i got the rush transcript of layla fernandez'a collegian article on discrimination.
i applaud her heroic attempts to help the LACC community remember that the educational process extends far beyond the course work.
education is a life long endeavor affecting many aspects of human communication and understanding.
the critical issues all systems of power face are:
Internet---free speech accountability documentation hypercommunicative aspects of young people's online behavior
the collapse of authority---in the face of new information systems old information systems must adapt or be doomed to irrelevance
women---in the future we will not be harassed, underpaid, raped, discriminated against, underpaid, beaten, and cursed at. we will not be the butt of your jokes. you will not treat us unfairly in the classroom or anywhere else.
if you lie to hide your verbal abuse, the ethical karma will find you somewhere where you least expect it.
if as bartelt felt, his free speech permitted him to shout woman! tits! tits and ass! bitching! asshole! in the classroom-----
any defender of free speech would also defend my right to blog the transcript of the proceedings.
eckford cursed at harassment attorney keith fink.
keith fink was looking at me, like you have got to be kidding these guys are really out to lunch.
well.
if bartelt wants to call it "slander and libel" (good move though: always deny everything!!!! classic!)
#1
that is a lie, because truth is a defense to libel---he could learn that in lewis' communications law class in the paralegal department.
if it really happened and i reported it---it is not libel or slander.
truth is a defense to libel.
he really said all these things.
numerous witnesses as well as his own audio defense on soundcloud confirm the truth of those epithets being uttered in class.
he admitted and defended their use.
#2
i think it is slanderous to speak of women in such a way, which is why i asked him to be more respectful in the first place.
he could have said, "thanks, good point!"
instead of put up a big fight. oh war like spirits in struggles of wits.
he's lucky he still has a job in this economy.
things are getting more competetive these days.
and if he thinks cursing at women----or eckford thinks cursing at me---looks good on his resume---
well . . .
they might be wrong.
hopefully if all the administrators are illiterate good old boys then it will all be swept under the rug
i just dont see how defending being rude and sexist in the classroom makes him seem cool. i think it would be way cooler to be respectful all the time.
not to mention in compliance with civil rights act of 1964 title IX.
but LACC is too illiterate to read the laws under which they extract federally supported salary----
so at that point, i just feel sorry for everyone involved, women and men alike
because we are all one family and everyone should respect everyone regardless of race or gender
for a better future
and for victims of domestic violence
who have already been so verbally abused that the last thing they need is two grown men professors cornering them to curse at them, just because they are too poor to get to a better school.
this is where i think
bartelt and eckford are really criminal.
they know better
but they give us their worst bc they think they can get away with it at LACC
i bet they would be a lot more respectful to WHITE PEOPLE paying 50,000$$$$$ a year to go to USC.
so
basically racism and sexism are super stupid . . .
and mean and unfair
equality coalition for students by students please contact maryeng1@yahoo.com to share your story of racism, sexism, homophobia, disability discrimination, or general incompetence on LACC campus. this is for statistical research and equality advocacy purposes, and not in any way affiliated with LACC administration or district administration. no way.
do no harm:
idit dobb-weinstein: "teaching is action and thinking at once. What I try to guard against most when I teach is not speaking as if my answer were conclusive, so as to avoid (to the extent possible) any kind of dogmatic appropriation. It is understandable why students might wish to imitate their teachers, but there are different modes of imitation. I try very hard to avoid the mimetic appropriation that is immediate, passive, and occludes thinking. One other reason is that if I made clear what my views were, and my views appeared as if they were final, it would preclude the possibility of first, students challenging me and second, learning from my students. The relation between the student and teacher is, to me, a dynamic relationship . . . Teaching and learning is a movement that occurs between. In other words, we are at once both agent and patient, both teacher and learner. If we are not very careful, we can do a great deal of harm. And that, too, I have learned from my teachers, Maimonides especially.
I believe my task is to provoke students to think and to engage them in genuine dialogue and questioning. To paraphrase a rabbinic saying, 'I have learned from my teachers, and I have learned from my peers, but I have learned most from my students.' And that is a continuous process of learning."
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