A University of Illinois math professor believes that algebra and geometry perpetuate “white privilege” because Greek terms give Caucasians unearned credit for the subject.
We know it's unearned because the wite debil bee libbin in caves an sheeeet while the noble African was flying and building pyramids, stunning Homo erectus achievements that are ignored in favor of crediting the so-called "Classical Era." We all know that everything was invented by a genetic alien from the Dark Continent, it's just a massive White privilege conspiracy trying to hide this obvious truth.
But that isn’t the professor’s only complaint. She also believes that evaluations for math proficiency perpetuates discrimination against minority students, if they do worse than their white counterparts.
There clearly aren't massive differences in average intelligence at play here, so it must be "discrimination."
Rochelle Gutierrez argues in a newly published math education book for teachers that they must be aware of the identity politics surrounding the subject of mathematics.
A wise la-teen-ah makes jewish shekels publishing this nonsense. We must politicize numbers. Welcome to Clown World.
“On many levels, mathematics itself operates as Whiteness,” she argues with complete sincerity, according to Campus Reform. “Who gets credit for doing and developing mathematics, who is capable in mathematics, and who is seen as part of the mathematical community is generally viewed as White.”
I guess this natural conservative is unfamiliar with basic Asian stereotypes. You know you've thought something through when simply saying "Muh Orientals" completely destroys your argument.
Gutierrez claims that the importance of math skills in the real world also places what she calls an “unearned privilege” for those who are good at it.
Hopefully we can propose some insane "Harrison Bergeron" solution to the problem that everyone isn't literally equal.
Because most math teachers in the United States are white, white people stand to benefit from their grasp of the subject disproportionate to members of other races.
Ayo. Hol up. Is you sayin' we bee needin' seg-rah-gay-shun?
“Are we really that smart just because we do mathematics?” she asks, raising the question as to why math professors get more grants than “social studies or English” professors.
I mean, honestly, is mathematics really that important compared to Invisible Backpack Studies?
“If one is not viewed as mathematical, there will always be a sense of inferiority that can be summoned,” she says, claiming that minorities “have experienced microaggressions from participating in math classrooms… [where people are] judged by whether they can reason abstractly.”
This rambling word salad from a foreign invader driven mad by her own inferiority contains a lot of deep meaning, that's for sure.
To resolve the intelligence gap, Gutierrez calls on math professors to develop a sense of “political conocimiento,” a Spanish term for “political knowledge for teaching.”
Eeeeeeey, eyeee geeeet deeee con-ooooh-ceeeee-meee-eeeeennn-toooo, eyeee theeeeeennnnkkk.
She concludes her argument with the claim that all knowledge is “relational,” or is, in other words, relative. “Things cannot be known objectively; they must be known subjectively.”
2 + 2 = 5.
Crazy la-teen-ah is upset at reality.