THE AGE of (Re)ALIGNMENT
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Culture Wars' Reloaded: Trump, Anti-Political Correctness and the Right's 'Free Speech' Hypocrisy
The 'Culture Wars' Reloaded: Trump, Anti-Political Correctness and the Right's 'Free Speech' Hypocrisy Dr. Valerie Scatamburlo-D'Annibale University of Windsor, Windsor, Ontario, Canada Abstract This article explores how Donald Trump capitalized on the right's decades-long, carefully choreographed and well-financed campaign against political correctness in relation to the broader strategy of 'cultural conservatism.' It provides an historical overview of various iterations of this campaign, discusses the mainstream media's complicity in promulgating conservative talking points about higher education at the height of the 1990s 'culture wars,' examines the reconfigured anti- PC/pro-free speech crusade of recent years, its contemporary currency in the Trump era and the implications for academia and educational policy. Keywords: political correctness, culture wars, free speech, cultural conservatism, critical pedagogy Introduction More than two years after Donald Trump's ascendancy to the White House, post-mortems of the 2016 American election continue to explore the factors that propelled him to office. Some have pointed to the spread of right-wing populism in the aftermath of the 2008 global financial crisis that culminated in Brexit in Europe and Trump's victory (Kagarlitsky, 2017; Tufts & Thomas, 2017) while Fuchs (2018) lays bare the deleterious role of social media in facilitating the rise of authoritarianism in the U.S. and elsewhere. Other 69 | P a g e The 'Culture Wars' Reloaded: Trump, Anti-Political Correctness and the Right's 'Free Speech' Hypocrisy explanations refer to deep-rooted misogyny that worked against Hillary Clinton (Wilz, 2016), a backlash against Barack Obama, sedimented racism and the demonization of diversity as a public good (Major, Blodorn and Blascovich, 2016; Shafer, 2017). -
Martin Van Buren: the Greatest American President
SUBSCRIBE NOW AND RECEIVE CRISIS AND LEVIATHAN* FREE! “The Independent Review does not accept “The Independent Review is pronouncements of government officials nor the excellent.” conventional wisdom at face value.” —GARY BECKER, Noble Laureate —JOHN R. MACARTHUR, Publisher, Harper’s in Economic Sciences Subscribe to The Independent Review and receive a free book of your choice* such as the 25th Anniversary Edition of Crisis and Leviathan: Critical Episodes in the Growth of American Government, by Founding Editor Robert Higgs. This quarterly journal, guided by co-editors Christopher J. Coyne, and Michael C. Munger, and Robert M. Whaples offers leading-edge insights on today’s most critical issues in economics, healthcare, education, law, history, political science, philosophy, and sociology. Thought-provoking and educational, The Independent Review is blazing the way toward informed debate! Student? Educator? Journalist? Business or civic leader? Engaged citizen? This journal is for YOU! *Order today for more FREE book options Perfect for students or anyone on the go! The Independent Review is available on mobile devices or tablets: iOS devices, Amazon Kindle Fire, or Android through Magzter. INDEPENDENT INSTITUTE, 100 SWAN WAY, OAKLAND, CA 94621 • 800-927-8733 • [email protected] PROMO CODE IRA1703 Martin Van Buren The Greatest American President —————— ✦ —————— JEFFREY ROGERS HUMMEL resident Martin Van Buren does not usually receive high marks from histori- ans. Born of humble Dutch ancestry in December 1782 in the small, upstate PNew York village of Kinderhook, Van Buren gained admittance to the bar in 1803 without benefit of higher education. Building on a successful country legal practice, he became one of the Empire State’s most influential and prominent politi- cians while the state was surging ahead as the country’s wealthiest and most populous. -
Introduction Ronald Reagan’S Defining Vision for the 1980S— - and America
© Copyright, Princeton University Press. No part of this book may be distributed, posted, or reproduced in any form by digital or mechanical means without prior written permission of the publisher. Introduction Ronald Reagan’s Defining Vision for the 1980s— -_and America There are no easy answers, but there are simple answers. We must have the courage to do what we know is morally right. ronald reagan, “the speech,” 1964 Your first point, however, about making them love you, not just believe you, believe me—I agree with that. ronald reagan, october 16, 1979 One day in 1924, a thirteen-year-old boy joined his parents and older brother for a leisurely Sunday drive roaming the lush Illinois country- side. Trying on eyeglasses his mother had misplaced in the backseat, he discovered that he had lived life thus far in a “haze” filled with “colored blobs that became distinct” when he approached them. Recalling the “miracle” of corrected vision, he would write: “I suddenly saw a glori- ous, sharply outlined world jump into focus and shouted with delight.” Six decades later, as president of the United States of America, that extremely nearsighted boy had become a contact lens–wearing, fa- mously farsighted leader. On June 12, 1987, standing 4,476 miles away from his boyhood hometown of Dixon, Illinois, speaking to the world from the Berlin Wall’s Brandenburg Gate, Ronald Wilson Reagan em- braced the “one great and inescapable conclusion” that seemed to emerge after forty years of Communist domination of Eastern Eu- rope. “Freedom leads to prosperity,” Reagan declared in his signature For general queries, contact [email protected] © Copyright, Princeton University Press. -
Reagan's Victory
Reagan’s ictory How HeV Built His Winning Coalition By Robert G. Morrison Foreword by William J. Bennett Reagan’s Victory: How He Built His Winning Coalition By Robert G. Morrison 1 FOREWORD By William J. Bennett Ronald Reagan always called me on my birthday. Even after he had left the White House, he continued to call me on my birthday. He called all his Cabinet members and close asso- ciates on their birthdays. I’ve never known another man in public life who did that. I could tell that Alzheimer’s had laid its firm grip on his mind when those calls stopped coming. The President would have agreed with the sign borne by hundreds of pro-life marchers each January 22nd: “Doesn’t Everyone Deserve a Birth Day?” Reagan’s pro-life convic- tions were an integral part of who he was. All of us who served him knew that. Many of my colleagues in the Reagan administration were pro-choice. Reagan never treat- ed any of his team with less than full respect and full loyalty for that. But as for the Reagan administration, it was a pro-life administration. I was the second choice of Reagan’s to head the National Endowment for the Humanities (NEH). It was my first appointment in a Republican administration. I was a Democrat. Reagan had chosen me after a well-known Southern historian and literary critic hurt his candidacy by criticizing Abraham Lincoln. My appointment became controversial within the Reagan ranks because the Gipper was highly popular in the South, where residual animosities toward Lincoln could still be found. -
The Norman Conquest: the Style and Legacy of All in the Family
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Boston University Institutional Repository (OpenBU) Boston University OpenBU http://open.bu.edu Theses & Dissertations Boston University Theses & Dissertations 2016 The Norman conquest: the style and legacy of All in the Family https://hdl.handle.net/2144/17119 Boston University BOSTON UNIVERSITY COLLEGE OF COMMUNICATION Thesis THE NORMAN CONQUEST: THE STYLE AND LEGACY OF ALL IN THE FAMILY by BAILEY FRANCES LIZOTTE B.A., Emerson College, 2013 Submitted in partial fulfillment of the requirements for the degree of Master of Fine Arts 2016 © 2016 by BAILEY FRANCES LIZOTTE All rights reserved Approved by First Reader ___________________________________________________ Deborah L. Jaramillo, Ph.D. Assistant Professor of Film and Television Second Reader ___________________________________________________ Michael Loman Professor of Television DEDICATION This thesis is dedicated to Jean Lizotte, Nicholas Clark, and Alvin Delpino. iv ACKNOWLEDGMENTS First, I’m exceedingly thankful for the guidance and patience of my thesis advisor, Dr. Deborah Jaramillo, whose investment and dedication to this project allowed me to explore a topic close to my heart. I am also grateful for the guidance of my second reader, Michael Loman, whose professional experience and insight proved invaluable to my work. Additionally, I am indebted to all of the professors in the Film and Television Studies program who have facilitated my growth as a viewer and a scholar, especially Ray Carney, Charles Warren, Roy Grundmann, and John Bernstein. Thank you to David Kociemba, whose advice and encouragement has been greatly appreciated throughout this entire process. A special thank you to my fellow graduate students, especially Sarah Crane, Dani Franco, Jess Lajoie, Victoria Quamme, and Sophie Summergrad. -
Following Sub-Sections: 1) Languageintroduction, Grade 6
DOCUMENT RESUME ED 051 153 SP 007 203 TITLE Curriculum Guide, English for Grades VI-IX. INST:aUTIO/ Boston Public Schools, Mass. PUB DATE 70 NOTE 307p.; School Document No 2-1970 AVAILABLE FROM Boston School Committee, 15 Beacon Street, Boston, Mass. 02108 ($3.75, check payable to The City of Boston) EtRS PRICE EDRS Price MF-$0.65 HC-$13.16 DESCRIPTORS Composition (Literary), *Curriculum Guides, *English Curriculum, English Literature, Grade 6, Grade 7, Grade 8, Grade 9, *Intermediate Grades, *Junior High Schools, Language Instruction, *Middle Schools ABSTRACT GRADES OR AGES: Grades 6-9. SUBJECT MATTER: English. ORGANIZATION AND PHYSICAL APPEARANCE: The guide has three main sections dealing with language, literature, and composition with the following sub-sections: 1) languageintroduction, grade 6, grade 7, grade 8, grade 9, chronology, bibliography, spelling, listening skills; 2) literature -- overview and teaching techuiguez, grade 6, grade 7, grade 8, grade 9, choral speaking; and 3) composition. The guide is mimeographed and spiral-bound with a soft cover. OBJECTIVES AND ACTIVITIES: Objectives are listed for the various topics. Suggested classroom activities andtudent enrichment activities are included in the text. INSTRUCTIONAL MATERIALS: References to texts and materials are given at the end of sone sub-sections. There is also a bibliography, and a list of suggested texts for composition. STUDENT ASSESSMENT: The section on composition includes a oriel description of evaluation techniques for the teacher. (MBM) .=r II PERSYSSieN TO PCPROOVCE THIS IVINP 1111111111 MATERIAL HAS BEEN GRAMM BY kg-21c.y 4-097:. elyzAre__,__ TO ERIC AND ORGANIZATIONS OPYRATING UNDER AGREEMENTS Was THE ,u$ OffiCE OF EDUCATIONFOP r'R REPFOPUCTION OUTSIDE THE ERIC ,a.'ENI REQUIRES PER MISSION CIF THE COPYRIGHT OWNER School Document No. -
Marriage Fifth Paper for Montana Church Workers' Conference 10
Marriage Fifth Paper for Montana Church Workers’ Conference 10/2020 Deac. Mary J Moerbe God’s Word echoes throughout creation. (I love that image from Luther). And what happens? All over the world, throughout every age, most people look to get married. People look for a helpmate. They make a lifelong commitment to care for this one person of the opposite sex until death. This is not dependent on a church wedding or Christianity. Scripture never questions foreign or unbeliever marriages, but teaches that marriage is an institution given to humanity during the time of creation’s perfection. Interestingly, Adam had no choice in his partner, nor did Eve. In the beginning, God made one flesh and from it came the second. Then the two came together again in a way “to be fruitful and multiply and fill the earth and subdue it and have dominion” (*Gen 1:28). God created them, brought them together, married them, and blessed them. He kept them in all the beautiful nuance of the ancient term. He made His face to shine upon them and was gracious to them. He lifted up His countenance upon them and gave them peace (Numbers 6:24-27). I don’t think it goes too far to say God keeps marriage. Marriage is the only relationship restricted to one other person, and, on this earth, it is decidedly marked with a beginning and an end. A man leaves his family to become one flesh with a woman. The two are united, bringing both sexes into a permanent relationship with lots of practical implications. -
Women of Power 3-5
Women of Power Author: National Constitution Center staff About this Lesson This lesson, which includes a pre-lesson and post-lesson, is intended to be used in conjunction with the National Constitution Center’s Women of Power program. Together, they provide students with an overview of the contributions made by powerful women throughout United States history. In this lesson, students begin by testing their knowledge of how famous men and women have impacted the country’s cultural, social, political and economic development since the colonial period. After the NCC program, students learn about the mission of the National Women’s Hall of Fame, located in Seneca Falls, NY. They research different members of the Hall and conclude the lesson by participating in a Hall of Famer Hobnob. Designed for students in grade 3-5, this lesson takes approximately three to four class periods from beginning to end. Women of Power National Constitution Center Classroom Ready Resource Background Grade(s) Level Throughout United States history, women have made 3-5 significant contributions to the country’s cultural, social, political and economic development. From the colonial Classroom Time period to 2010, from Dolley Madison to Hillary Rodham One 45-minute class Clinton, women have influenced everything from period (pre-lesson) legislation to the arts. Two or three 45-minute The purpose of the National Constitution Center’s Women periods (post-lesson) of Power program, and of this accompanying lesson, is to Handouts offer students an opportunity to learn more about how women have shaped the U.S. throughout history. Even Who Am I? Part One though women did not get the right to vote until the student worksheet Nineteenth Amendment was ratified in 1920, their actions have affected life in the U.S. -
Dialects of London East End and Their Representation in the Media
Vanja Kavgić Dialects of London East End and their representation in the media. Cockney dialect and Multicultural London English in British sitcoms. MASTER THESIS submitted in fulfilment of the requirements for the degree of Master of Arts Programme: Master's programme English and American Studies Alpen-Adria-Universität Klagenfurt Evaluator Univ.-Prof. Mag. Dr. Alexander Onysko Alpen-Adria-Universität Klagenfurt Institut für Anglistik und Amerikanistik Klagenfurt, June 2018 Affidavit I hereby declare in lieu of an oath that - the submitted academic thesis is entirely my own work and that no auxiliary materials have been used other than those indicated, - I have fully disclosed all assistance received from third parties during the process of writing the thesis, including any significant advice from supervisors, - - any contents taken from the works of third parties or my own works that have been included either literally or in spirit have been appropriately marked and the respective source of the information has been clearly identified with precise bibliographical references (e.g. in footnotes), - to date, I have not submitted this thesis to an examining authority either in Austria or abroad and that - - when passing on copies of the academic thesis (e.g. in bound, printed or digital form), I will ensure that each copy is fully consistent with the submitted digital version. I understand that the digital version of the academic thesis submitted will be used for the purpose of conducting a plagiarism assessment. I am aware that a declaration contrary to the facts will have legal consequences. Vanja Kavgic e.h. Klagenfurt, 28.06.2018 1 Table of Contents AKNOWLEDGEMENTS ...................................................................................................................... -
Donald Trump: Our President Will Start a War with Iran Because He Has Absolutely No Ability to Negotiate
Donald Trump: Our President will start a war with Iran because he has absolutely no ability to negotiate. He's weak and he's ineffective so the only way he figures that he's going to get reelected and assure he's just sitting there is to start a war with Iran. Sarah Kendzior: I'm Sarah Kendzior, the author of the best-selling essay collection, The View from Flyover Country and the upcoming book, Hiding in Plain Sight. Andrea Chalupa: I'm Andrea Chalupa, a journalist and filmmaker, and the writer and producer of the upcoming journalistic thriller, Mr. Jones. Sarah Kendzior: And this is Gaslit Nation, a podcast covering corruption in the Trump Administration and rising autocracy around the world. Andrea Chalupa: Our opening clip was from November 16, 2011 of Donald Trump projecting his intentions to start war with Iran onto his obsession, then President Barack Obama. So happy new year everyone. We want to start off by congratulating Jared Kushner for bringing peace to the Middle East. The world of course laughed at you and Ivanka. Way to prove them wrong. Getting Middle Eastern leaders together for a karaoke night was ingenious. Andrea Chalupa: So first off, John Bolton is having a great 2020. This is going to be John Bolton's year. Before we get into that, we want to first say that our hearts are breaking for our Australian listeners. Nearly 30 people killed so far, over a billion animals killed. We're so, so sorry that you have this government who've been driven by greed and inaction, and your coal industry helped create the most devastating fires in your country's history. -
Trump, Celebrity and the Merchant Imaginary
ARTICLE DOI: 10.1057/s41599-018-0177-6 OPEN Trump, celebrity and the merchant imaginary Barry King 1 ABSTRACT This article explores the social ontological basis of Trumpism as a form of populism, historically defined as government by personal rule. For many commentators, the key feature of Trump’s presidency is its fundamental irrationality. The President has variously described as ‘dumb’, ‘greedy’, ‘psychotic’,a‘narcissist’ in the grandiose mode, and an ‘egotist’ unfit for public office. This article does not aim to dissent from these kinds of conclusions but 1234567890():,; suggests that they partake more of the statement of effects or consequences rather than causes. Indeed, if they are considered as causes they lead to confusion, a kind of ‘attention- deficit disorder’ (which, ironically, some accuse the tweeting President of being a sufferer). Rather this paper suggests that a more systematic examination of the President’s persona reveals it as emerging from a conflation of the discourse of the American family and a merchant imaginary. 1 Auckland University of Technology, Auckland, New Zealand. Correspondence and requests for materials should be addressed to B.K. (email: [email protected]) PALGRAVE COMMUNICATIONS | (2018) 4:130 | DOI: 10.1057/s41599-018-0177-6 | www.nature.com/palcomms 1 ARTICLE PALGRAVE COMMUNICATIONS | DOI: 10.1057/s41599-018-0177-6 Introduction he confirmation of Trump as President has created a untrammeled and anti-bureaucratic form. The sociological and veritable tsunami of speculation on his “real” personality as semiotic parameters of this shift and its connection to populism is T fi revealed in the gaps between his behaviour in of ce and what this article explores. -
For the Curious Among You, Here Is Attached a Summary and One Or Two Reactions to Today's Debate
Dear all, > for the curious among you, here is attached a summary and one or two reactions to today's debate. > And a very useful and clear recap on who stands where on key issues. Let me know if you can't open the page, but normally you're entitled to several free articles: https://www.washingtonpost.com/elections/2020/trump-policies-vs-biden-policies/ > The New York Times fact-checked the candidates' sweeping statements https://www.nytimes.com/live/2020/09/29/us/debate-fact- check?action=click&module=Spotlight&pgtype=Homepage > But so did Breitbart News. It is worth taking a look at tome of the articles here: https://www.breitbart.com/2020-election/2020/09/29/joe-biden-ditches-bernie-bros-debate-denounces- medicare-for-all-defund-police-green-new-deal/ > If you want the short version, here it is: https://www.nytimes.com/video/us/politics/100000007368667/presidential-debate- highlights.html?action=click>ype=vhs&version=vhs-heading&module=vhs®ion=title- area&cview=true&t=172 or HERE https://www.washingtonpost.com/video/politics/wallace-struggles-to-stop-trumps-repeated- interruptions/2020/09/29/f0d7fb0b-a83a-4364-a151-4f5d152eee9a_video.html Or in this short text: Politics Analysis Trump’s baffling debate strategy was to tweet out loud for 90 minutes The president decided to counter substance with bluster — admittedly more favorable territory for him The Washington Post, Sept 30 President Trump is trailing former vice president Joe Biden by 10 points, according to a recent Washington Post-ABC News poll. The Post’s average of national polls has Biden leading by eight points.