PC Sister v. Marx Bro

Distinguished feminist scholar Sara Ahmed recently published a long, thoughtful piece in which she ties together a number of hot academic issues. Her basic claim is that critiques of neoliberalism—those which challenge the increased corporatization of the university, for example—have become a tool of racial and sexual oppression. She makes some good points. Let’s discuss the metanarrative at play though. In short, it’s a certain type of internecine squabble I see a lot in academia. Let’s call it “PC sister v. Marx Bro.”

In one corner we have Ahmed, a self-described “angry queer woman of colour.” This description gives us a good idea of her investments. This PC Sister is concerned with protecting the rights of women within the “hostile institution” which is the university. She goes about this via insistent demands that her subjective truth and that of other harassed/intimidated/excluded subjects be acknowledged. As such, her rhetoric include a good dose of what professor Laura Kipnis would call “melodrama.” Ahmed is suffering… “And so much violence,” she writes, “is not called violence because it is understood as a right and a freedom…We are up against history; walls.” And you damn well better recognize!

In the other corner, we have our Marx Bro. He has a beard and corduroy jacket. He’s into Das Kapital, Gramsci, maybe a little Rosa Luxemburg. For him, it all comes down to political economics, “scientific” analysis of big economic structures. Unlike our PC sister, his rhetoric is resoundingly not rooted in the personal. Asher Wycoff, a “speculative leftist and armchair revolutionary” with a particularly great blog, can stand in for this figure.

A few weeks ago Wycoff wrote a piece touching upon the idea of the student as consumer. Ahmed believes that the “student as consumer” trope, like other economic-based critiques, is being used by figures within the university to marginalize gendered/racialized viewpoints. Wycoff agrees that the views of students must be respected. He reaches this conclusion though using the exact economic logic Ahmed finds so problematic. Students, Wycoff says, are acting like consumers because college, in our current “post-industrial, neoliberal hellscape,” is (in an objective sense, no doubt) a commercial transaction.

I imagine that Ahmed and Wycoff, both being good leftists, share many of the same goals. Their pieces aren’t even necessarily contradictory. It is possible, after all, that economic trends are reshaping the university (Wycoff) and evildoers are referencing those trends to justify their evil deeds (Ahmed). Still though, as a pragmatist, I do get frustrated by the PC Sister v. Marx Bro dynamic.

First, I think we all need to be aware of how we justify our views (both to ourselves and others). As we’ve seen in my very reductive analysis, the PC Sister often relies on the personal, the subjective, a shared sense of wrongedness. The Marx Bro is more likely to resort to the objective, the coolly structural. Ideally, we should have respect for, and be able to leverage, both sources of authority.

Also, I worry that both discourses are too quick to posit enemies, especially within the university. For those who rail against corporatization, it’s usually administrators. For radical feminists, it’s white males clinging to privilege. Sure, administrators and white males are terrible. By attacking them though are we jeopardizing our own social influence? Should academics follow something akin to Ronald Reagan’s “11th Commandment?” It’s something we should consider.

Are Teachers Really Afraid of Their Students?

A lot has been written lately about hyper-sensitivity on college campuses. The latest entry in this genre is a long, rather complex analysis on Vox.com, published anonymously by a professor at a “midsize state school.” This writer’s claim is that a reductive vision of social justice, one based on feelings rather than objective analysis, is making for a toxic learning environment and ultimately harming the progressive cause. Feelings can’t be wrong. So, this logic goes, the only way to win a debate is to yell really loud.

Ironically, this article resulted in something of a backlash, with a social media figure yelling about how she shouldn’t be quoted without her consent. That’s an interesting position. And seems to prove the writer’s point about hyper-sensitivity. On the internet. What about in the classroom though? Are things really as bad as they seem? Are teachers really afraid of students?

In my experience, no. I’m a (white male) teacher at a major public university. My (grad student) colleagues and I complain about a lot of stuff, but getting in trouble for offending our students isn’t very high on the list. Still, many teachers obviously feel differently. Perhaps they’re justified. Perhaps my colleagues and I are naïve. Still though, I can’t help but think that the hysterical online environment is unduly tinting their perception of the classroom situation.

Of course, as a teacher you will occasionally encounter prickly, hyper-politically correct (or politically incorrect) students. Part of being an educator though is learning how to negotiate with such people. As an example, let’s look at a situation described in the Vox article.

During a discussion of the 2008 financial crisis, a student voices his opinion that said crisis was caused by “Fanny and Freddy giving homes to black people.” This is a big, obviously problematic claim. Note how the Vox commentator responds though. Instead of seeking to engage the student, to bring out the causes and potential effects of such a belief, the teacher instead attempts to “state the facts,” telling the student that his view is “an oversimplification, and pretty dishonest.” The student feels disrespected and files a complaint, accusing the teacher of bias.

I understand the teacher’s frustration: the student hijacked his lesson plan. The administrative complaint could have been avoided though through proper pedagogical practice. Instead of positioning himself as “the subject who knows,” to misquote Lacan, this teacher should have sought to explore, with his students, the gap between their varying perspectives. In short, when yelled at he shouldn’t have yelled back. Instead, he should have practiced what he preaches in the Vox article.

My larger point here is that digital discourse seems to encourage a certain sort of rhetorical behavior. This, as the Vox commentator correctly notes, often involves yelling really loud about your feelings. Teachers must work to counter this influence. We need to cultivate listening, understanding and collaborative, critical exploration. And the place to start is with our own practice, both online and in the classroom. If we do this day-in-day-out, we have nothing to fear from our students.