wrong beliefs or use the wrong language in their work.

From the Guardian:

Students at Hull University face losing marks on essays unless they employ “gender-sensitive” language.

Documents obtained under freedom of information legislation show undergraduates at the university have been advised that “language is important and highly symbolic” and informed they should be “aware of the powerful and symbolic nature of language and use gender-sensitive formulations”, while “failure to use gender-sensitive language will impact your mark”.

The document, obtained by the Sunday Times, related to undergraduates on a religious activism course in the university’s school of social science.

The direction follows moves by a number of universities to promote gender-neutral language.

Cardiff Metropolitan University’s code of practice on language has a “gender-neutral term” checklist, giving alternatives for words or phrases, including using “efficient” for “workmanlike” and “supervisor” for “foreman”. Bath University encourages neutral alternatives to “mankind” such as “humanity”, “humans” or “people”.

Two years ago, the University of North Carolina handed out a gender-inclusive language guide, which encouraged students away from using words such as “mailman” , “policeman”, “man-made” and other terms, giving alternative titles or descriptions, such as “postal carrier”.

The Hull University directive is seen as going further, with some critics describing it as “linguistic policing”.

Frank Furedi, the emeritus professor of sociology at Kent University, told the Sunday Times: “Usually such threats are implicit rather than spelt out as in the case of Hull. This linguistic policing is used as a coercive tool to impose a conformist outlook. The alternative is to pay a penalty of being marked down.”

In other words, if you commit a sin such as writing “mankind” rather than “humankind” when submitting an essay at Hull University then you will now be at risk of incurring grade penalties and potentially jeopardising your future. Mastery of the academic principles and subject matter contained within the curriculum are no longer sufficient – now one must also think the “correct” things and use the correct language, unrelated to one’s own subject, in order to maintain an unblemished record.

If you are an English literature student who happens to prefer the cadence and evocations of older language when writing an essay, that’s just tough – every piece of coursework now has to help strike a hammer blow for social justice by drawing from the current leftist lexicon, on pain of penalty.

If you’re a mathematics or engineering geek who deals in empirical data and has little time for the subtleties of the English language, that’s tough too – you’d better learn fast how “words can harm” and ensure that your work meets academic standards while simultaneously avoiding the hair-trigger sensitivities of the most demented leftist professor.

And if you are a conservative religious student who sincerely believes that the new progressive orthodoxies on gender and sexuality are wrong and in conflict with your beliefs, that’s also tough. Now you must continually self-censor, guarding against ever inadvertently expressing what is in your heart, or run the risk that those beliefs might colour your writing, lest a misplaced pronoun or awkward turn of phrase cost you a vital grade.

And all of this shall be done, of course, in the name of creating a safe and inclusive environment for all students and faculty.

We are in new territory here. Most of the social justice outrages covered by this blog have involved cultists enforcing their ideology by either threatening heretics with social stigmatisation or using their power to shout down opponents and bend people to their will. That is bad enough. But this goes to another level – this is a university administration using its power to enforce social justice-compliant language (and thus thinking) among students.

For once, rather than scrambling to keep up with restive campus activists, the university is coming out in front of them, preemptively doing their bidding by forcing every last disinterested student to use the same prissy, stilted language as the most committed social justice zealot.

Fortunately, Hull University’s draconian move has also provoked a measure of dissent within the wider academic ranks:

Prof Judith Baxter, emeritus professor of applied linguistics at Aston University, said: “The principle of gender-neutral language has been around for at least 30 years. Businesses, schools, publishing, academic and educational texts use gender-neutral language now. So there is a total expectation.

“Most universities have just incorporated it in their general way of things. So it is a little bit odd that they have made it regulatory. I just think that is a step too far. Taking this regulatory, punitive attitude to the whole business of gender neutrality is a backward step. What it does is set up resistance. It will make people annoyed, not want to comply, when I think the majority of students would incorporate these sorts of approaches anyway.”

Precisely so. Leaving aside the most extreme linguistic absurdities to emanate from the Cult of Social Justice and Identity Politics, most people are happy to use respectful terminology in their public interactions, as a matter of basic politeness. To use the threat of academic penalty to coerce adherence to a speech code – the vast majority of which most students are happy to follow anyway – is a massive overreach.

More than that, it is simply wrong. Academic discovery can only take place when people are free to challenge existing orthodoxies, theories and beliefs. Insulating any worldview – especially such a new and untested one as intersectionalism-soaked social justice – from academic enquiry and criticism goes against the core duty of a university. Whether it is theoretical physics or (as in this case) the social sciences, ideas can only be refined, proven or disproven if people are free to question them. Nobody and no theory should be exempt from such criticism.

With this punative, draconian policy, Hull University is essentially teaching their entire student body that some ideas are above criticism, above reproach. They are functioning not as a university but as a social justice madrassa – because, ultimately, the Cult of Social Justice and Identity Politics is less science, even less objective fact, and far more like a religion.

 

Safe Space Notice - 2

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Tales From The Safe Space, Part 52 – Gustavus Adolphus College, Illegal Immigration And A Failure Of Intellectual Curiosity

Illegal Immigration - White Supremacy - Gustavus Adolphus College - Poster

The Cult of Social Justice and Identity Politics takes a fierce, perverse pride in refusing to understand the arguments of anyone who holds alternative ideas

What genuine attempt at political dialogue begins with a deliberate effort to misunderstand and mischaracterise the opposing side, misrepresent their motives and impugn their morals?

The answer, of course, is none. No respectful or productive discussion is possible when one side deliberately poisons the well in such a manner. Yet this is exactly what the Diversity Leadership Council at Gustavus Adolphus College did when they posted a series of fake, deliberately racist anti-illegal immigration posters around campus to spur a discussion and supposedly “educate” people about racism.

Campus Reform reports:

The “Diversity Leadership Council” at Gustavus Adolphus College has admitted to posting racially offensive posters around campus after the school’s Bias Response Team received multiple reports on the matter.

The signs, which are now being labeled a social experiment, notified “all white Americans” to report “any and all illegal aliens to U.S. Immigration and Customs Enforcement” because “they are criminals.”

Provocatively declaring that “America is a white nation,” the flyers assert that it is the “civic duty” of white Americans to turn illegal immigrants in to law enforcement.

Because the only people who could possibly concerned about illegal immigration are white people, right? Nobody of any other skin tone or ethnicity could have a problem with turning a blind eye toward those who either illegally cross the border, overstay their legitimate visa or otherwise flout federal immigration law and then seek to use the length of their lawbreaking as an emotional cudgel to lobby for the normalisation of their status. Only racist white people.

Of course, as the predictable outrage crested and the Bias Response Team’s switchboard melted down under the sheer volume of calls from triggered students, it turned out that the whole thing was a fake. The Diversity Leadership Council coming forward with this smarmy statement:

At approximately 10 a.m. this morning, the Diversity Leadership Council (DLC), a student-run organization that represents 21 student groups on campus, posted signs in Beck and Olin Hall which attacked “Illegal Aliens” by suggesting that “they are criminals.” These posts were quickly torn down and shared with members of the campus community via the Facebook Group, Overheard at Gustavus.

It is the mission of the Diversity Leadership Council to formulate a collective voice when our organization recognizes the need to promote, preserve, and protect on-campus diversity. Thus, a subcommittee of the DLC, in collaboration with social justice theatre troupe I Am We Are, posted these signs and accompanying A-frames with bystander intervention tips in academic buildings on campus in an effort to help educate our peers and campus community about issues of bias, and the importance of being an active bystander.

We want to help put an end to bias-related incidents that happen on our campus, social media, and in our communities by forcing individuals to have dialogues about forms of hate and bias.

Social justice theatre troupe? Kill me now.

And so with a straight face, the Diversity Leadership Council of Gustavus Adolphus College told the student body and the wider public that their little stunt – portraying concern over illegal immigration as the exclusive preserve of white nationalists – was intended to foster “dialogue”.

The National Review’s redoubtable social justice beat reporter, Katherine Timpf, thunders:

Hey, kids? If you want to “help put an end to bias-related incidents that happen on our campus,” how about you address those incidents instead of distracting from them by making up a fake one? Seriously — just what is bringing awareness to a fake issue going to solve? It’s not going to help solve that issue, because — and sorry if I’m blowing your mind here — a problem has to actually exist in order for you to be able to solve it.

Now, I am not sure exactly what kinds of “bias-related incidents” are happening on that campus, but I do know that there being people on campus who felt so strongly that only white people should live in America that they were running around posting “AMERICA IS A WHITE NATION” flyers to help achieve that would be a serious one indeed. Presumably, this fake incident is on a completely different level from anything that is actually happening on that campus, which means that any “dialogues” related to it are on a completely different level, too. No doubt, these flyers must have left a lot of people feeling freaked out and threatened based on a false issue, all for the sake of having a discussion about something that didn’t even exist — and that’s about as disgusting as it gets.

Timpf’s objection is all well and good, but the real problem is not the fact that demented SJWs have now taken to crying “wolf” when starved of more legitimate opportunities for outrage (depressing though that is), but rather the fact that these campus leaders and activists are studying at university yet seemingly totally incapable of understanding the alternative arguments and perspectives which they so vociferously oppose.

One does not need to be a white nationalist to oppose illegal immigration. In fact, the vast majority of those who choose not to celebrate illegal immigration are perfectly welcoming and tolerant of immigrants, provided that they a) settle in America through the proper legal process, and b) assimilate into general society once they arrive. Are there racists and white nationalists as well? Of course there are. But while all white nationalists may object to illegal immigration, not all people who object to illegal immigration are white nationalists. Not even a plurality of them.

And yet rather than encouraging students to deeply understand an issue or argument from all sides, universities today seem to openly encourage an outcome-based approach to thinking about certain issues – for students to start at their desired endpoint (open borders and the normalisation of all current illegal immigrants) and then choose the facts (or Trumpian alternative facts) to back up that position.

I was always taught that in order to properly debate with somebody, let alone stand a chance of winning an argument against them, one must first seek to fully understand and be able to properly articulate the opposing argument, from the opponent’s perspective. Only armed with this knowledge can one properly analyse, refute and undermine the premises of their argument in order to comprehensively attack their conclusion.

By contrast, today’s campus activists – raised on the dogma of the Cult of Social Justice and Identity Politics – lack the capacity not only to understand opposing viewpoints in order to argue properly, they also seem unable even to assume the good faith of those who hold alternative views. They are so high on their own sense of self-righteousness that they lack the basic intellectual curiosity to seek to understand why somebody might disagree with their position. Hence objection to illegal immigration is described in the posters at Gustavus Adolphus College as being of concern only to white Americans who believe that “America is a white nation”.

But the truly depressing thing is that while the Social Justice Star Chamber of Gustavus Adolphus College may have gone slightly further than most in terms of fabricating fake racist posters to get outraged about “promote a discussion” about their pet topics, the simplicity of their thinking is mirrored across a vast portion of society and the media.

How harshly can one really criticise the social justice zealots at Gustavus Adolphus College when the American mainstream media is also in the business of deliberately conflating legal and illegal immigration so as to portray opposition to the latter as racist-inspired hostility to the former?

How strongly can one denounce the student activists when the leadership of the Democratic Party sees fit to welcome a succession of illegal immigrants onto the stage at their quadrennial party convention to soak up the admiring applause of party delegates?

What the Diversity Leadership Council did was bad, but in many ways it was no worse than similar insidious efforts made by politicians and the media to normalise illegal immigration and portray anybody with legitimate concerns as either heartless or a dangerous extremist. And at least it is clear – by virtue of their limited intelligence and rank amateurism – what the Gustavus Adolphus activists are up to with their tawdry little campaign. The bias of political officials and supposedly objective journalists is often far more subtle, and therefore harder to detect.

The same cannot be said of the mindless open borders stance of the Gustavo Adolphus activists, and the naked stupidity and bad faith currently on display at that Minnesota college.

 

Safe Space Notice - 2

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