Jan Frode Haugseth’s Post

Now Published: Liberal Perspectives on Inclusion: Enlightenment Values and Debates on Equity and Democracy in the Classroom https://lnkd.in/emTGJeYR In this book I argue for a re-framing of inclusion as a process of negotiation between teachers, parents, children and young people which involves a recognition of the complex tradeoffs involved in working with difference in the classroom. These tensions are explored through a series of case studies of real-world dilemmas in the classroom, ultimately serving to highlight the ways in which varying political value positions, including liberalism, are inescapably embedded within the practice in education. The book owes its main debt to the ideas of Isaiah Berlin on values pluralism, and also covers the place of teacher knowledge in debates on inclusion, as well as an interrogation of the failures of DEI, particularly in relation to antisemitism, to live up to the ethical calls implicit in postcolonial and critical theory. #inclusion #postcolonialism #antisemitism

Your child is not your friend; you must be friendly, cordial with him but always do what is right and fair.  Let us assume as parents the irrelevance or the relative relevance of certain educational choices with loss and profit. The education of our dear children is not a perfect paradigm with a modus operandi that allows us to do everything well as if we were putting a letter in the mail. Transmission itself, by definition, is a permanent adjustment between values more or less shared by the parents themselves, the fruit of sometimes divergent upbringings. The result is a sometimes explosive melting pot . It is a question of envisioning a community of objectives and a vision on the type of guidance to be given to our dear children.  I recently had a very enriching experience that confirms Seneca's wise thought that you should always add stone to stone. As part of the promotion of one of my books on drugs, youth problems and a certain form of moral fracture in our societies entitled Poudres blanches et ordures humaines,  I met in high schools, parents' associations, actors in the education of young people themselves. Continuing my journey in the universities, I realize with horror the truncation of values, the reversal of the ethical cursor. Are we not increasing the divide or the gap in values under the pretext that times have changed and that children's rights must be fully respected? This is commendable, but let us take stock of the situation without complacency with the aim of making the difference. The culprits who are easily designated (television, the internet, social networks, acculturation and what not) are not the only ones As far as I know, sexual tontines and many other evils such as alcoholism among young people are not originally part of the societal pattern of most of our societies. It was necessary to have excesses. Our children are not our friends, but we must act amicably towards them.  We don't necessarily have to always try to please them. We should be fair, impartial with them, with ourselves, but not without remaining objective.   Children in the majority of their reproduction of values or non-values in their daily lives do a lot of reproduction (copy and paste) than acculturation. We, parents, cannot be held totally responsible for their mistakes because sooner or later they must take their responsibilities. Let us recognize that permissiveness and a certain form of laxity, not to say a certain laxity, have taken precedence. Learning, the quest for knowledge and wisdom remain interconnected and continuous processes that are never finished

There is this quest upon educators that we need to be all in one, teaching, researching and servicing the community. Today I reflect watching this video: https://lnkd.in/dzVayhE6

How should students learn about #Asian and #AsianAmerican history? Asian Americans and Pacific Islanders (#AAPIs) are the fastest-growing populations in the country. Yet experts say their contributions to American history are largely omitted from the classroom. Some 18 states had no content on Asians in their K-12 history curriculum standards, a national study published in 2022 found. With hate crimes on the rise, more states are turning to classroom lessons to help foster tolerance and understanding. In #Connecticut, where the AAPI population has surged by more than 31% in the past decade, the push to include AAPI history is not just about #education – it’s also about being neighborly. https://lnkd.in/enNw-8AE

I am excited about this publication, which identifies three themes of racial microaggressions Indigenous students experience in K–16 learning environments: (1) interpersonal context, (2) anti-Indigenous pedagogical practices, and (3) systemic exclusion and attacks. https://lnkd.in/gx-Er-YP

"What makes diversity unifying in some settings but divisive in others? We examine how the mixing of ethnic groups in German schools affects intergroup cooperation and trust. We leverage the quasi-random assignment of students to classrooms within schools to obtain variation in the type of diversity that prevails in a peer group. We combine this with a large-scale, incentivized lab-in-field-experiment based on the investment game, allowing us to assess the in-group bias of native German students in their interactions with fellow natives (in-group) versus immigrants (out-group). We find in-group bias peaks in culturally polarized classrooms, where the native and immigrant groups are both large, but have different religious or language backgrounds. In contrast, in classrooms characterized by non-cultural polarization, fractionalization, or a native supermajority, there are significantly lower levels of own-group favoritism. In terms of mechanisms, we find empirical evidence that culturally polarized classrooms foster negative stereotypes about immigrants' trustworthiness and amplify taste-based discrimination, both of which are costly and lead to lower payouts. In contrast, accurate statistical discrimination is ruled out by design in our experiment. These findings suggest that extra efforts are needed to counteract low levels of inclusivity and trust in culturally polarized environments."

This is about education in Schools, mandatory in California in 2025. Ethnic education, mind you, with examples of the lies being propogated to our children and grandchildren by a faculty that doesn’t understand the lies being spun as facts. Example: Israel was established in 1948 on Palestinian land. Except there was no unique, or any, Palestinian identity in 1948. The page documented below is just an example of lies being spun into a false narrative, to be taught in schools in the US. The same page shown is now being taught in Qatari, Gazan and West Bank schools today, originally funded by the Wahabists in Saudi and in there funded madrassas globally. We have to to call out and resist this death cult propaganda before it infects the culture irretrievably. Look around the radical Islamist nations - Iran, Iraq, Syria, Lebanon, now Türkiye too - for a clear sense of where this leads - Islamofascism and Shariah colonialism, misogyny, anti LGBTQ+, absolutism and human sacrifice. It is as simple as that.

George Orwell’s words in his book 1984 resonate deeply today: “Who controls the past controls the future. Who controls the present controls the past.” These words hold immense relevance as we traverse the landmine of educational bills that have enacted book bans; restricted the exploration of race, sexual orientation, and gender identity topics; and prohibited the teaching of historical truths or any discourse that may result in “discomfort, guilt, or anguish.” If we are not vigilant, we risk facing a fate reminiscent of the residents of Oceania depicted in 1984, where “every record has been destroyed or falsified, every book rewritten, every picture repainted, every statue and street building renamed, every date altered. And the process is continuing day by day and minute by minute. History has stopped. Nothing exists except an endless present in which the Party is always right.” Censorship is antithetical to freedom; it begets spirit-murdering curricula violence, posing a direct threat to the mental and emotional well-being of students whose histories, identities, and personhood are silenced and deemed inconsequential and without value. By perpetuating harm, these laws also establish a dangerous precedent for future educational policies. The brevity of this moment demands action. If education is the ultimate pursuit of liberation, then the freedom it promises hangs in the balance.

20 years ago, Kenneth Stern drafted the working definition of antisemitism to help data collectors better understand discrimination and acts of violence against the Jewish community. Now, with an executive order and multiple state laws, the definition has taken on a different role — preventing discrimination on campus. For Stern, though, this change could have detrimental effects on free speech and academic freedom. Though the definition can help people identify harassment and threats against Jewish students, enshrining it into law could allow colleges to crack down on student organizations, professors, and guest speakers who express anti-Zionist and pro-Palestinian views. "I don’t expect outside advocates to really appreciate what academic freedom means and what free speech means. I see them as trying to use whatever tools are handy in the toolbox to achieve a desired result, and that’s to beat down political speech," Stern says. We spoke with Stern about the potential consequences signing his definition into law could have, especially as turmoil over the Israel-Hamas war continues to roil college campuses. Here's what he had to say:

Proud Ethnic Studies teacher here. 🙋🏼♀️ My big takeaways from this flawed piece in today’s East Bay Times: 1) Why weren’t Palestinian advocacy groups interviewed or invited into this conversation about how their history, perspectives, and contributions have now been totally wiped from the state’s model Ethnic Studies curriculum? 2) Why weren’t Ethnic Studies educators interviewed for this piece to authentically share about their curricular design, instructional practice, and intentional centering of student voice? (I had Jewish and Palestinian students in my Ethnic Studies classes this year and would have loved the opportunity to discuss how we critically explored issues and fostered a safe, affirming learning community for all. And I am not alone in this work!) 3) The ethos of Ethnic Studies is rooted in justice, radical love, and activism. The discipline was crafted (and fought for) by groups who have never been part of the historical record. Providing students the opportunity to examine power, privilege, oppression, genocide, resilience, resistance, and hope is NOT antisemitic. The resources designed by Liberated Ethnic Studies engage multiple sources and lived experiences AND help students better understand the rich historical context of the four core groups of our discipline. https://lnkd.in/emFu-mi5