Janice Fiamengo on feminist narratives and unmentioned history:
After 1832, about one in five men had the right to vote. Almost half of adult males, though, were still not eligible to vote when they accepted the call to fight and die for their country in the First World War. It wasn’t until 1918 that the right to vote was extended, not only to women - which of course we hear a great deal about - but to all men. So how can this be – that this part of the story is almost completely unknown? How come when we celebrate the extension of the franchise to women, we don’t talk about its extension to poor and working class men?
Via sk60, Jonathan Foreman on the Tim Hunt “sexism” drama and the dishonesty and malevolence of certain key players:
The most generous interpretation of Connie St Louis’s bizarre behaviour is that she was too intellectually limited to recognise irony that was somehow obvious to an audience composed mostly of people who spoke English as a second language. A leak of the unedited version of her “Stop Defending Tim Hunt” piece for the Guardian is so garbled and incoherent that this actually seems plausible, though it also makes you wonder how and why she came to be teaching journalism even at a third-rate institution like London’s City University.
And Peter Hasson on ‘progressive’ educators and predetermined conclusions:
Multiple professors at Washington State University have explicitly told students their grades will suffer if they use terms such as “illegal alien,” “male,” and “female,” or if they fail to “defer” to non-white students. According to the syllabus for Selena Lester Breikss’ “Women & Popular Culture” class, students risk a failing grade if they use any common descriptors that Breikss considers “oppressive and hateful language.” […] Students taking Professor Rebecca Fowler’s “Introduction to Comparative Ethnic Studies” course will see their grades suffer if they use the term “illegal alien” in their assigned writing.[…] White students in Professor John Streamas’s “Introduction to Multicultural Literature” class are expected to “defer” to non-white students, among other community guidelines, if they want “to do well in this class.”
Imagine what such ‘thinkers’ might do if granted real power.
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