Professional Educator: Grades, Showing Up On Time Are A Form Of White Supremacy

[Ban Hammer 13,619]

The Daily Caller News Foundation is attending the 17th annual White Privilege Conference in Philadelphia, held April 15-17. The following is part of a series of articles concerning events at the conference.

A professional education consultant and teacher trainer argued at the White Privilege Conference (WPC) in Philadelphia that great teachers must also be liberal activists, and described in detail her goal for destroying the “white supremacist” nature of modern education.

Heather Hackman operates Hackman Consulting Group and was formerly a professor of multicultural education at Minnesota’s St. Cloud State University, where she taught future teachers. On Friday, Hackman was given a platform at WPC to deliver a workshop with the lengthy title “No Freedom Unless We Call Out the Wizard Behind The Curtain: Critically Addressing the Corrosive Effects of Whiteness in Teacher Education and Professional Development.” The long title masked a simple thesis on Hackman’s part: Modern education is hopelessly tainted by white supremacy and the “white imperial gaze,” and the solution is to train prospective teachers in college to be activists as well as pedagogues.

In fact, Hackman argued teachers shouldn’t even bother teaching if they aren’t committed to promoting social justice in school.

“Education is not about the mere reproduction of knowledge,” Hackman said. “Education is the practice of freedom. And as a result, we have to have [teaching] students becomes activists as well as teachers.”

Creating educators who are proper activists, Hackman continued, means training them to not only to encourage diversity but also to engage with the systemic oppression she says is pervasive in the entire educational system. In Hackman’s telling, virtually everything associated with being a good student in modern education is actually just a tool of racist white supremacy.

“The racial narrative of White tends to be like this: Rugged individual, honest, hard-working, disciplined, rigorous, successful,” she said. “And so then, the narrative of U.S. public education: Individual assessments, competition, outcome over process (I care more about your grades than how you’re doing), ‘discipline’ where we care more about your attendance and making sure you’re not tardy than we care about your relationships … proper English must be spoken (which is just assimilation into standard U.S. dialect), hierarchical power structure, and heavy goal orientation.”

While the traits listed may simply be regarded as positive traits for success in the modern world, Hackman described them as specific cultural traits chosen and emphasized to favor whites to the detriment of non-white groups, who are forced to assimilate white traits such as good discipline and goal orientation or else be left behind.

Hackman’s natural solution, then, is to train teachers to move away from all these aspects of white privilege in education. She routinely touted the benefits of collective assessments (measuring student learning at the class level instead of determining whether each student knows the material), as well as eliminating all school grades entirely.

Hackman said when she was a professor, she freely employed these methods with her own students. She once let a student complete an essay assignment as a graphic novel, and allowed students to write in non-standard English or even foreign languages she herself couldn’t read.

“If I don’t know [your language,] frankly, that’s my issue,” she said. “All I need to know is that you’re thinking about it, I don’t really care how you do it.”

But Hackman acknowledged in the current white supremacist system, there is some expectation that teachers will know conventional English and possess other basic knowledge. As a result, she admitted modern activist teachers should try to learn those things sufficiently to get a job, but only for the purpose of infiltrating schools to change them from within.

“My long game was, get you in, get you tenured, get you in that system and change that system,” she said.

he need for change is pressing, Hackman said, because the current white supremacist school system is literally killing off non-white Americans.

“Inside, I am screaming,” she said.

She predicted her approach will triumph, and the sinister force she dubbed “Super-Whitey” (and compared to the Eye of Sauron) will eventually be swept aside.

“Your time has come,” Hackman said. “If I was a white faculty member and unwilling to get with the program, I do not have any business in teacher education … We do see you, Super-Whitey. We’re coming for you.”

http://dailycaller.com/2016/04/16/professional-educator-grades-showing-up-on-time-are-a-form-of-white-supremacy/#ixzz465VYMAZe

[lostinblue 1,989]

Rugged individual, honest, hard-working, disciplined, rigorous, successful,

Every thing the liberals hate

[Merrytooth 5,748]

The need for change is pressing, Hackman said, because the current white supremacist school system is literally killing off non-white Americans.

I am sure she will have no problems addressing the continuous racial discrimination of Asians for university admission.

[Jacque67 7,328]

Rugged individual, honest, hard-working, disciplined, rigorous, successful,

Every thing the liberals hate

LIB is a lib.?

[Jacque67 7,328]

The Daily Caller News Foundation is attending the 17th annual White Privilege Conference in Philadelphia, held April 15-17. The following is part of a series of articles concerning events at the conference.

A professional education consultant and teacher trainer argued at the White Privilege Conference (WPC) in Philadelphia that great teachers must also be liberal activists, and described in detail her goal for destroying the white supremacist nature of modern education.

Heather Hackman operates Hackman Consulting Group and was formerly a professor of multicultural education at Minnesotas St. Cloud State University, where she taught future teachers. On Friday, Hackman was given a platform at WPC to deliver a workshop with the lengthy title No Freedom Unless We Call Out the Wizard Behind The Curtain: Critically Addressing the Corrosive Effects of Whiteness in Teacher Education and Professional Development. The long title masked a simple thesis on Hackmans part: Modern education is hopelessly tainted by white supremacy and the white imperial gaze, and the solution is to train prospective teachers in college to be activists as well as pedagogues.

In fact, Hackman argued teachers shouldnt even bother teaching if they arent committed to promoting social justice in school.

Education is not about the mere reproduction of knowledge, Hackman said. Education is the practice of freedom. And as a result, we have to have [teaching] students becomes activists as well as teachers.

Creating educators who are proper activists, Hackman continued, means training them to not only to encourage diversity but also to engage with the systemic oppression she says is pervasive in the entire educational system. In Hackmans telling, virtually everything associated with being a good student in modern education is actually just a tool of racist white supremacy.

The racial narrative of White tends to be like this: Rugged individual, honest, hard-working, disciplined, rigorous, successful, she said. And so then, the narrative of U.S. public education: Individual assessments, competition, outcome over process (I care more about your grades than how youre doing), discipline where we care more about your attendance and making sure youre not tardy than we care about your relationships proper English must be spoken (which is just assimilation into standard U.S. dialect), hierarchical power structure, and heavy goal orientation.

While the traits listed may simply be regarded as positive traits for success in the modern world, Hackman described them as specific cultural traits chosen and emphasized to favor whites to the detriment of non-white groups, who are forced to assimilate white traits such as good discipline and goal orientation or else be left behind.

Hackmans natural solution, then, is to train teachers to move away from all these aspects of white privilege in education. She routinely touted the benefits of collective assessments (measuring student learning at the class level instead of determining whether each student knows the material), as well as eliminating all school grades entirely.

Hackman said when she was a professor, she freely employed these methods with her own students. She once let a student complete an essay assignment as a graphic novel, and allowed students to write in non-standard English or even foreign languages she herself couldnt read.

If I dont know [your language,] frankly, thats my issue, she said. All I need to know is that youre thinking about it, I dont really care how you do it.

But Hackman acknowledged in the current white supremacist system, there is some expectation that teachers will know conventional English and possess other basic knowledge. As a result, she admitted modern activist teachers should try to learn those things sufficiently to get a job, but only for the purpose of infiltrating schools to change them from within.

My long game was, get you in, get you tenured, get you in that system and change that system, she said.

he need for change is pressing, Hackman said, because the current white supremacist school system is literally killing off non-white Americans.

Inside, I am screaming, she said.

She predicted her approach will triumph, and the sinister force she dubbed Super-Whitey (and compared to the Eye of Sauron) will eventually be swept aside.

Your time has come, Hackman said. If I was a white faculty member and unwilling to get with the program, I do not have any business in teacher education We do see you, Super-Whitey. Were coming for you.

http://dailycaller.com/2016/04/16/professional-educator-grades-showing-up-on-time-are-a-form-of-white-supremacy/#ixzz465VYMAZe

i

Thank goodness for free speech

Edited April 18, 2016 by Jacque67

[Janelle2002 3,865]

One thing I can agree with is regurgitation of information in education is consistent. Creativity no longer available. At the University I worked at they started forcing professors to mentor students for research at the undergraduate level to encourage creativity and ideas at a young educational stage.

We should also talk about abuse of j1 and f1 students. Professors have gotten lazy. These graduate students are teaching professors classes and they grade all of their work. The students keep quiet because they are scared of losing their visa.

The comment about honesty and hard working being white supremacy is stupid. This is a really dumb comment and I don't agree with it. Marv and I understand there are stupid black people. What we don't like is being lumped in and hated on because of others stupidity. Just like on this website you have people defending the hatred toward us instead of rectifying it with real conversation. We eat the meet the focker stats on crime but when we point out others laundry people get butt hurt.

The truth of the matter is, most of yall posting don't give a rats and could care less. You've already built hatred in your heart for people you don't even know. This is real stupidity.

Edited April 18, 2016 by Janelle2002

[smilesammich 10,727]

i wouldn't trust the daily caller to give a proper summation. after some googling, because i just couldn't believe that any of this was 'real' considering how absurd the premise of educators getting together to discuss how white supremacy shines through in grades and punctuality, i found the actual summary of hackman's workshop, doesn't sound so bad in context (and note it's marked *intermediate and i don't think vj is there yet..):

“No Freedom Unless We Call Out the Wizard Behind the Curtain: Critically Addressing the Corrosive Effects of Whiteness in Teacher Education and Professional Development” (Intermediate) Facilitator: Heather W. Hackman This session is born out of too many conversations, consultations, and assessments regarding teacher education’s lack of critical race accountability and racial justice preparation for our future teachers. While the nation continues to turn its concern over racial disparities in our schools toward teachers and administrators, this session contends that not nearly enough accountability is leveled at teacher education itself, and particularly the whiteness that undergirds it longstanding practices. To be sure this is not 90 minutes of finger pointing and criticism. It is, however, a place where 1) we can have some honest conversations about the specific failings of current teacher education systems regarding racial justice, 2) critically examine how their White liberalism supports racism and whiteness in our E-12 settings, and 3) identify concrete changes for teacher education in order to prepare teachers to truly serve all students in a racially complex society. This session is not focused on the canaries in the coal mine such as “the gap” or “recruitment and retention”, but rather looks more deeply at the way race (the racial narrative), racism (systemic targeting of People of Color / Native people) and especially whiteness (white privilege and white supremacy) undergird the core of teacher education and, if left unchallenged and unchanged, will forever deny teacher education a racially just pedagogy. The content in the session stems from over twenty years working in higher education / teacher education settings as well as in-service professional development settings, and is offered as a starting point for critical dialogue within the session. This workshop is best suited to those connected to P-12 education, teacher education or educational reform, and who have a solid foundation in critical race, racism and whiteness content.

Intermediate These workshops are appropriate for individuals who have a working knowledge of privilege, antiracism, oppression, and intercultural issues. These workshops stress the interconnection between fundamental concepts and new knowledge, techniques, methodologies, and skills. Individuals who are seeking to discover what to do with their new knowledge about privilege; racism, etc. are the target audience for intermediate workshops.:

http://whiteprivilegeconference.com/pdf/WPC17-Program.pdf

Edited April 18, 2016 by elitesthuglib

[Janelle2002 3,865]

i wouldn't trust the daily caller to give a proper summation. after some googling, because i just couldn't believe that any of this was 'real' considering how absurd the premise of educators getting together to discuss how white supremacy shines through in grades and punctuality, i found the actual summary of hackman's workshop, doesn't sound so bad in context (and note it's marked *intermediate and i don't think vj is there yet..):

http://whiteprivilegeconference.com/pdf/WPC17-Program.pdf

Sounds like to me another person found an article that supports some of the vj mindsets and posted it.

Nothing is wrong with discussing educational inequalities which is something me and Marv have talked about. Staunch differences in public education has been noted for years as I suffered from being under educated as well and my school did not do ACT prep, they didn't attempt to prepare students for college. Just as long as they graduated. Whereas schools in rich areas had ACT prep, AP courses and swimming pools.

[smilesammich 10,727]

Sounds like to me another person found an article that supports some of the vj mindsets and posted it.

Nothing is wrong with discussing educational inequalities which is something me and Marv have talked about. Staunch differences in public education has been noted for years as I suffered from being under educated as well and my school did not do ACT prep, they didn't attempt to prepare students for college. Just as long as they graduated. Whereas schools in rich areas had ACT prep, AP courses and swimming pools.

well it looks like a good chunk of conservative blogs have been having a field day twisting this all into some omen of the race war to come. be very afraid white people, there are a growing number of white people who are calling for an end to being white! race martyrs! they're coming for your white children!. i had to go through a page of that before i found the link to the program. for a minute there i thought the whole thing was made up

[Janelle2002 3,865]

well it looks like a good chunk of conservative blogs have been having a field day twisting this all into some omen of the race war to come. be very afraid white people, there are a growing number of white people who are calling for an end to being white! race martyrs! they're coming for your white children!. i had to go through a page of that before i found the link to the program. for a minute there i thought the whole thing was made up

Their version is made up. Lol

[Sousuke 1,214]

Sounds like to me another person found an article that supports some of the vj mindsets and posted it.

Nothing is wrong with discussing educational inequalities which is something me and Marv have talked about. Staunch differences in public education has been noted for years as I suffered from being under educated as well and my school did not do ACT prep, they didn't attempt to prepare students for college. Just as long as they graduated. Whereas schools in rich areas had ACT prep, AP courses and swimming pools.

I've heard ACTs / SATs are now starting to be discouraged in general for University admission. To the point where the companies are trying to market them as standardized high school tests to make up for lost market share.

Edited April 18, 2016 by Sousuke

[Janelle2002 3,865]

I've heard ACTs / SATs are now starting to be discouraged in general for University admission. To the point where the companies are trying to market them as standardized high school tests to make up for lost market share.

As well as the GRE. As far as the GRE I think is needed but they should have tailored test. If I'm going into a field that doesn't require high level math skills only basic math should be on the test. Probability, calculus etc. shouldn't be on the GRE for a French language student trying to get into graduate school. This would make the GRE more successful and the faculty would be able to weigh the results heavier than they are able to now.

[TBoneTX 46,261]

Algebra, n. - the national language of Algeria

Calculus, n. - what the dental hygienist scrapes from one's teeth

[ExPatty 502]

This tells people being a loser is okay, and that will ensure they stay losers and not keep their jobs. So this guy doesn't think other races see the benefit in being to work on time and getting good grades?

[ready4ONE 5,400]

This tells people being a loser is okay, and that will ensure they stay losers and not keep their jobs. So this guy doesn't think other races see the benefit in being to work on time and getting good grades?

The fact that the actual course and opinions expressed in the OP were extremely doctored to show something very different from the actual course and opinion of the educator does nothing to deter your need to use it to confirm your bias. Shocking!