Tag: Age

  • Digital learning in a new age

    Digital learning in a new age

    Key points:

    Digital learning–in the form of online, hybrid, and blended schools and courses–is growing steadily in U.S. schools. These learning options can transform education because they allow for learning, teaching, and student engagement outside the confines of traditional physical schools.

    Students no longer have to show up at a school building every morning, and millions of students and families are demonstrating their preference for more flexible learning options by choosing their district’s online schools, charter schools, and private schools.

    Digital learning meets the needs of today’s students, who are seeking flexibility in their scheduling. Many high school students want to pursue sports, arts, and career interests in the form os jobs, internships, and other program. Others simply crave the control an innovative school gives them over the time, place, and pace at which they learn. Digital learning also meets the needs of teachers, who, just like knowledge workers around the world, are interested in employment that allows them to choose their schedules.

    Online and hybrid learning is becoming easier to implement as technology grows and improves. Unlike just a few years ago, when teachers were concerned about using multiple technology tools, much-improved integration and interoperability between platforms is making adoption of multiple tools far easier.

    While relatively few students and families prefer their education to be 100 percent online, many students are selecting hybrid options that combine online and face-to-face interactions. Much like young knowledge workers who are increasingly blending home offices with corporate headquarters, digital learning is showing up in unexpected places as well. Let’s take a closer look at two examples: career and technical education (CTE) and physical education (PE).

    CTE is often perceived as being “hands on” in ways that casual observers might expect would not align well with digital learning–but the truth is exactly the opposite.

    Digital learning is broadening the world of CTE for students. Online and hybrid schools provide CTE programs by offering a combination of online career courses and by partnering with businesses, state and regional training centers, and other
    organizations to combine online learning with on-the-ground, real-world jobs, internships, and learning opportunities.

    Hybrid schools and programs, including those run by mainstream districts, provide academic scheduling flexibility to students who seek to prioritize their time in jobs, internships, or career training. No longer do these students have to fit in their career interests after regular school hours or on weekends–when many companies and high-value jobs are not open or available.

    For example, a student interested in a veterinary career can work at a vet’s office during the regular week and school hours, completing some of their online coursework after normal work hours.

    Virtual Arkansas, a state-supported course provider supporting districts across Arkansas, has made digital CTE a central element of its offerings.

    “CTE is a key part of our value to students and schools across Arkansas. Students, teachers, counselors, and the business community, all appreciate that we are providing flexible options for students to gain real-world expertise and experience via our online and hybrid programs,” said John Ashworth, the programs’ executive director.

    Perhaps even more surprising than CTE shifting to digital is the idea that next generation physical education is based on online tools, adept teachers, and student voice and choice.

    Today’s students are accustomed to going into a coffee shop and ordering their drink with a dozen customized features. And yet, in traditional PE classes, we expect students to all want to learn the same sport, activity, or exercise, at the same time and pace. That’s how too many traditional gym classes operate–based on the factory model of education in which all students do the same thing at the same time.

    There’s a better way, which is being embraced by online schools, hybrid schools, and traditional districts. Online and hybrid PE classes shift exercise, activity, and wellness to match student interests and timing. A student chooses from hundreds of detailed instructional videos in dozens of categories, from aquatics to basketball to yoga, trains using the videos combined with instruction provided by a teacher, and tracks her progress.

    This doesn’t sound like a traditional gym class; instead, it mimics the ways that young adults are active in gyms, yoga studios, and sports leagues all around the country. Consider fitness clubs from the local YMCA to the most high-end club–they are all offering a wide variety of classes, on varied schedules to fit busy lifestyles, and at different levels of expertise. No school can match this, of course, by the traditional approach to gym class. But Joe Titus, founder and CEO of Hiveclass, which offers online physical education courses, points out that student agency to
    choose from a wide variety of PE options is possible–when schools are ready to make the leap.

    Online schools and district programs are already doing so, with fantastic outcomes as students lean into their choices and options. As futurist William Gibson said decades ago, “the future is here, it’s just not evenly distributed.”

    Online and hybrid CTE, physical education, and other options prove the point. The next step is to make these options widely available to all the students who are seeking a better alternative.

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  • General Education for Working Learners in the Age of AI – Faculty Focus

    General Education for Working Learners in the Age of AI – Faculty Focus

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  • General Education for Working Learners in the Age of AI – Faculty Focus

    General Education for Working Learners in the Age of AI – Faculty Focus

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  • Many Kids Aren’t Ready for School Before Age 5. So Why Do They Have to Go Anyway? – The 74

    Many Kids Aren’t Ready for School Before Age 5. So Why Do They Have to Go Anyway? – The 74


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    This summer, Washington, D.C., parents were notified that they’d no longer be able to hold their child back from starting kindergarten if the student turned 5 years old before Sept. 30. Previously, the decision on so-called redshirting had been left up to families, with advice from pediatricians and child psychologists.

    In New York City, America’s largest school district, the birthday cut-off is even later: Dec. 31. One-third of children are required to begin kindergarten prior to turning 5. This is a cause of concern for many families.

    The city Department of Education doesn’t see it as a problem. In an email, a spokesperson told me its official stance is, “We work to provide all families access to a world-class education, and we work closely with families to ensure students’ placements are academically and developmentally appropriate, in alignment with state guidelines. Our policies allow for flexibility, our kindergarten curriculum is responsive to the needs of our younger learners, and our dedicated educators are prepared to support every student.”

    Not all are appeased.

    “I have a 4-year-old who will start kindergarten this fall but doesn’t turn 5 until after Thanksgiving,” worried mom CK told me. “I think it’s a big disservice to these kids. The amount of sitting isn’t developmentally appropriate, and the lack of free play is concerning.”

    Parents are justified in their concerns. As the Child Mind Institute summarized in June:

    Several studies have concluded that kids who are youngest in their class are disproportionately diagnosed with ADHD. A Michigan study found that kindergartners who are the youngest in their grade are 60% more likely to be diagnosed with ADHD than the oldest in their grade. And it doesn’t affect just kindergarteners: A North Carolina study found that in fifth and eighth grade, the youngest children were almost twice as likely as the oldest to be prescribed medication for ADHD.

    The research didn’t sit well with some teachers. One blasted my social media inquiry seeking views on redshirting by writing, “ADHD is a very serious IEP (Individualized Education Plan) and we don’t hand them out like candy.”

    Others, however, agreed.

    “My daughter was one of the youngest in her class,” wrote an anonymous mother. “The teacher and school counselor mislabeled her with psychological disorders that both NY special education testing and private neurological tests did not support.”

    “More of my students with an IEP have a birthday in the second half of the calendar year,” confirmed Mary C., who has been a special ed teacher for 12 years. “I understand where an incoming K parent would be concerned that their December baby is much younger than a June baby.”

    That was the case with Upper West Side parent KE’s son. “He is the youngest and smallest boy in the grade,” she wrote. “He started kindergarten at 4 years old, still sucking his thumb. The physical, emotional, social, psychological and other developmental differences between a 5-year-old born in January and a 4-year-old born in December impacts everything from holding a pencil to kicking a ball, to the length of time one can sit and concentrate. It was too early, too soon and too young, but we literally had no choice in the matter in order to enroll him.”

    The problems that pop up with younger students can reverberate beyond elementary school.

    Pree Kaur lamented that her daughter “is always the younger one and is not as mentally developed as her peers, so she always feels as if something is wrong with her.”

    The Riverdale dad of a son born in November wrote, “He had some difficulty following his teacher’s instructions in first grade, and his teacher repeatedly pointed out that he has difficulty sitting still, staying focused, etc. We had him evaluated by a pediatric developmental specialist and he was diagnosed with ADHD. I really struggle with the whole situation, as I believe if we were able to get him to go to school a year later, matters may have been different.”

    “My daughter attended a citywide gifted program. She was doing great, but it came with a price,” confessed Annie Tate. “She was high-functioning until high school, where she was overwhelmed and was diagnosed with ADHD, a diagnosis I believe she wouldn’t have received if I didn’t send her to school at 4 years, 8 months. She would have matured emotionally and physically to be a healthier, happier child.”

    Pediatric occupational therapist KJL sees this situation frequently: “Children with ADHD have a 30% delay in executive function compared to their peers. Combine that with young ages, and these children are set up to fail.”

    When I posed the question of allowing parents to hold back their children on my mailing list, the most frequent response I received was, “SOMEONE has to be the youngest.”

    That’s true. But the situation can still be ameliorated.

    Grades with multiple classes can be broken up into three- or four-month bands, so students are learning with a narrower-aged peer group.

    Repeating a year should be a more acceptable option, unlike the situation faced by mom Heather Hooks: “My son was very behind academically in first grade. The school refused to hold him back and cited studies on ‘retention’ being not good for kids in the long run. I found these didn’t take into consideration that this was not straight retention, but redshirting an ADHD kid. Other studies were significantly different, and suggested these kids have better outcomes and are less likely to be medicated.”

    Another mom was told her daughter “wasn’t behind enough,” despite the child’s pleas that “it’s too much for my head.”

    Any steps taken to help New York City’s youngest learners would provide the largest experimental sample size in the country, making those results potentially beneficial for students across America.

    Based on what happens in NYC, the educational system can stop treating children as developmentally identical and schools as one-size-fits-all, giving families more options.

    As Maureen Yusuf-Morales, who has worked at public, charter and independent schools, suggests, “Parents with children born after September should be allowed choice with guidance based on developmental milestones, as opposed to birthdays being the only hard-and-fast rule.”


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  • Language in the Age of Fascist Politics (Henry Giroux)

    Language in the Age of Fascist Politics (Henry Giroux)

    becomes all the more urgent and makes clear that the language of tyrants, embodied in the rhetoric, images, and modes of communication characteristic of the Trump regime, is a dead language. For her “a dead language is not simply one that is no longer spoken or written,” it is unyielding language “content to admire its own paralysis.” It is repressive language infused with power, censored and censoring. Ruthless in its policing duties and dehumanizing language, it has no desire or purpose other than maintaining the free range of its own narcotic narcissism, its own exclusivity and dominance. “Though moribund, it is not without effect” for it actively thwarts the intellect, stalls conscience, and “suppresses human potential.” Unreceptive to interrogation, it cannot form or tolerate new ideas, shape other thoughts, tell another story, or fill baffling silences. This is the language of official power whose purpose is to sanction ignorance and preserve. 

    As more people revolt against this dystopian project, neoliberal ideology and elements of a fascist politics merge to contain, distract and misdirect the anger that has materialised out of legitimate grievances against the government, controlling privileged elites and the hardships caused by neoliberal capitalism. The current crisis of agency, representation, values and language demands a discursive shift that can call into question and defeat the formative culture and ideological scaffolding through which a savage neoliberal capitalism reproduces itself. This warped use of language directly feeds into the policies of disposability that define Trump’s regime.

    State Terror and Trump’s Politics of Disposability

    As Trump’s regime concentrates power, he invokes a chilling convergence of law, order, and violence, a cornerstone of his politics of disposability. His acts of cruelty and lawlessness, abducting and deporting innocent people, branding immigrants as “vermin,” claiming they are “poisoning the blood” of Americans, and even proposing the legalization of murder for twelve hours, make clear that his violent metaphors are not just rhetorical flourishes. They are policy blueprints. In Trump’s hands, rhetoric becomes a weaponized prelude to atrocity, a tool of statecraft. Threats, hatred, and cruelty are transformed into instruments of governance.

    This is not careless talk, it is a brutal and calculated expression of power. Trump’s threats to arrest and deport critics such as Zohran Mamdani reveal his willingness to use the machinery of the state for political extermination. His targets are predictable: immigrants, Black people, educators, journalists, LGBTQ+ individuals, and anyone who dares to challenge his white Christian nationalist, neoliberal, and white supremacist vision. His language does not merely offend, it incites harm, enacts repression, and opens the gates to state-sanctioned violence. It extends the reign of terror across the United States by labeling protesters as terrorists and deploying the military to American cities, treating them as if they were “occupied territories.” 

    Trump is not alone. Many of his MAGA follower use these same hateful discourse. For instance, conservative pundit Ann Coulter wrote “in response to a speech by Melanie Yazzie, a Native artist and professor, about decolonization, “We didn’t Kill enough Indians.” This is not simply harsh rhetoric; nor is it a performative display of emboldened hatred and historical forgetting, it sets the stage for state-sanctioned repression and mass violence. What is at stake is more than civic respect. It is democracy itself. When language loses meaning and truth is blurred, tyranny thrives. Trump’s and too much of MAGA discourse is not about persuasion; it is about dehumanization and domination. It functions as statecraft, laying the groundwork for a society where suffering becomes spectacle and repression masquerades as law and order. Language is the canary in the coal mine, warning us that democracy dies without an informed citizenry.

    As Eddie Glaude Jr. has powerfully argued, Americans must confront a brutal truth: the creation and expansion of Immigration and Customs Enforcement (ICE), now the largest federal law enforcement agency, is not merely a matter of policy, it is a cornerstone of white supremacy. It is a racist institution, entrenched in an immigration policy designed to uphold the values of white nationalism. In the face of shifting demographics, ICE is tasked with an urgent mission—to make America white again, a calculated attempt to turn back the clock on progress, to preserve an imagined past at the cost of justice and humanity.

    We now live in a country where class and racial warfare both at home and abroad is on steroids, exposing the killing machine of gangster capitalism in its rawest, most punitive form. Trump supports the genocidal war waged by a state led by a war criminal. Children are being slaughtered in Gaza. Millions of Americans, including poor children, teeter on the edge of losing their healthcare. Funds for feeding hungry children are being slashed, sacrificed to feed the pockets of the ultra-rich. Thousands will die, not by accident, but by design. Terror, fear, and punishment have replaced the ideals of equality, freedom, and justice. Childcide is now normalized as the law of the land. The lights are dimming in America, and all that remains are the smug, ignorant smirks of fascist incompetence and bodies drained of empathy and solidarity.

    Gangster Capitalism and the Death of Empathy

    Gangster capitalism lays the foundation for Trump’s racist and fascist politics. As I have noted elsewhere, the United States has descended into a state of political, economic, cultural, and social psychosis, where cruel, neoliberal, democracy-hating policies have prevailed since the 1970s. At the core of this authoritarian shift lies a systemic war on workers, youth, Blacks, and immigrants, increasingly marked by mass violence and a punishing state both domestically and internationally. The U.S. has transformed into an empire dominated by a callous, greedy billionaire class that has dismantled any remnants of democracy, while embracing the fascistic ideology of white Christian nationalism and white supremacy. Fascism now parades not only beneath the flag but also under the Christian cross. 

    America has shifted from celebrating unchecked individualism, as depicted in Ayn Rand’s Atlas Shrugged, to the glorification of greed championed by Gordon Gekko in Wall Street, and the psychotic avarice of Patrick Bateman in American Psycho. This descent into barbarity and psychotic infatuation with violence is further demonstrated by Justin Zhong, a right-wing preacher at Sure Foundation Baptist Church in Indianapolis, who called for the deaths of LGBTQ+ individuals during a sermon. Zhong defended his comments by citing biblical justifications and labeling LGBTQ+ people as “domestic terrorists.” 
    It gets worse. During a Men’s Preaching Night at Sure Foundation Baptist Church, Zhong’s associate, Stephen Falco, suggested that LGBTQ+ people should “blow yourself in the back of the head,” and that Christians should “pray for their deaths.” Another member, Wade Rawley, advocated for violence, stating LGBTQ+ individuals should be “beaten and stomped in the mud” before being shot in the head. Fascism in America, nourished by the toxic roots of homophobia, now cloaks itself not just in the poisonous banner of the Confederate flag, but also in the sacred guise of the Christian cross.

    Welcome to Trump’s America, where empathy is now viewed as a weakness and the cold rule of the market is the template for judging all social relations. One noted example can be found in the words of Trump’s on-and-off billionaire ally, Elon Musk, who dismisses empathy as a naive and detrimental force that undermines the competitive, individualistic ethos he champions. Speaking to Joe Rogan on his podcast, Musk specifically stated that “The fundamental weakness of western civilization is empathy.” As Julia Carrie Wong observes in The Guardian, the stakes extend far beyond casting empathy as a “parasitic plague.” Empathy’s true danger lies in its role as an enabler—granting permission to dehumanize others and constricting the very “definition of who should be included in a democratic state.” This is a recipe for barbarism, one that allows both states and individuals to turn a blind eye to the genocidal violence unfolding in Gaza and beyond.

    Naming the Deep Roots of the Police State

    Ruth Ben-Ghiat has warned that “America has been set on a trajectory to become a police state,” pointing to the passage of the Brutal and Bellicose Bill (BBB), which handed ICE a budget larger than the militaries of Brazil, Israel, and Italy combined. But the roots of this state violence go deeper. The foundation was laid under Bush and Cheney, whose war on terror birthed Guantanamo, Abu Ghraib, mass surveillance, and extraordinary rendition. What Trump has done is strip these earlier authoritarian practices of all pretenses, elevating them to the status of governing principles.

    The police state did not begin with Trump; it evolved through him. Now, we see its terrifying maturity: racial cleansing disguised as immigration policy, hatred normalized as political speech, dissent criminalized, birthright citizenship threatened, and everyday life militarized. This is not politics as usual, it is fascism in real time.

    Trump’s fascist politics grows even more dangerous when we recognize that his language of colonization and domination has helped transform American society into what Ngũgĩ wa Thiong’o chillingly describes as a “war zone.” This war zone now spans the digital terrain—through the internet, podcasts, social media, and educational platforms—becoming a fertile breeding ground for fascist symbols, reactionary values, manufactured identities, and the toxic resurrection of colonial logics. In this battleground of meaning, the language of colonization does more than obscure the truth—it erodes critical thinking, silences historical memory, and disarms the very possibility of empowered agency. What remains in its wake is a nation scarred by suffering, haunted by loneliness, bound by shared fears, and anesthetized by the numbing rituals of a punishing state.

    The transformation of America into a war zone finds its most visible expression in the rise of Trump’s omnipresent police state. This authoritarian machinery reveals itself through the mechanisms of state-sponsored terror, a heavily militarized ICE force operating like masked enforcers, and the rapid expansion of detention centers that will increasingly resemble a network of potential forced labor camps. As Fintan O’Toole warns, Trump’s deployment of troops onto the streets of Los Angeles is not merely symbolic—it is “a training exercise for the army, a form of reorientation.” In this reorientation, soldiers are no longer defenders of the Constitution but are being retrained as instruments of authoritarian power, bound not by democratic ideals but by obedience to a singular will.

    Nevertheless, we resist or refuse to name the fascist threat and the ideological and economic architecture of its politics. Still, we recoil from calling the Trump regime what it is: a fascist state engaged in domestic terrorism. Still, we remain blind to the fact that economic inequality, global militarism, and the genocidal logics of empire are not peripheral issues, they are the center. Why is it so difficult to admit that we are living in an age of American fascism? Why do the crimes of the powerful, at home and abroad, so often pass without scrutiny, while the victims are blamed or erased?

    The Collapse of Moral Imagination

    What we face is not only a political crisis, partly in the collapse of conscience and civic courage– a profound moral collapse. The war being waged at home by the Trump regime is not just against immigrants or the poor, it is a war on critical thought, on historical memory, on the courage to dissent. It is a war on every institution that upholds critical thinking, informed knowledge, and civic literacy. This is a genocidal war against the very possibility of a just future—a war not merely against, but for stupidity, for the death of morality, and for the annihilation of any robust notion of democracy. Viktor Klemperer, in his seminal work The Language of the Third Reich, offers a crucial lesson from history: “With great insistence and a high degree of precision right down to the last detail, Hitler’s Mein Kampf teaches not only that the masses are stupid, but that they need to be kept that way, intimidated into not thinking.” Klemperer’s analysis reveals that Nazi politics did not arise in a vacuum; it was cultivated in a culture where language itself was the breeding ground of cruelty and control.

    Trump’s rhetoric of fear, racial hatred does not emerge in a vacuum. It resonates because it taps into a long and violent history, a history soaked in blood, built on genocide, slavery, colonialism, and exclusion. His language recalls the genocidal campaigns against Indigenous peoples, Black Americans, Jews, and others deemed disposable by authoritarian regimes. It is a necrotic lexicon, resurrected in service of tyranny. It gives birth to politicians with blood in their mouths, who weaponize nostalgia and bigotry, cloaking brutality in the false promises of patriotism and “law and order.”

    Language as War and the Return of Americanized Fascism

    This is not merely a rhetoric of cruelty, it is a call to arms. Trump’s words do not simply shelter fascists; they summon them. They silence dissent, normalize torture, and echo the logic of death camps, internment camps, and mass incarceration. His discourse, laden with hatred and lies, is designed to turn neighbors into enemies, civic life into war, and politics into a death cult and zone of terminal exclusion. Undocumented immigrants, or those seeking to register for green cards or citizenship, are torn from their families and children, cast into prisons such as Alligator Alcatraz, a grotesque manifestation of the punishing state. As Melissa Gira Grant writes in The New Republic, it is “an American concentration camp…built to cage thousands of people rounded up by ICE,” constructed in a chilling display of colonial disregard, and erected on traditional Miccosukee land without so much as consulting the Tribe.

    This is the face of modern cruelty: language wielded as a tool to orchestrate a spectacle of violence, designed to degrade, divide, and erase. Culture is no longer a peripheral force in politics; it has become the central weapon in the rise of state terrorism. The language of war and complicity normalizes America’s transformation into a monstrous carceral state, a symbol of state-sponsored terror where due process is suspended, and suffering is not just an outcome but the point itself. 

    A culture of cruelty now merges with state sponsored racial terror, functioning as a badge of honor. One example is noted in Trump advisor Laura Loomer, who ominously remarked that “the wild animals surrounding President Donald Trump’s new immigration detention center… will have ‘at least 65 million meals.” Change.org, along with others such as Pod Save America co-host Tommy Vietor, noted that her comment “is not only racist, it is a direct emotional attack and veiled threat against Hispanic communities. This kind of speech dehumanizes people of color and normalizes genocidal language.” Her racist remark not only reveals the profound contempt for human life within Trump’s inner circle but also highlights how cruelty and violence are strategically used as both a policy tool and a public spectacle. Loomer’s remark is not an aberration, it is a symptom of the fascist logic animating this administration, where death itself becomes a political message. Her blood-soaked discourse if symptomatic of the criminogenic politics fundamental to the working of the Trump regime.

    The parallels to history are unmistakable. Loomer’s invocation of death as the outcome of detention recalls the Nazi designation of certain camps as Vernichtungslager, extermination camps, where as Holocaust survivor Primo Levi noted, imprisonment and execution were inseparable. Likewise, the U.S. internment of Japanese Americans during World War II, though often sanitized in public memory, operated under a similar logic of racial suspicion and collective punishment. The message in each case is clear, as Judith Butler has noted in her writing: some lives are rendered invisible, deemed unworthy of legal protection, of family, of dignity, of life itself. In fascist regimes, such spaces function not only as instruments of punishment but as symbolic theaters of power, meant to instill terror, enforce obedience, and declare which bodies the state has marked for erasure.

    For Trump, J.D. Vance, and their ilk, fascism is not a specter to be feared but a banner to be waved. The spirit of the Confederacy and the corpse-like doctrines of white supremacy, militarism, and neoliberal authoritarianism have returned, this time supercharged by surveillance technologies, financial capital, and social media echo chambers. In the spirit of the Trump regime, the symbols of the Confederacy are normalized. Confederate flags are now waved by neo-Nazis in public squares and parades, while Trump renames US warships and 7 military bases after Confederate officers, reinforcing a dangerous nostalgia for a past rooted in racism and rebellion against the very ideals of unity and equality that this nation claims to uphold.

    Higher Education and the Fight Against Authoritarianism

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    It should not surprise us that the American public has grown numb with the constant echo chamber of state terrorism playing out in multiple sites of attack. Powerful disimagination machines, mainstream media, right-wing propaganda platforms, tech billionaires, have flooded public consciousness with conspiracy theories, historical amnesia, and spectacularized images of immigrants and others being deported to prisons, foreign Gulags, and modern day black holes. These are not simply entertainment outlets; they are pedagogical weapons of mass distraction, breeding civic illiteracy and moral paralysis. Under their influence, the American people have been placed in a moral and political coma.

    White Nationalism and Reproductive Control

    Nowhere is this more evident than in the mainstream media’s failure to address the racial and ideological foundations of Trump’s agenda. His attacks on Haitian immigrants, the travel ban on seven African countries, the shutting down of refugee programs, and his open-door policy for white Afrikaners from South Africa are not merely racist; they are explicitly white nationalist. The same ideology drives attacks on women’s reproductive rights, revealing the deep racial and gender anxieties of a movement obsessed with white demographic decline. These are not isolated skirmishes, they are interconnected strategies of domination.

    These converging assaults, white nationalism, white supremacy, patriarchal control, and militarized life, manifest most vividly in the war on reproductive freedom. White nationalists encourage white women to reproduce, to hold back demographic change, while punishing women of color, LGBTQ+ people, and the poor. It is a violent calculus, animated by fantasies of purity and control.

    The Systemic Assault on Democracy

    This is a full-spectrum assault on democracy. Every act of cruelty, every racist law, every violent metaphor chips away at the social contract. A culture of authoritarianism is now used to demean those considered other, both citizens and non-citizens, critics and immigrants, naturalized citizens and those seeking such status. They are labeled as unworthy of citizenship now defined by the Trump regime as a privilege rather than a right. Meanwhile, a media ecosystem built on clickbait and erasure renders both such fascists as legitimate while making invisible the roots of suffering mass suffering and fear, all the while, turning oppression into spectacle and silence into complicity.

    In this fog, language itself is emptied of meaning. Truth and falsehood blur. As Paulo Freire warned, the tools of the oppressor are often adopted by the oppressed. We now see that the logic of fascism has seeped into the culture, eroding civic sensibility, destroying moral imagination, and rendering resistance almost unspeakable.

    The Normalization of Tyranny

    Trump’s authoritarian fantasies do not alienate his base, they galvanize it. What was once unthinkable is now policy. What was once fringe has become mainstream. Cruelty is not something to be deplored and avoided at all costs, it is a central feature of power, wielded with theatrical and spectacularized brutality. Under the current acting ICE Director, Todd Lyons, this punitive logic has intensified: Lyons oversees a $4.4 billion Enforcement and Removal Operations apparatus staffed by over 8,600 agents across 200 domestic locations, using militarized tactics, surprise raids, and aggressive targeting of immigrant communities to sustain a regime of fear. ICE’s presence is at the heart of Trump’s hyper-police state, and its funding has been greatly expanded to $170 billion under Trump’s new budget bill, creating what journalist Will Bunch calls Trump’s “own gulag archipelago of detention camps across a United States that’s becoming increasingly hard to recognize.”

    Meanwhile, figures like Tom Homan, who led ICE under Trump’s first term, laid the groundwork with Gestapo-style operations, midnight raids, family separations, and public declarations that undocumented immigrants “should be afraid”. As the “border tzar” under Trump, Homan has initiated deportation policies that are even more aggressively violent and cruel that those that took place in Trump’s first term as president. As Bunch notes, take the case of “the 64-year-old New Orleans woman, Donna Kashanian, who fled a tumultuous Iran 47 years ago, volunteered to rebuild her battered Louisiana community after Hurricane Katrina, never missed a check-in with U.S. immigration officials , and was snatched by ICE agents in unmarked vehicles while she was out working in her garden and sent to a notorious detention center.” These horror stories now take place daily in cities extending from Los Angeles to Providence, Rhode Island.

    A central player in this current regime of state terrorism, systemic racism, mass abductions, deportations, and the criminalization of dissent is Stephen Miller, Trump’s White House Deputy Chief of Staff. During Trump’s first term, Miller was the driving force behind the Muslim ban, the family separation policy, and assaults on birthright citizenship, all rooted in an unapologetic white supremacist and eugenicist worldview. In Trump’s second term, he has emerged as the architect of even more draconian measures, pushing for mass deportations, the abolition of birthright citizenship, and the revocation of naturalized citizenship for those who fall outside his white Christian vision of who deserves to be called American.

    Far-right white nationalist such as Miller, Tom Homan and Todd Lyons, do not treat cruelty as a regrettable side effect. For them, cruelty is the currency of power. Suffering becomes a spectacle, and violence a ritual of statecraft. Tyranny is not inching forward in silence; it is advancing at full speed, cheered on by those who treat fear as a governing principle and pain as public policy. At stake here is what Timothy Snyder calls the practice of fascist dehumanization.

    This is not a passing storm. It is the death throes of a system that has long glorified violence, commodified everything, and fed on division. Trump’s language is not a performance, it is preparation. His words are laying the foundation for a society without empathy, without justice, without democracy.

    Reclaiming the Language of Resistance, Reclaiming Democracy

    In a decent society, language is the lifeblood of democracy, a vessel of solidarity, truth, and hope. But in Trump’s America, language has become a weapon, dehumanizing, excluding, and dominating. His vision is not a warning; it is a blueprint. We must resist, or we risk losing everything. The stakes are nothing less than the survival of democracy, the retrieval of truth and the refusal to live in a world where cruelty is policy and silence is complicity. 

    What is needed now is not only a rupture in language but a rupture in consciousness, one that brings together the critical illumination of the present with a premonitory vision of what lies ahead if fascist dynamics remain unchecked. As Walter Benjamin insisted, we must cultivate a form of profane illumination, a language that disrupts the spectacle of lies and names the crisis in all its violent clarity. At the same time, as A.K. Thompson argues, we must grasp the future implicit in the present. His notion of premonitions urges us to read the events unfolding around us as urgent warnings, as signs of the catastrophe that awaits if we do not confront and reverse the political and cultural paths we are on. It demands that we see the connections that bind our suffering, rejecting the fragmented reality that neoliberalism forces upon us. 
    The time for complacency is past. The time for a new and more vibrant language, one of critique, resistance, and militant hope, is now. A language capable not only of indicting the present but of envisioning a future rooted in justice, memory, and collective struggle.

    As Antonio Gramsci remarked in his Prison Notebooks, “The crisis consists precisely in the fact that the old is dying and the new cannot be born; in this interregnum a great variety of morbid symptoms appear.” What is clear is that these morbid symptoms have arrived. Yet, alongside the despair they breed, they also present new challenges and opportunities for revitalized struggles. This is where the power of language comes into play—this is the challenge and opportunity for those who believe in the transformative power of culture, language, and education to address not just the nature of the crisis but its deeper roots in politics, memory, agency, values, power, and democracy itself.

    [This article first appeared in the LA Progressive.]


    By Henry A. Giroux

    Henry A. Giroux currently holds the McMaster University Chair for Scholarship in the Public Interest in the English and Cultural Studies Department and is the Paulo Freire Distinguished Scholar in Critical Pedagogy. His latest book is The Burden of Conscience: Educating Beyond the Veil of Silence (Bloomsbury in 2025). He is LA Progressive’s Associate Editor. His website is www.henryagiroux.com

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  • Working-Class Wisdom in the Age of Neoliberalism and Trump

    Working-Class Wisdom in the Age of Neoliberalism and Trump

    In the United States of 2025—where neoliberal capitalism and creeping authoritarianism grind down the human spirit—there’s an urgent need for a way of thinking, surviving, and resisting that doesn’t come from think tanks or corporate wellness plans. Street Psychology is that way.

    This idea isn’t new. It’s an outbreak from earlier projects like Street Sociologist (2009–2012) and American Injustice (2009–2013), digital spaces that chronicled working-class survival under austerity, war, mass incarceration, student loan predation, and the Great Recession. Those projects documented both despair and resistance—voices from the margins that understood the system was not broken but operating as designed. Street Psychology is the next step in that lineage. It names the psychic toll of exploitation and dares to offer tools for survival drawn not from institutions, but from the people themselves.

    Street Psychology isn’t a licensed profession or clinical method. It’s a bottom-up philosophy. A way of being that honors grit, grief, memory, and movement. It draws from Black Psychology, Radical Social Work, and the unspoken survival strategies passed down through generations—especially those of the poor, the working class, the dispossessed.

    It tells us: you’re not crazy. You’re living in a society that has normalized cruelty.


    Life Under Pressure

    In today’s America, working people face a perfect storm. Medicaid cuts, climate shocks, unpayable debt, and housing crises are daily facts of life. The Trump regime, emboldened by a Supreme Court that erodes checks and balances, offers little more than political theater and corporate tax breaks. “Law and order” is back—but so are vigilante violence and state repression. In this environment, working-class people are expected to carry on as if nothing is wrong—grinding away at gig jobs, navigating broken transit systems, shouldering invisible pain.

    Street Psychology offers no false comfort. It teaches that burnout, anxiety, and despair are not personal failures—they are rational reactions to a system that exploits and isolates. It offers a politics of honesty.

    It reminds us that mental health cannot be separated from rent, food, dignity, and debt.


    Lessons from Horror and Triumph

    Street Psychology is grounded in history—not the history of presidents and generals, but the people’s history of how folks made it through.

    During the Great Depression, when one in four Americans was unemployed, it was mutual aid, union organizing, and government pressure from below that helped form the New Deal—not just FDR’s goodwill. Neighbors shared food. Workers seized factories. Families survived on ingenuity and grit. Street Psychology carries that memory.

    During World War II, ordinary people faced rations, displacement, and death on an unprecedented scale. But they also built community resilience. Black Americans moved north and west in the Great Migration, seeking both work and dignity. Women entered the workforce by the millions—not for empowerment branding, but to survive. Trauma was everywhere, but so was collective purpose. Street Psychology remembers that duality.

    And in the COVID-19 pandemic, we saw the brutal convergence of economic inequality, medical neglect, and state failure. But we also saw mutual aid networks rise overnight. Grocery workers, nurses, delivery drivers, and custodians became the front line—not billionaires or generals. People created community fridges, distributed masks, and organized rent strikes. Even amid mass death and disinformation, something deeply human survived. Street Psychology draws its oxygen from these moments.

    It says: we’ve been through hell before—and we’ve learned how to survive together.


    Radical Roots and Collective Healing

    Street Psychology stands on the shoulders of Black radical thinkers like Dr. Na’im Akbar and Dr. Wade Nobles, who taught that psychological liberation requires historical truth and cultural self-determination. It borrows from the Radical Social Worker tradition that insists depression and addiction often emerge from exploitation, not deficiency.

    It echoes the voices of those doing hard, dirty, “bullshit jobs,” as David Graeber called them—people whose work is exhausting, precarious, and spiritually deadening. It respects those whose minds and bodies are tired because they’ve been used up. And it says plainly: this is not your fault.

    Healing begins with naming the madness.


    A People’s Practice

    Street Psychology thrives outside institutions. It happens in union halls, kitchens, church basements, food pantries, WhatsApp threads. It takes the form of eye contact, a ride to work, a bag of groceries, a story told without shame. It asks us not to fix ourselves to fit a broken world—but to remember we are not alone in our pain or our power.

    It teaches that even in a world of distraction and despair, we can practice presence and solidarity. We can re-learn how to listen, how to mourn, how to laugh in defiance.

    This psychology is not neutral. It does not pretend to be apolitical. It stands with those being crushed—by the debt collectors, the landlords, the ICE raids, the fascists in suits. It says: you matter. Your struggle matters. And you’re not the only one carrying this weight.


    A Call to Reclaim Our Minds

    Street Psychology is not a cure. It is not a self-help manual. It is a collective reckoning. A refusal to be shamed into silence or fragmented into diagnosis. It is the unlicensed, unpolished wisdom of people who’ve lived through hell and still show up for each other.

    In the age of Trump, AI surveillance, climate breakdown, and economic betrayal, this might be our best chance: to recover the human, to restore the political, and to reclaim the psychological as a shared terrain.

    Let’s build a new commons—not just of resources, but of understanding. Let’s build a psychology that is street-smart, justice-rooted, and history-aware.


    Sources & Influences:

    • Akbar, Na’im. Breaking the Chains of Psychological Slavery

    • Nobles, Wade. Seeking the Sakhu

    • Graeber, David. Bullshit Jobs

    • Paulo Freire. Pedagogy of the Oppressed

    • Radical Social Worker Collective

    • Mutual Aid Disaster Relief

    • American Injustice (2009–2013) and Street Sociologist (2009–2012) blog archives

    • Historical memory from the Great Depression, WWII home front, and COVID-19 mutual aid networks

    • People’s CDC, APA, KFF data on structural causes of psychological distress

    Street Psychology lives in those who refuse to forget—and who refuse to give up. If you or your community are practicing this in any form, we want to hear from you.

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  • 5 Steps to Update Assignments to Foster Critical Thinking and Authentic Learning in an AI Age – Faculty Focus

    5 Steps to Update Assignments to Foster Critical Thinking and Authentic Learning in an AI Age – Faculty Focus

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  • FIRE statement on Free Speech Coalition v. Paxton upholding age verification for adult content

    FIRE statement on Free Speech Coalition v. Paxton upholding age verification for adult content

    Today, the Supreme Court ruled 6-3 to uphold Texas’s age-verification law for sites featuring adult content. The decision in Free Speech Coalition v. Paxton effectively reverses decades of Supreme Court precedent that protects the free speech rights of adults to access information without jumping over government age-verification hurdles.

    FIRE filed an amicus brief in the case, arguing that free expression “requires vigilant protection, and the First Amendment doesn’t permit short cuts.” FIRE believes that the government’s efforts to restrict adults’ access to constitutionally protected information must be carefully tailored, and that Texas’ law failed to do so. 

    The following statement can be attributed to FIRE Chief Counsel Bob Corn-Revere


    Today’s ruling limits American adults’ access to only that speech which is fit for children — unless they show their papers first.

    After today, adults in the State of Texas must upload sensitive information to access speech that the First Amendment fully protects for them. This wrongheaded, invasive result overturns a generation of precedent and sacrifices anonymity and privacy in the process.

    Data breaches are inevitable. How many will it take before we understand the threat today’s ruling presents?

    Americans will live to regret the day we let the government condition access to protected speech on proof of our identity. FIRE will fight nationwide to ensure that this erosion of our rights goes no further. 

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  • Rethinking Exams in the Age of AI: Should We Abandon Them Completely?

    Rethinking Exams in the Age of AI: Should We Abandon Them Completely?

    • By Dr Andrew Woon, Senior Lecturer in Strategic Management at Queen Mary, University of London.

    In recent years, universities around the world have been moving away from traditional exams in an effort to improve assessment practices, address equity concerns and adapt to the evolving educational landscape.

    Top institutions such as Oxford and Cambridge are also shifting towards more inclusive forms of assessment to reduce awarding gaps. This raises the question: Do inclusive assessments omit certain opportunities for students’ learning and development?

    Critics argue that exams often measure test-taking ability rather than genuine understanding and may fail to assess all students’ knowledge and skills accurately. Others contend that exams do little to prepare students for their future careers.

    As a result, universities are adopting a range of assessment methods to support student learning and ensure inclusivity. These approaches aim to recognise a broader range of skills and attributes essential for future success.

    I believe the key argument for retaining exams is not that they are more ‘secure’, but that their true value lies in ensuring students, especially those in high-stakes professions like Medicine and Education, could develop a deep, internalised understanding of their subject matter.

    Take Medicine, for example. We wouldn’t want to be treated by a doctor who relies on ChatGPT to make clinical decisions. While AI can assist with diagnostics and offer suggestions, it lacks the human ability to assess a patient holistically, considering subtle symptoms, emotional cues and contextual factors. These are skills that must be trained, practiced and tested rigorously.

    This is why accounting professional bodies such as ACCA and ICAEW continue to use exams as a primary assessment method, as they provide a standardised and objective measure of knowledge and skills. Exams help ensure that future professionals are not just good at looking up answers, but are also able to think critically, connect the dots, and make informed decisions independently.

    Moreover, the purpose of exams extends beyond evaluating academic knowledge; they also help students identify their weaknesses and develop critical skills. While in-person exams can be stressful and inflexible, they offer benefits beyond knowledge testing. They cultivate vital skills such as time management, organisation and resilience under pressure, key competencies for both interpersonal growth and employability.

    Many students shy away from exams because they struggle to perform well in a high-pressure, time-constrained environment with limited support. This may indicate a need to develop key competencies, such as time management and stress regulation, rather than suggesting that exams are inherently flawed.

    Traditionally, students were trained to master literacy skills — to read, write, and think critically. While exams may miss opportunities to develop other important skills such as teamwork, communication and leadership, removing exams altogether may also reduce opportunities for students to improve their academic literacy. Writing, in particular, requires a good understanding of content and the ability to think critically, skills that are often cultivated through exam preparation and performance.

    One of the most common arguments against exams is that they are not authentic and offer limited opportunities for skill development. According to Newman et al. (1998), assessment is considered authentic when it evaluates products or performances that hold meaning or value beyond mere academic success. Similarly, Wiggins (1989) defines authentic assessment as involving tasks that represent real-world challenges within a given discipline. These tasks are designed to mirror complexity, requiring depth over breadth.

    Clearly, a well-designed exam can be authentic when it provides opportunities for meaningful skill development. For example, incorporating case studies into exams allows students to engage in deeper learning, apply knowledge to real-world contexts, and strengthen academic literacy at the same time.

    After all, traditional exams, when thoughtfully designed, can play a valuable role in developing traditional literacy skills, including reading, writing and critical thinking, which remain essential in the age of AI.

    As AI tools increasingly streamline reading and writing tasks across the education system, reinforcing these foundational skills becomes even more important. Promoting reading and writing through assessment can help combat aliteracy — a growing issue where students are capable of reading but choose not to, often due to the influence of social media and digital distractions.

    I believe exams offer a rare opportunity and space for students to engage in undivided intellectual immersion, because exams create structured, distraction-free environments that demand focused engagement. They encourage deep reading, critical analysis and articulation without reliance on external assistance. Over time, such training can help counter aliteracy by reinforcing the value and interest of independent intellectual engagement.

    I embrace new technologies and innovative forms of assessment, but that doesn’t mean we should completely abandon traditional exams. Exams can and should coexist with other assessment methods, including those supported by AI, to enrich student learning. The purpose of assessment goes beyond assigning grades or preparing students for their first job; it is about equipping them for life in all its dimensions.

    While technologies will continue to evolve, essential skills such as reading, writing, and critical thinking will remain foundational. Therefore, students must be literate to effectively process information and use AI intelligently.

    Importantly, every assessment method has its advantages and disadvantages. Therefore, educators need to take a holistic approach to assessment design and policymaking. For example, using low-stakes, open-book exams can help reduce student stress while still supporting skill development. Additionally, providing tailored support for students with ADHD during exams can enhance their learning experience and ensure they are not placed at a disadvantage.

    Lastly, I hope this opinion piece encourages fellow colleagues to reflect before the new academic year begins. Rather than simply jumping on the AI bandwagon, we must remember the critical role we play in safeguarding our students’ futures. Our responsibility is to equip them with the life skills they need to thrive in an ever-evolving world.

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