Another report from one of our higher reeducation camps (a. k. a. our colleges and universities)

Mary Grabar describes her experience as an adjunct English professor trying to teach, like, English--which is now apparently declasse in our higher re-education camps:

I’m an adjunct English professor. When the subject of adjunct faculty comes up, the predictable calls for unionization and “social justice” are often voiced by my tenured colleagues enjoying light teaching loads and by administrators enjoying comfortable salaries overseeing “multicultural” programs. But I know that I would not be among their intended beneficiaries were they made aware of my political views.

It’s not that I sought to be political when I returned to school in the 1990s to earn my Ph.D. I soon discovered, however, that political neutrality—even in literary studies—is suspect. In the academic world, the belief that great literature conveys universal, timeless themes is generally taken as evidence of an imperialistic outlook. The same holds for history, where the reliance on factual evidence and focus on major events are deemed offensive to women and those from non-Western cultures.

My fellow graduate students tailored their programs for the job market: studying African-American and gay writers, and applying the trendy postmodern, deconstructivist literary theories. Since 2002, when I earned my Ph.D. in English, the field has gotten even stranger, with such additions to the ideological postcolonial, African-American, and critical theory courses as “fat studies” and “trauma studies.” An upperclassman can enroll in “Introduction to Visual Rhetoric”—and then presumably in “Advanced Visual Rhetoric.” But how does my study of Plato and Cicero prepare me to teach these classes? ...

Read the rest here.