Five items in total…
“Male academics and students were concerned that the presence of female students, let alone staff, would ‘alter the character of the teaching’ and lead to ‘feminine government’ of universities [Discussed in Education, by Carol Dyhouse, in Women in Twentieth Century Britain, 2014.] In other words, the ‘masculine’ dimension to academia – rigorously, unemotionally and coldly examining facts and arguments – would be wrecked by the increasing presence of emotional and over-empathetic girls. As females increasingly take over Western universities, now constituting the majority of students in the USA [Why do women outnumber men in college?, NBER working paper no. 12139, January 2007 ], it is becoming clear that these skeptics were right.” – Lance Welton, “Are women destroying academia? Probably” – The Unz Review, November 2nd, 2019. (You can read this important article here – maybe…)
“DeGroot claimed that females become upset more easily, making it more difficult to engage in unemotional academic disputations, because their logic is more likely to be overwhelmed. Females are also more conformist than men, which militates against challenging received knowledge and thus discovering new things… Dutton maintained that, as women take over universities, they make universities more female – more focused on rule-following, everyone getting along, and not causing offence. This drives geniuses out of universities, meaning females undermine a key element of universities: the unemotional pursuit of truth.” – Lance Welton, “Women in universities (IU’s provost Lauren Robel, dean Idie Kesner) show why women in universities are not a good thing” – The Unz Review, December 7th, 2019.
(And you can read this important article here.)
“No course or program of study should have a view limited to white, western, and/or male voices… We demand that people who are of Color, Indigenous, Black, queer, or not male are represented in the authorship of at least half course and major required readings. Diversifying the canon helps eliminate the violence of only privileging white scholarship.” – The group “End Hate at Notre Dame”, quoted by Jeff Dunetz in “Notre Dame University protest- too many White male authors in curriculum” – LidBlog, November 26th, 2019.
“So I think my concern at this point is … my daughter came home, she said she was taught at school that she was going to die. And she said that many of the other children in the class also exclaimed that ‘I don’t want to die.’ I think that this might of been a traumatic situation for all the children. I think we all are aware that the climate change information, especially when given to very young children such as eight- and seven-year-olds, is shown to cause a lot of depression in children, PTSD and even suicide. So I think it’s really important that I get to the bottom of what happened.” – Lejla Blazevic, quoted by Graeme Gordon in “We’re all going to die: Toronto students, 7 and 8, shown climate change doomsday clock, Greta Thunberg speech” – The Post Millennial, December 17th, 2019.
“The Deep Equity framework, based on the work of Gary Howard, helps schools and districts establish the climate, protocols, common language, and common goal of implementing culturally responsive teaching practices… The Deep Equity approach is based on the belief that scholastic inequities are symptomatic of institutional biases and norms that must be directly challenged through systemic, ongoing, and authentic work… Deep Equity is a comprehensive and systemic professional development process aimed at producing the deep personal, professional, and organizational transformations that are necessary to create equitable places of learning for all of our nation’s children.” – The Deep Equity website, quoted by Robert Steven Ingebo in “The new far-left curriculum transforming our public schools” – American Thinker, December 13, 2019.