Let’s talk about the racism by “Vieno Vehko,” pseudonymous assistant prof from a USA Midwestern university. The author argues she, “finds it hard to respect a group that neither reads critically nor takes responsibility for its learning.” This article is not simply about “millennials.” It is about Whiteness and how White academics expect to teach students like themselves.
The piece is racially loaded in a way White academics and students have missed in their critiques of the article to date. The author explicitly takes swipe at young people—but not equally. Race and class feature heavily in the author’s generational gripe. Continue reading Whiteness in Academic Teaching
A new study establishes gendered expectations imposed on academics. “Students with high academic entitlement were more inclined to be irritated or disappointed when a female professor denied their requests, and more likely to then persist in asking for favors after being denied. They were also more likely to conclude, if the professor was female, that a request denial meant that the professor disliked them.
“Aside from contributing to burnout and taking time away from career-enhancing activities, greater demands and special requests from students may affect female professors’ career advancement by causing them to get less favorable course evaluations or even more complaints filed against them.
"Students may perceive female professors as less fair than their male counterparts if female professors are expected to expend exceptional effort to help out their students in unrealistic ways, thus resulting in worse evaluations.” – Professor Amani El-Alayli on her new study.”
Importance of Intercultural Education for International Students in Australia.(Repost)
International students represent a large economic and international relations investment for Australia. Australian universities are increasingly relying upon overseas students for their revenue, but these institutions are not adequately addressing the special learning, linguistic, cultural and religious needs of these students. Despite their Australian education, international students experience various difficulties in finding work in their field of study after they graduate. Poor English-language, communication and problem-solving skills are the biggest obstacles to securing ongoing and satisfying jobs. Employer biases regarding international students are equally a problem. Below, I provide a demographic overview of the international student population in Australia. I argue that a stronger focus on the socialisation of international students is likely to increase their educational and career satisfaction. Continue reading Importance of Intercultural Education for International Students
Q. R. Markham (real name Quentin Rowan), the author of Assassin of Secrets, talks to Lizzie Widdicombe from The New Yorker about his compulsion to plagiarise. The article is fascinating: it covers the idea that plagiarism was an addiction for Rowan. (Widdicombe notes plagiarism actually doesn’t meet the psychological definition of addiction; it is classified as a compulsion). Rowan talks of how his early success as a young writer led to his anxiousness to be excellent and to please people. Unable to put in the work required to develop his craft, he began his life as a serial plagiarist while he was still in high school. The article also touches on the fact that the publishing industry assumes that agents and publishers will know enough about writing to pick up on acts of plagiarism before they sign authors. Widdicombe points out that plagiarism is not a crime. Acts of plagiarism can be found to be in breach of copyright laws, but plagiarism itself is judged as an ethical transgression. I also loved this section that talks about the distinction between emulating stylistic conventions of other authors and genres and plagiarism.
Originality is a relative concept in literature. As writers from T. S. Eliot to Harold Bloom have pointed out, ideas are doomed to be rehashed. This wasn’t always regarded as a problem. Roman writers subscribed to the idea of imitatio: they viewed their role as emulating and reworking earlier masterpieces. It wasn’t until the Romantic era, which introduced the notion of the author as solitary genius, that originality came to be viewed as the paramount literary virtue. Plagiarism was and remains a murky offense, “best understood not as a sharply defined operation, like beheading, but as a whole range of activities, more like cooking,” the English professor James R. Kincaid wrote in this magazine in 1997. Imagine a scale on one end of which are authors who poach plot ideas (Shakespeare stealing from Plutarch) and on the other are those who copy passages word for word: Jacob Epstein, who cribbed parts of his novel “Wild Oats” from Martin Amis’s “The Rachel Papers”; the Harvard sophomore Kaavya Viswanathan, whose novel plagiarized chick lit.
I found this article to be equally intriguing as well as frustrating. Plagiarism interests me for three reasons: first, having had to deal with students plagiarising when I used to teach at university, I felt perturbed that policies in dealing with plagiarism are not uniform. Secondly, after I left academia and entered the public sphere I had to learn to deal with the devastation that there is little protection of my work. Writing reports that are not released publicly makes it difficult to argue against outside experts who appropriate my ideas. Thirdly, I see many problems that go along with blogging with respect to plagiarism. Writers have to actively try to catch people who steal or reproduce their work without attribution. The main option currently available to bloggers is to ‘name and shame’ blogs that plagiarise; but other than that there is little recourse.
Read more about the whole Markham/Rowan debacle here.
Image credit: Photograph by Molly Landreth via The New Yorker.
In the clip above you can see is one of my favourite moments on The Simpsons:
Skinner: Oh, come on, Edna – we both know these children have no future!
…Prove me wrong, kids. Prove me wrong.
Sociologists Stephen Scanlan and Seth Feinberg argue that studying cartoons can help sociology studentsapply ‘their sociological imagination to the observation of everyday life’. Though they use The Simpsons as a case study, their observations have relevance to the broader study of animation as a ‘pedagogical practice’ (the theories, methods and principles of teaching and learning). Continue reading Sociology of Animation