RACIST College Students Hurl N-word at High School Students on College Tour

Via Rawstory: Texas A&M University is conducting an investigation after a group of students visiting campus from an inner-city Dallas high school were harassed Tuesday with racial slurs and a demand to “go back where you came from.”

About 60 juniors from Uplift Hampton Preparatory were touring the campus, according to state Sen. Royce West, D-Dallas, when two black students were approached by a white woman wearing Confederate flag earrings. West said the white woman showed the students her earrings and asked them what they thought about them. Then a group of “white male and female students” began taunting the students “using the most well-known racial slur that’s directed toward African Americans,” said West,whose district includes the Uplift Hampton Preparatory campus. (READ ARTICLE & REBLOG TO WORDPRESS HERE)

Email & Call the President and Student Affairs to DEMAND Expulsion

Office of the President
1246 TAMU
Texas A&M University
College Station, TX 77843-1246

Email: PresidentYoung@tamu.edu
Phone: (979) 845-2217
Fax: (979) 845-5027

Dr. Daniel J. Pugh, Sr.
Vice President for Student Affairs
(979) 845-4728
Email: vpsa@tamu.edu


Pretty degree

You would think this pretty document, dating from 1551, is a charter issued by a duke or a royal court. However, it is a university diploma from the University of Aix. It was handed out by the chancellor to a student (a monk). How times have changed: it is a giant leap from this colourful piece of parchment to the printed piece of paper handed out by universities today.

Pics: Aix en Provence, Bibliothèque municipale, MS 752 (dated 1551).

Perceived hiring biases against women working in science, technology, engineering, and math have been around as long as women have been graduating from STEM programs. From 2008 to 2010, women received the majority of doctorate degrees in life and social sciences but only 32 percent of the open assistant professorships.

Now comes a study that offers something of a counter-narrative — that, given the chance, universities would rather hire women for STEM tenure-track positions.

Could It Be? Researchers Find A Hiring Bias That Favors Women

Illustration Credit: LA Johnson/NPR

Prisons and universities are two sides of the same coin

Popular narratives portray society as made up of ‘good’ and ‘bad’ people. Figures of the citizen, the worker, and the graduate are contrasted with the deviant, the criminal, and the dropout. For the safety of ‘good’ people, we are supposed to put ‘bad’ people in separate places. When they are younger, those stigmatized as ‘bad kids’—as delinquents, failures, dropouts—are sent to lower tracked courses, detention, or juvenile hall. If they continue ‘down’ this criminalized life path, they are sent to jails and prisons. By contrast, those deemed ‘good’ through the categorizing and sorting of education are admitted to the place where ‘good’ people rise: ‘up’ through the school grades and into higher education.

Prisons and universities complement each other as two sides of the same coin. They are institutions for producing obedient, governable subjects—shaped in an accounting mode with incarceration for ‘debts to society’ and education for ‘credits.’ Abolitionist movements should seek to abolish this whole coin. From a decolonial, abolitionist perspective, this coin is the intersecting regimes of white supremacist, settler colonial, hetero-patriarchal capitalism. Abolitionists have organized against institutions associated with the ‘bad’ side of the dichotomy of ‘good’/‘bad’ persons—including prisons, corporal punishment in schools, the schools-to-prisons pipeline, the death penalty, and the police—as well as against the ‘redemptive’ intermediaries of the military and work. Yet, abolitionists also need to resist institutions, such as higher education, that are associated with the ‘good’ side of the coin.

When considering an abolitionist critique of universities, academics experience anxieties: losing status and competitiveness, giving up comforts, appearing hypocritical, or getting in trouble with employers (or potential employers for the majority of the precarious academic workforce). Rather than dismissing these fears, we need better collective practices for talking, writing, and organizing around these issues — within and against the education system,with communities who are excluded and marginalized from that system, andfor abolitionist, decolonial movements. Trying on our own, as heroic individuals, we get crushed, co-opted, or pushed out. The with and for imperative requires recognizing that people are engaged in teaching and studying outside of universities, including in prisons, all of the time. I’ve learned this through organizing with prisoners and their families in North Carolina (see Inside-Outside Alliance). Their studying together creates new ways of thinking and relating that are more useful for abolitionist resistance than any academic knowledge. Yet, institutions of education de-legitimize their mode of studying. Thus, a central question for abolitionist movements is: how to connect with, amplify, and expand people’s everyday, autonomous studying?

Grounding abolitionism in everyday studying demands continual reflection on how to understand and connect our movements. What if the resources of academia—such as money, spaces, and labor—could be used for supporting collective discussion of abolitionist questions in ways that include people normally marginalized from academia? Such discussions could re-define how we understand ‘resources’ for movement-embedded study, while transforming ourselves and our movements along the way. Abolition is an experiment with, and wager for, these possibilities.

—Eli Meyerhoff (@EliMeye)

[This post is part of a series of “Abolition Statements” from members of the Abolition Journal Collective and Editorial Review Board. See here for a brief introduction to these posts.]

Prisons and universities complement each other as two sides of the same coin. They are institutions for producing obedient, governable subjects—shaped in an accounting mode with incarceration for ‘debts to society’ and education for ‘credits.’ Abolitionist movements should seek to abolish this whole coin.

Konstanz is a town of ~ 80,000 inhabitants located at the western end of the Bodensee (Lake Constance) in Baden-Württemberg, Southwestern Germany, bordering Switzerland. The city houses the University of Konstanz and was for more than 1200 years residence of the Roman Catholic Diocese. The Rhein river, which starts in the Swiss Alps, passes through the lake and leaves it, considerably larger, by flowing under a bridge connecting the 2 parts of the city. North of the river lies the larger part of the city with residential areas, industrial estates, and the university; south of the river is the old town, which houses the administrative center and shopping facilities in addition to the Hochschule or the University of Applied Sciences. Car ferries provide access across the lake to Meersburg, and the Katamaran provides a shuttle service for pedestrians to Friedrichshafen. At the old town’s southern border lies the Swiss town of Kreuzlingen.