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Lawmaker Calls For Armed Teachers As TN Grants Millions For Officers
Guns save lives. This is a simple fact that we’ve seen play out countless times. More guns mean more lives saved. This, too, is a simple fact.
When it comes to school security, school resource officers serve an important role. However, as we learned in Parkland, they don’t do anything for school shootings if they won’t go in to confront the shooter.
While we need are more school resource officers, but we also something else. As Tennessee grants millions for new school resource officers, one lawmaker is calling for something more.
Tennessee Education Commissioner Penny Schwinn said Monday the state so far has awarded $7.2 million out of a $20 million pool to assist local school systems in hiring resource officers to protect students.
But despite hiring an additional 206 school resource officers across Tennessee, a state lawmaker called on colleagues to pass a law allowing interested teachers and coaches to carry firearms in schools, calling it a lower-cost alternative.
“There is in my opinion an answer to address school safety,” said Rep. Andy Holt, R-Dresden, as the House Finance Committee kicked off hearings on next year’s state budget. “And that is allowing teachers and coaches to voluntarily go armed in schools.”
Holt said education officials can then “put up an abundance of signs around those schools saying that students on that campus are protected by teachers and coaches that are on that campus.
“This is not a foreign idea, this is not a new idea,” added Holt, a staunch gun rights advocate. “Other states have gone down this path and they’ve seen success. I would definitely say it’s time for us to look at that, especially in view of how much school safety’s costing.”
Following the hearing, Schwinn sidestepped reporters’ questions on arming educators, an issue that has previously failed to win legislative approval.
In fairness, Schwinn isn’t really the person to talk to there. She’s not a legislator, she’s more of an administrator. There are a lot of things she can do with Tennessee’s schools, but the one thing she can’t do is make a decision on something like that which is really the domain of the legislature. Her offering up her opinion isn’t particularly relevant.
However, I agree with Holt completely on this.
The truth is, we have educators who routinely carry a concealed firearm throughout the nation. They do so responsibly and without a single issue. There’s absolutely no reason they should be disarmed when they go to work. None. They’ve passed multiple background checks, not just for their jobs but also for their gun purchases and carry permits. They’re not a threat.
Arming teachers puts more guns into the schools in the hands of good people who are willing to step up and protect human life, even if it’s just their own. I’m fine with them saving their own skins with their firearms because they’ll end up saving more lives in the long run whether they mean to or not.
At the end of the day, that’s the ultimate way to not just prevent school shootings–after all, who wants to shoot up chemistry class when the chemistry teacher may be carrying a 9 mm–but also quickly end any that may happen anyway.
The question is, will the Tennessee legislature step up and make it happen?
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Will the Courts Rein in Collegiate Race/Gender Pandering?
Heather Mac Donald last year created a brouhaha with her fabulous book The Diversity Delusion. She shows—correctly, in my view—“how race and gender pandering corrupt the university and undermine our culture.” If anything, things have gotten worse in the year-plus since that book appeared.
Take American University in Washington. In 2018 and 2019, it spent $121 million on “diversity” initiatives. That is a very substantial sum of money, about 17% the size of AU’s endowment and $16,000 (!!) for every undergraduate student—who probably at least indirectly paid for much of that. But what does “diversity” mean? It is measured by group characteristics of individuals—their race, gender, sexual orientation, religious preferences, birthplace (immigrant vs. native-born) on which American University is spending money to “improve” the diversity of its student body.
“Improving” diversity implies that some group characteristics are given preference over others. It implies that traditional criteria for student admission based on academic potential should receive less attention and racial or other nonacademic group characteristics considerations more. High school performance and academic promise as demonstrated by, say, high SAT scores should determine admission only if they fit into the politically correct perception of the optimal mix of students with respect to skin color, sexual proclivities and gender. If 60% of Americans are non-Hispanic whites, 12% black and another 17% Hispanic, than if a school like AU has 80% whites, 6% blacks and 8% Hispanics based on standard admission criteria, it needs to reduce the white proportion in order to sharply expand the black and Hispanic proportion. One way of doing that is by giving more financial aid to blacks and Hispanics and less to whites. A second way is to have materially differential academic standards for admission based on race. If differences already exist, those differentials should increase.
Many troubling questions arise. A vast majority of educated Americans believe that African Americans should not be denied admission to a school based on the color of their skin. They generally subscribe to the magisterial words of Martin Luther King: “I have a dream that my . . . children will . . . live in a nation where they will not be judged by the color of their skin, but by the content of their character.” Yet as color of skin has been gradually declining as a decisive consideration in American life (witness rising interracial marriages), universities want to reemphasize it, as well as other group identities, such as sexual orientation. I think this is a shame.
It is noteworthy that the efforts by a university to promote diversity has been rather lucrative for some who collect large amounts of what economists call “economic rent” (payments in excess of that necessary for them to provide labor services). For example, the Vice Provost for Equity and Inclusion and Chief Diversity Officer at the University of Michigan (same person) makes a princely $407,653 annually. Additionally, his wife hauls in another $181,404 as “Program Director of the LSA National Center for Institutional Diversity.” The diversity police make a lot of money.
These positions did not exist 50 years ago. Michigan professor Mark Perry notes that the salaries of the diversity bureaucracy of the university would fund over 700 full-tuition scholarships.
The American people, while over time becoming far more tolerant of others based on gender, race and other personal characteristics, generally are skeptical of affirmative action programs, as voters have indicated in several populous states (e.g., California and Michigan). The political environment on campuses is far different from the real world that supports universities. Courts appear to share the diversity/affirmative action skepticism to some extent as well. Harvard appears to under-admit Asian American students in order to provide places in its fixed-size entering class for students rejected under standard admissions criteria, especially members of other racial minorities. As indicated here previously, despite Harvard’s victory at the district court level, it is far from certain it will ultimately prevail at the Supreme Court, and meanwhile there is another suit winding its way through the courts involving the University of North Carolina. Will the courts rein in Excessive Diversity Syndrome? Stay tuned.
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Australia: Taxpayers fleeced, betrayed as unis ponder why Christ born a man
Australian universities are abandoning their role as custodians of Western civilisation in favour of a seemingly endless obsession with identity politics.
I wrote recently about the University of Sydney’s Resurgent Racism project, a flagship program that provides taxpayer funds to academics so they can berate Australians for supposedly being racist.
But it is the tip of the iceberg when it comes to taxpayer-funded identity politics research.
A new report by the Institute of Public Affairs has confirmed the extent to which our universities are fixated on class, race and gender — and just how much Australians are paying for it.
The Humanities in Crisis: An Audit of Taxpayer-funded ARC Grants found the Australian Research Council’s national competitive grants program has distributed $1.34bn in funding to humanities research since 2002.
These projects cover historical studies, linguistics, cultural studies, human geography, and communication and media studies.
According to the ARC, its purpose is “to grow knowledge and innovation for the benefit of the Australian community”. It also claims “the outcomes of ARC-funded research deliver cultural, economic, social and environmental benefits to all Australians”.
So, has the research of the past 17 years done that and helped ensure our success as a prosperous, peaceful and stable nation?
Not quite. What the audit reveals is academics spending millions on projects that are narrow, incomprehensible and reflect the obsession with identity politics, cultural studies, critical theory and radical feminism.
At Macquarie University academics received $391,000 for a historical studies project called Sexing Scholasticism: Gender in Medieval Thought, which explored “medieval theological debates about why it was necessary that Christ was born as a man”.
Academics at the University of Sydney were awarded $735,000 for a cultural studies research project called Reconceiving the Queer Public Sphere: An Interdisciplinary Analysis of Same-Sex Couple Domesticity. By “critically analysing queer home life” the project would “transform current understandings of the relation between homosexuality, private life and the public sphere”.
The ARC awarded the University of Melbourne $100,000 for a cultural studies project examining Female Stardom and Gay Subcultural Reception. And James Cook University was given a bumper $2.7m for a cultural studies proposal, How Gender Shapes the World: A Linguistic Perspective, the authors claimed would “enhance our nation’s capacity to interpret and manage gender roles in multicultural contexts”.
The preoccupation with identity politics is especially notable in historical studies.
There have been 616 such research proposals to have received funding since 2002 — with the total cost amounting to $192m.
The most common theme is “identity politics”, with 112 of the proposals focusing on the leitmotivs of class, race and gender.
The second most common theme is “indigenous history and studies”, with 99 projects, while the third most common, “war and conflict” attracted 88 proposals. In contrast, there are only three research projects that talk about the rule of law and a solitary proposal examining free speech.
This shows our universities are not interested in the history or values of institutions that are essential to understanding Australia’s present and shaping its future.
As curators of Western civilisation, academics have a duty to look after some of society’s most valuable material. But two decades of ARC funding shows they are neglecting their duties.
Having bought into the postmodernist notion that Western civilisation is a white patriarchy, they have released themselves from the obligation to study the Western canon. Aristotle’s thoughts on the meaning of tragedy are apparently irrelevant, as are Shakespeare’s observations of human nature and John Stuart Mill’s views on democracy. There is a great deal that universities could pick up from Machiavelli when it comes to the problem of free speech on campus.
Today’s academics mostly believe there is nothing we can learn from the 2500 years of accumulated wisdom and knowledge passed down to us by those who have lived before us. This arrogance was articulated by academics at the University of Sydney when they rejected the Ramsay Centre for Western Civilisation’s proposed curriculum, which at the time was derided as “structurally, institutionally, morally and epistemically violent to other knowledges” and summarily dismissed as “white supremacy writ large”.
By rejecting the Western canon, academics not only are depriving university students of their dues but they also are depriving us all of the intellectual and moral nourishment that only the humanities can provide. Academics are no longer interested in properly feeding the society that ultimately feeds them.
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