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Ed Webb

Seventy-One Stories About Being Trans in School - 0 views

  • (a) some of the biggest challenges trans students face are infrastructural, both bricks-and-mortar structures (the housing of trans students; bathroom facilities), and digital architecture (course information software, transcripts, diplomas and email databases all routinely misidentify students);(b) an overwhelming majority of students and graduates described the experience of being misgendered and/or deadnamed by their professors as an extremely common experience.
  • I do think there’s real value in hearing stories of what it feels like to be misgendered or deadnamed
  • Anti-trans academics who claim that their rights are being infringed are heard far more frequently in the mainstream media than are the students who are apparently doing the infringing.
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  • academic freedom is a value of deep institutional importance to the independence of the University from entrenched power. Free speech demands no such institutional defense, and is rightly deprioritized when in conflict with other interests such as equity of access to education, or the health and wellbeing of students
  • To listen to trans students and graduates is to be sure that, whatever the British gender critical academics argue, the training of the professoriate on this issue is woefully inadequate
  • Many trans and non-binary students reported challenges finding built environments where they could feel safe at college. “They keep housing me with men,” wrote one trans woman; another trans woman reported that, despite being roomed with “transphobic students,” her administrators “weren’t, in general, willing to cut me a whole lot of slack because I hadn’t legally changed my gender marker.” A trans man reported being “placed on an all-girls floor even though I stated clearly on my housing form that I’m a trans guy.” Another student described the non-accommodation of trans students as an official policy: “my school matches roommate based on assigned sex, and refuses to accommodate trans students.”
  • Many students wrote with great enthusiasm about LGBTQ support centers on campus, which provide trans students with community and guidance. One writes that “younger uni empoyees and employees who were queer or allies were actually pretty great”; another says “the campus LGBT centers at two of the institutions where I experienced […] discrimination were amazing”; another writes that “the gender equality center is really working to help students and we have queer profs and Pride programming.” Another describes the vibe at the LGBTQ center as “quite tumblr but very supportive.” Students reported valuing the opportunity to invite speakers and guests themselves, though some report a wish that more resources for such programming were available.
  • A number of students wrote to express their dismay at the poverty of counselling resources for trans students
  • A large majority of respondents – close to all - explicitly reported experiences with “deadnaming” and “misgendering” by their academic advisors – their professors and mentors. Some of these instances were “deliberate,” “malicious,” “continued,” or “transphobic,” while others were merely “ignorant” or “accidental.” One respondent reported having been taught by two kinds of teacher: “profs who never asked for pronouns and always misgendered me, and profs who asked for pronouns but would still misgender me every time and apologize every time under the guise of ‘trying their best’.”
  • Sometimes being misgendered at a key moment in one’s school career throws students into emotional disarray at an inopportune moment.
  • colleges and universities are failing to establish adequate infrastructure for trans and non-binary students (especially in respect of digital architecture, which perhaps receives less attention than bricks-and-mortar)
  • staff and faculty, far from being the mindwiped drones of the gender critical academics’ fantasy, are mostly pretty incompetent at addressing and discussing trans students
  • I have a responsibility as a teacher to ensure minimum standards of care and equitable access to education for all my trans students, but also that I have a responsibility to push back against those institutional disincentives
Ed Webb

Who Ya Calling a Grader? - CogDogBlog - 5 views

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    Here are some thoughts I told my college students many years ago http://www.textbooksfree.org/2%20B's%20or%20an%20A%20and%20a%20C.htm
Ed Webb

University of Akron offers buy-out to 47 percent of faculty - cleveland.com - 2 views

  • No law school, polymer science, or engineering faculty can take the offer.
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    "No law school, polymer science, or engineering faculty can take the offer."
Martin Burrett

Girls Section - 0 views

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    "How girls in an area of Pakistan are quietly fighting for their right to get an education."
Martin Burrett

Conformity vs Individuality in Education - 1 views

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    "At its inception in the Victorian era, mass education in the UK focused very much on conformity, based on the prevailing 'factory production' mindset on the age. But how much has changed? With top down curricula and a rigid exam system testing the merest fraction of what is actually important, has education really left the production line behind?"
Martin Burrett

Run An Empire - 2 views

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    Looking to keep a fitness resolution this year? Find motivation to get moving and keep fit with this superb location-based strategy game for runners and walkers. Gain virtual coins for being active which you can use to advance your settlement. Locations are not precisely show nor in real time, so you can use it with pupils without safely concerns. If using it for yourself, it can link to Strava to keep you motivated to lace up your running shoes without extra hassle. But don't you come around here and fight me for MY castles!
Ed Webb

Do universities liberalise students? Why education should be taken seriously in politic... - 0 views

  • data at the individual level has repeatedly shown that having a degree level qualification is the strongest predictor of a Remain vote
  • UKIP’s support was concentrated among those with education levels below degree level, gaining 16% of the votes of this group in 2015. The Liberal Democrats, in contrast, have historically been better at securing the votes of the degree-educated section of the electorate. In 2010, the party secured one in three votes among this group and were the most popular choice of party for voters in this group.
  • Between 2010 and 2015 the Labour share of the vote among the degree educated rose while its share of those without degrees fell. A result was the move of (some of the) ‘not degree’ group to UKIP while the degree educated deserted the Liberal Democrats after the formation of the coalition government. It is important to stress this happened while Ed Miliband was Labour party leader and before the EU Referendum – this is neither a Corbyn nor a Brexit effect.
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  • the relationship between political values and voting behaviour. While the traditional ‘left-right’ value dimension which focuses on economic justice and power barely distinguishes Leave and Remain voters, there are much larger differences according to ‘cultural’ values which relate to issues of authority, tolerance, and the rule of law.
  • This suggests that there is something specific about the experience of higher education which produces more liberal values. This appears to be something which is independent of the subject of study
  • A more fruitful line of enquiry is to seek a deeper understanding of the connections between education and values: to understand how education liberalises
Martin Burrett

The @UKEdPodcast now available on Spotify - 1 views

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    "From now, Spotify users can follow and listen to UKEdPodcast episodes directly within the app, available on SmartPhones, desktops and Smart Devices."
Martin Burrett

Busting the myths of AI in education - 0 views

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    "When you mention Artificial Intelligence (AI), you're likely to get a variety of responses ranging from the fear that robots will take over our jobs - and our lives - to the conviction that it will transform our future for the better. Now that AI is becoming an integral part of organisations such as NASA, the NHS and even your local council, is it time for education to embrace the power of AI? I believe that it is. While algorithms will never be a substitute for a good teacher, there are some exciting new ways that AI can help schools to spot patterns of progress, or identify pupils who are having difficulties with their learning."
Martin Burrett

UKEd Update - 1 views

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    Read today's UKEd Update -Edu News -Articles/Resources -The best of edu Twitter
Martin Burrett

UKEd Update: 29 January 2018 - 0 views

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    Get the latest education news, articles, resources from UKEdChat, plus the best of edu Twitter.
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