The meritocracy as constructed in this country is already aristocratic. That’s the point of the critique. You’re smart enough to know that, but too beholden to your finders to be honest about it.
*funders. No one is against the idea of "merit," but the whole point of the critique of the meritocracy is that it rewards things other than merit because its structured by those already advantaged by the system.
For example, landing a sweet gig at a conservative think tank, and then jumping to another conservative think tank could be viewed as meritorious, or it could be a consequence of a simple willingness to spew opinions that the funders approve of and further their aims.
Just as a thought experiment, how meritorious would @rpondiscio be viewed by AEI or the Thomas Fordham institute if he issued an opinion publicly supporting teaching CRT or turning into a critic of charter schools? All that merit would magically melt away.
If your status and position depend on adherence to the opinions and goals of the tribe, perhaps "merit" is the wrong way of thinking about it. Thoughts, @rpondiscio?
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It's interesting to think about the structures of the so-called meritocracy that people like me critique and how they apply to @rpondiscio, a fellow at the American Enterprise Institute. (AEI).
AEI is considered the most powerful conservative think tank in the country. It is funded by an array of right wing conservatives, most notably David Koch. sourcewatch.org/index.php/Amer…
Among other things AEI advocates against raising the minimum wage, for the tobacco industry, for voter suppression, and most importantly against any efforts to address global warming.
Ungrading isn't just a shift in pedagogical practice, it's about bringing a different mindset and set of values to the activity of learning values which are by no means new. Vital perspective here from @Jessiferjessestommel.com/ungrading-an-i…
Seeing work like @Jessifer's here makes me so hopeful that we can make progress in these areas. The vision and promise is so clear and when enacted, it's transformative. There's no going back to the old mindset because it just seems lacking, un-vital.
I can testify that adopting the mindset that underpins ungrading transformed my work and the work of my students and the removal of traditional grading came last in the process!
The publishers (@belt_publishing) of "Sustainable. Resilient. Free." probably wouldn't appreciate me screenshooting a whole chapter, but I have a solid chunk in the book that seems relevant today's news. A teaser. beltpublishing.com/products/susta…
To figure out how to respond to what's happening today, I think it's important to know the distant history as well as the more recent history of how we got to this moment.
I make the case (and it's a good one) that the door to the present right wing siege of public institutions was opened by "centrist" journalists and academics who ginned up a panic about snowflake students as a move to reconsolidate their own power in their elite institutions.
A very helpful distinction, and something I think about not just with teaching, but writing. I disclose parts of my life publicly to connect to my audience, but I purposefully choose not to share all kinds of things because I have no wish for an intimate relationship with readers
The reality is that a writer cannot have an intimate relationship with readers, even though we as readers may feel a kind of intimacy towards the writers we read. That's a one way street, though. I have desire to even construct that one-way street as a teacher or writer.
My students will learn all kinds of things about me, but it's in the context of instructor/student, always. They will hear my frustrations about the world, but not my personal problems because what are they supposed to do with that stuff.
I am as friendly and helpful to students as I can be. I will meet with them in appropriate settings to discuss things I can be helpful with in the role of instructor, but none of this is in the service of building a friendship. It doesn't work that way.
I have been in contact with students off and on over the years, but I've never considered those friendships. Those are former students with whom I'm in contact, which is a perfectly good thing in and of itself.
The more experience we gain as writers, the more we know what possibilities we might be leaving behind with our choices, which is indeed hard. This is the kind of wrestling we should strive to get students to reach. Better indication of proficiency than any assessment.
Big part of developing as a writer is having the confidence to put something down knowing its provisional, but is enough to move forward to develop the idea and then go back to fix what's not right. It's revision driven by the writer, rather than the "teacher."
A big part of achieving this for students is freeing them from focusing on instructor assessment, and instead letting them write to authentic purpose and audience. Let student solve a challenging authentic problem and watch them go to work.