@TheRealMcKenna
I have heard some pretty ridiculous and nonsensical ideas for getting rid of ‘systemic racism’ in certain areas. For example, one solution I have seen proposed to the fact that African American students perform worse in SATs than other ethnic groups is to abolish the tests. I can’t see how that will do anything to reduce educational disparities, but would be a very appealing policy to propose by someone with an agenda to abolish the tests anyway.
The abolition of examinations is emerging as one of the touch points of woke ideology in educational reform; the argument seems to be that disadvantaged people
sometimes perform poorly in examinations, so therefore they are a tool of oppression.
Yet this basically ignores how examinations have historically been a tool for liberation. The starting point for the full participation of girls in education in England was, after all, their performance in the College of Preceptors exams in the 1860s; and similar patterns can be seen across other disadvantaged groups, from working-class boys winning scholarships in Victorian England, to the entry of Jewish men into the Anglo-American university system in the 1920s and 1930s, to the successes of the children of Asian immigrants in late twentieth century school systems. The use of education as a way to escape disadvantage has been a constant for nearly two-hundred years.
Part of the reason for this, of course, the fact that examinations have at least some inbound notion of objectivity. They allow the person’s abilities to be compared with the abilities of others. It’s hard to argue that someone is intellectually inferior when they score just as well as you in a set of exams.
But examinations rely on a notion that you both can aspire towards some notion of objectivity, and also have this as a goal in mind. Examinations make it harder to get away with performing competence, and reward work over merely having the right opinions. No wonder the woke dislike examinations.
The tragedy is that most changes in education over the last 35 years have rewarded the privileged over the disadvantaged. Having, for instance, universities as finishing schools for the woke doesn’t help the people who are interested in intellectual development, whilst benefiting those who use higher education as a means of bolstering their political positions. The latter group don’t really want to learn, anyway, so it doesn’t matter to them what goes on in the lecture room. But they don’t like exams, so will fight against them, regardless of the consequences.