Always fascinated about this particular genre of op-ed. Want to explore why I don't think it's doing what the authors would like to claim they're trying to do.
The surface-level positioning here is an intention to highlight the superior threat of the Magaverse on our democratic processes as compared to the progressive left. The authors would claim they're trying to convince conservatives to reject Maga. they are not achieving this, tho.
First, if the goal is to highlight the disproportionate authoritarian threat of the right Magaverse, spending over 1/3 of your piece to trot out the case for left/liberal authoritarian tendencies is not an effective rhetorical choice.
Sure, you might nod towards "both sides" doing bad stuff, but you would not spend so much real estate making a case against the side you think is the smaller threat, not if your goal is to alert people to the greater threat, anyway.
This structure serves to validate the fever dreams of the Magaverse that is fueling the authoritarian drive. That their evidence for what's happening on the left is so loose and tendentious suggests they're not actually making a genuine effort to illuminate the problem.
Brief time out from the big picture rhetorical analysis for a closer look from @jbouie on the wild over interpretations of the evidence shared in the piece. This is not an honest and transparent piece of work.
See also from @jbouie. You could pick through their case for left authoritarian tendencies and find holes in each bit of evidence. You have to then question why they're so determined, in this context to include it in their argument.
Anyway, back to the big picture and why this piece is not actually trying to persuade conservatives to abandon the Magaverse. While they cite some of the big hits, Jan 6, Tucker Carlson, there's also some absences that are telling.
There is no mention of the educational gag orders that are being introduced in state legislatures across the country. There is no discussion of voting rights. The discussion is entirely at the level of political process, rather than policy. Why is that?
We should also take notice of where this piece is published and the audience for the New York Times. Who is in the audience that may be open to switching their stance? Anyone? Bueller? Bueller?
If the genuine goal is to persuade conservatives to more forcefully reject the Maga wing, you would not write the piece in this way for this audience. It is poorly designed for that purpose and published in the wrong forum. So why write it? Why publish it?
The piece is a performance. It is a move by the authors to try to steer the discourse towards a status quo where people like them have an outsized influence over the opinion ecosystem. It's from the same place as all the "here's what Biden should do" pieces.
What's most important about all of these is that they are fundamentally rooted in politics, not policy. Where policy is discussed it is in the service of winning at politics. It's all performative B.S. It's not worth the time I've give it, and I'm now ashamed of myself.
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When teaching was the central focus of my work, I got to regularly experience a feeling of progress and accomplishment. It's a big motivator. But I wonder if that sense is much harder to come by even for those who are still teaching. insidehighered.com/blogs/just-vis…
I started drafting my post last week before I read this piece from @kevinrmcclure and Alisa Hicklin Fryar, which makes clear that even those who remain engaged in the work are feeling alienated and lost. Institutions better wake up. chronicle.com/article/the-gr…
The pandemic was (still is) and opportunity for a reset. We could have a higher education system that doesn't require people to be used up and spit out. My vision is here: beltpublishing.com/products/susta…
A couple of days ago I did a thread on the difference between "debaters" and "illuminators" in public writing, using @tressiemcphd as an example of an illuminator. Today I have an object example of a debater.👇🧵
As I tried to show in the earlier thread, an illuminator is interested in shining a light on a phenomenon in order to increase the sum total of our collective understanding of that phenomenon.
A debater wants to "win" an argument, winning being gauged by moving people toward your position, or receiving approval or what have you. Winning may require obscuring as much or more than illuminating.
I have taught thousands of college students. I have never looked a parent in the eye and told them "I will watch out for their child." Am I off base or are elites different than the rest of us? insidehighered.com/blogs/just-vis…
The time I have spent thinking about a student's parents in relation to the student's work in my college course is less than negligible, pretty much zero. Parents have no productive role in that dynamic, IMO.
I very much try to practice an ethic of care when it comes to working with students, but that's a compact between me and the students, not me pledging anything to their parents. That shit's just weird.
Holy smokes is @tressiemcphd good. The way this weaves together multiple strands of culture to illuminate the world we're living in is just a master class of writing as thinking. nytimes.com/2022/01/10/opi…
It's so interesting to contrast piece linked above with the writing of some of the prominent Substack politics and policy heroes. @tressiemcphd is fundamentally an "illuminator" someone who shines light on a phenomenon in an attempt to understand it better. In contrast...
...we have folks I won't name who act as "debators" are trying to win an argument, often by placing the topic on ground most favorable to them. They must often obscure, rather than illuminate because full illumination would show more complexity & undermine their argument.
Whenever I see these sorts of tweets, first, I want to know what we're talking about with the word "rigor." Is it the rigor of passing an exam after delivering sandwiches for Jimmy John's until 3am? Because that's the kind of challenge students I'm familiar with face.
This debate about the utility of the SAT/ACT for admissions decisions is tedious because it's the same debate over and over, a debate which misses the fact that the vast majority of students attend schools where their test score is largely irrelevant to the admission decision.
But because we put so much weight on selectivity as a metric for "quality" the most selective schools get the vast majority of resources and attention. They are not representative. CUNY is a far more important driver of economic opportunity than the Ivy League.
Always psyched when a debate about the 5PE breaks out on here because it's an opportunity to air out the folklore around writing instruction and hopefully move towards a deeper understanding of the kinds of things students must experience to learn to think and write well.
As I say in my book on why we need to kill the 5PE, the problems are largely structural. There's good reasons to teach the 5PE. THAT's the problem. We need to eliminate the incentives for teaching the 5PE so students can engage with writing as it actually works.