Heterodox Academy’s Post

🚨STATEMENT: academic boycotts are contrary to the tradition of academic scholarship. From our President, John Tomasi: "[...] in the name of open inquiry, we stand firmly against academic boycotts. At HxA we particularly object to the AAUP's endorsement of boycotts, because we see that endorsement as something close to a rejection of the professional ideal of scholarship itself, an ideal the AAUP not only long defended, but originally helped define. [...] the AAUP’s recent statement is an assertion that political activism is more important than the communal human search for knowledge." Read the full statement for how the AAUP has reversed their commitment to academic freedom: https://lnkd.in/gqVvYnjm 🧠 What are your thoughts on how this recent AAUP position could impact academic freedom?

As you plan your programs for the 250th anniversary of the United States in 2026, it's important to include learning outcomes. The "Engaging Places" blog has a helpful Verbs for Significant Learning Outcomes Framework and uses the "Unfinished Revolutions" theme from the AASLH "Making History at 250 Field Guide" to provide examples.

The awarding gap will not improve if mindsets do not change! I have recently shared perspectives about the #awardinggaps after many years of working on this with some of the best people to develop interventions to improve outcomes for staff and students from #minoritised backgrounds and to tackle what is now a stubborn problem. The #degreeawardinggap is the difference in the proportion of good degrees (First class or 2:1) degrees being awarded to different groups of students. Currently the awarding gap at national level is approx. 20% between White students and Black students however the gaps are as high as 35% at some UK HEIs. Some of the rhetoric I hear about this issue has me troubled 1) the data is wrong 2) there is no evidence 3) we cannot decolonise in STEM disciplines, its for the humanities 4) the black students don’t attend classes or engage 5) to address the DAG is to disenfranchise others 6) I don’t see colour and many more. The awarding gap has existed for many years and the reality we face is that every British born or educated Black heritage student who studies in a UK HEI is significantly less able to succeed just because of their #ethnicity or colour of their skin - in 2024! Is the suggestion that year on year Black (Home) students become less able once they go to university? The truth is probably the opposite of this narrative…once they come to university, something is taken away from them. A fab colleague of mine asked recently “would you want your child or relative to have a >25% chance of getting a worse degree than their peers before they even start?” if you would not want that for your child then why should it be okay to rationalise this ruinous experience for someone else’s child? I recently referenced the story of #RubyBridges, a 6 year old child (1960) escorted to School by US Marshalls because of threats and enraged white families who didn't want a Black child attending school with their children…surely if everyone goes to school and gets a good education and succeeds, we all benefit right? How naïve of me!  https://lnkd.in/eB36Z7NB For us to dismantle this awarding gap, we need to tackle what is an ugly problem maintained by ugliness but can be dismantled by good human values – thoughtfulness, kindness, decency, honesty, selflessness and as scientists being curious and inquisitive etc. The biggest challenge I have seen in this area is not weak, poor, or non-engaged students, but environments that are not ready or willing to accept difference fully or willing to adapt or change so that everyone can fully achieve their true potential. Added to this are some mindsets that would rather point fingers and blame those who are at the receiving end of inequitable experiences as weak, incapable or pariahs. Perhaps asking this simple question, how would I feel if this negative outcome awaited my own child with all the dreams they currently have? Worth a thought! #highereducation #equity

In divisive and challenging times, how do we talk about issues that matter? Engaging in civil discourse means bringing your mind, heart, and conscience to reflective conversations on topics that matter, in ways that allow you to extend your understanding in dialogue with others. Our Fostering Civil Discourse guide provides ideas and tools that will help you prepare students to engage in reflective conversations on important issues.

Did you know today is the Freedom to Learn National Day of Action in defense of education, racial justice, and democratic values? This year’s day of Action will also kick off Freedom Summer 2024. As higher education is under political attack, it important now more than ever to protect our freedom to learn our collective history, our ability to think critically and our ability to create safer spaces for all who desire to learn. Learn more about the day and ways to get involved at freedomtolearn.net #freedomlearn #freedomsummer2024

"Although political polarization is among the major factors behind declining confidence [in #HigherEd], the steps that colleges can take toward mitigating it are less obvious." https://lnkd.in/eg84MXQM There is a way. The program we have forged with Braver Angels, the American Council of Trustees and Alumni, and BridgeUSA is a tried and proven method for building bridges of understanding and reducing negative feelings toward opposing viewpoints, all in the context of a collective search for truth. As the new academic year gets underway, we're ready to work with anyone and everyone, on- and off-campus, to restore constructive debate and confidence for the future. Interested in collaborating with us? Download our curricular toolkit today. https://lnkd.in/eWrb2TU7

According to this (and many other articles of late), colleges and universities are preparing for continued student protests in fall 2024 by evaluating, revising, or creating safety infrastructure, protest policies, and opportunities for civic education and dialogue. This makes a lot of sense. What I haven't seen in the higher education press is information about preparing for educational continuity in the event that an institution is forced to close and shift to remote teaching and learning for a brief period of time. The Keep on Teaching Toolkit (coming soon) from SchehrStrategies LLC is aimed to help colleges/universities establish a common understanding in their learning communities of the expectations for educational continuity during such disruptions and equip faculty with the guidance and knowledge they need to adapt quickly.

From mentoring to monitoring to joining in, there is much faculty can do to foster constructive outcomes and help young people confront the injustices of the world they are inheriting.

Have you attended allyship trainings in the past? There's always more to learn, as the journey toward equity and justice is a lifelong commitment. Our empowering allyship workshop offers a fresh perspective on promoting racial equity and justice as a lifestyle. Learn more & register >> https://bit.ly/3IbROs4

The Oppression Monopoly experience is quickly becoming widely known as a fun yet deeply impactful simulation of the dynamics of oppression. The overriding theme of the experience is that the lived experience of minorities is systemic and intersectional and requires systemic and intersectional solutions. The experience has many learning takeaways; perhaps the most impactful is that virtually all participants leave with a deep appreciation for the need for deliberate and overt interventions and that “equity” rather than “equality” should be the focus of those interventions. To learn more and register, go to stlpi.org/monopoly.