Been reading one of #EricKaufmann's #AcademicFreedom reports. In it, he cites the National Association of Scholar's data sheet on cancellations to highlight how many there have been. 1/
So I went and looked at that. It was fun. It had a number of cases on it that I didn't know yet, and there are links the news pieces and blog posts, so it's useful in its way. 2/
The association itself way oversells what they think the data sheet shows. Just listen to the snippy description below. Aside: the article from which it's taken leads with a dictionary.com definition, ahem. Follow the links for the data sheet. 3/ nas.org/blogs/article/…
Here's the thing: since the beginning of the 20thC we've had terms that have gone through theoretical exploration, employment testing, #highered teaching, and some legal fire. They're robust, they serve us in our discussions. Academic freedom. Free speech. Mobbing. Criticism. 4/
And now some want to make cancel culture and cancellation stick in the same territory where those terms already apply. We can see the mud slip their feet out from under them every time they try that.
What's the point? 5/
I looked more closely at the column that summarizes the type of "cancelling" action each case elicited. Without examining the case details--I know a few of these cases quite well: some people are terminated for very good reasons--here's something to take note of . . . ⬇️6/
Nearly half the cases in that sheet are cases where other people make use of *their* right to speech in protesting and criticizing someone else's work and actions. Without the uni admin (dept. head, deans, higher admin) investigating or disciplining in response to that speech. 7/
A petition is not a threat to #AcademicFreedom. A petition is one of the oldest forms of registering grievance to governmental or institutional authority. To be able to petition an authority to try to make them act on one's behalf is part of the history of #FreeSpeech. 8/
What happens in response to petitions and letters that ask the university to discipline a faculty member or students is a different question. For us to discuss that we need to look at the specific cases and see what the evidence is. Investigation might be warranted. Or not. 9/
Leaving that question aside, we can say firmly that in the interest of freedom of speech we cannot count the sending of petitions and the production of public criticism as a "cancellation" against which we must rally. They are part of the gig. 10/
Here's my simple math, for anyone who likes to follow these details. The NAS data sheet currently has 128 entries. Two of these are from 1975 and 1988. All others are from 2010 to 2021, unevenly collected. I will leave the 1975 & 1988 cases out, including them would be silly. 11/
That's 126 cases. Of those, 51 are cases where others sent a petition, wrote letters, criticized the person on social media, or "denounced" the person (whatever form that may have taken) without there being a comment that the uni formally investigated or disciplined. 12/
Out of 126 recent cases listed, 51 seem to have stopped at critical speech (of whatever quality--possibly bad criticism) by others. That leaves 70 cases that one could look into further. Though I will not do that here, I'm done for the day.
Singing off!
Woke Sauron
13/
PS: In my count of 51 I also did *not* include cases where "threats" were mentioned in addition to petitions, letters, and/or social media criticism. 14/
#GeoffreyMiller is at it again. Making wild and entirely wrong pronouncements about diversity practices in current academic work, well-directed to his easily outraged anti-academic and/or reactionary audience.
Friends, sorry to bother you, I need to give myself a little pat on the back for a moment. Joe proves my point. I responded (maybe I shouldn’t have—I’m not here to back-pat myself for impulse control) WITHOUT SWEAR WORDS. Not opposed to swear words, but it’s on Rod’s timeline.
Still refraining from cursing, swearing, or being verbally aggressive! A little proud of myself.
(This is not that easy for me. Oh, the slight suffering.)
Coming back for a moment here to try to put my finger on why I was so angry and wanted to swear at Joe. My point was that the rule "don't ask people for their motivations, only the truth of the claim counts" denies us the opportunity to ask for motivations because we need trust.
Etienne P. LeBel—the person who runs the Curate Science Twitter account—retweets right-wing crusader Chris Rufo, of the Discovery Institute:
Ah, yes, the leader of Curate Science endorses the view that the "neoracist ideology of diversity/equity/inclusion is toxic and reflects psychopathology."
That's a transparent way of thinking, I give it that.
"Pinker traces the origins all the way back to 1975 and the publication of E.O. Wilson’s 'Sociobiology,' when Wilson and other biologists 'would get shouted down' for expressing the view that genetic & other evolutionary considerations determine, in part, social organization."
What a curious thing to say.
Why not go back to the 19th century when the idea that women should be allowed to study at college or uni was shouted down? When white campus populations shouted down Black students on their campuses?
Student-to-student relations in our courses are such an important buffer, and remote teaching is very limited in providing that kind of important but under-recognized support. The chatting about what's difficult. What the prof didn't explain well enough. . . .
What you find puzzling or strange about the prof's approach. What is something to worry about in this course and what is not. What is best dealt with by staying calm and waiting until the next class. What you're ahead of in understanding, and where you're behind.
I often experience my teaching as a bit erratic. I'm slightly temperamental, and when I get excited about something during prep or in class, I often miss the signs that I should maybe be explaining something else. So, I think about how students can fill those gaps for each other.