#nationalist-curriculum

#nationalist-curriculum

Being thrown into a group of new strangers each and every year, as is typical in so many American public school systems, is deeply evolutionarily unnatural. Under ancestral conditions, humans did not encounter strangers with nearly the same frequency that we experience now. And guess what? Humans have an entirely different way of interacting with strangers (including appropriate levels of hesitation and skepticism) than we have when interacting with others whom we know well.

Many colleges and universities have made cuts in these programs, often bolstering STEM programs at their expense. It's a situation that has sparked no small amount of impassioned editorials. The headline of a recent article at The Guardian by Alice Speri referenced an 'existential crisis at U.S. universities,' and Speri's reporting features numerous examples of undergraduate and graduate programs facing cuts or outright elimination.

In the future world, America, with its energy and vitality, must play a leading role,

As authoritarianism accelerates - as government-sanctioned violence becomes more overt in immigration enforcement, in policing, in the open deployment of federal force against civilians, and in the steady erosion of civil rights - people are scrambling for reference points. But instead of reckoning with the long and violent architecture of U.S. history, much of this searching collapses into racialized tropes and xenophobic reassurance: This isn't Afghanistan. This isn't Iran or China. This is America. We have rights. This is a democracy. This isn't who we are.

Western governments, the U.S. under Donald Trump leading the pack, are caught in the grip of an anti-immigration fervor, enforcing cruel and degrading laws that violate human rights and undermine public safety. This entire approach toward immigrants is not only immoral but also rests on false economic claims, argues Daniel Mendiola, assistant professor of history and migration studies at Vassar College, in the interview that follows.

Collating data from the World Bank and other sources in innovative ways, he argues that globalization in the late twentieth and early twenty-first century was accompanied by then-unprecedented growth of income in both previously poor populations (notably in China) and people at the top of the world's income distribution (especially those in the West). By contrast, relative shares of world income stagnated or were thought to have declined for wealthy nations' middle and working classes, including in the United States.

Just before winter break, news broke that the University of North Carolina at Chapel Hill plans to close its centers for African, Asian, European, Middle Eastern, Latin American and Slavic, Eurasian and East European studies. Though UNC administrators said in a statement that decisions on closures are not finalized, they confirmed they are evaluating centers and institutes as part of a budget-cutting effort in response to state and federal funding changes.

The most exciting moments for a teacher come when students stumble onto something unexpected-when they run to my office to tell me about a new twist in their thinking about birds in Sula or the discovery of yet another biblical reflection in Housekeeping. Those revelations come only when they survey the text as it is, not as they assume it to be.

We argue that "faculty members could hold strong viewpoints and yet act in accordance with the highest professional standards." We state emphatically that "it is not possible to make faculty experts refrain from articulating any political viewpoint" while adding that "it is possible to require that they limit the viewpoints expressed in classes to those that are academically justifiable and germane, and to create a space in class where other defensible positions can be expressed."