54. "But surely this is a tick of the university system..." In response to In response to 13
>"The difficulty of imagining one's own end forces many white >liberal educators who want to invoke the end of oppression to >embrace a progressive methodology but not the leading ideas >that may make their own end a concrete reality. For this >reason, many white educators who deal with "at risk" >populations willfully adopt a benevolent methodology but often >refuse to engage the theories that inform it." >
which extends beyond the study of race. What gives the middle class professor authority to theorise on the proletariat, the male professor authority to comment on feminism, the English professor a license to critically discuss foreign cultures?
There is a privilege in our universities of 'objectivity' (that is peculiar both to the arts and the sciences) but I believe this notion to be somewhat fallacious. All critical writing is subject to/mediated by the musings of its author.
So what's the solution? Should the criteria by which we judge the validity of opinion be based in part (or even full) on a thinker's background?
>He goes on the write about "colonists" (or the descendents of >colonists) and liberal educators who "shield themselves from >self-critical reflection that could interrogate, among other >things, how the maintenance of their privilege invariably >makes them complicit with the dominant ideology" that >maintains the status quo. > >I once had the opportunity to discuss a similar topic with the >dean of the art history department at my alma mater. Black >history existed in the margins of the "canon" or principles >generally established as valid and fundamental in the history >curriculum. One-on-one he was willing to admit that this was >wrong but that, in his position, he felt compelled to support >the "fundamentals" that did not include a equal focus on Black >history and culture....
With respect, I'm not sure if what's written above automatically qualifies what's written below. Notwithstanding an apparent agenda, of which I am aware, surely all syllabi have a limited scope for 'teaching' by virtue of time contraints..?
this means the experts really aren't >experts and the teachers really aren't teachers.