There's a list of demands as well. http://reediesagainstracism.tumblr.com/demands
Students typically have an incredibly small say in shaping the institutions that shape their future.
If protesting wasn't uncomfortable, it wouldn't be effective.
It is also the case that the professors have very little control over meeting these demands.
Finally, presumably there are some people who want to take that class.
This is like yelling at the Starbucks barista because you don't like the flavors they're using in the cake, even though other customers want that flavor.
My sympathy is with the barista.
Demand #13 is specifically about that course.
It should be said that is Reed is anything like other small liberal arts schools then I am surprised that this isn't already happening:
"There should be an articulated understanding that “foundational texts” are subjective and that the importance of the course is to foster student’s abilities to read, write, and listen/respond. Before this is accomplished, Hum 110 should be conscious of the power it gives to already privileged ideas and welcome critique of that use of power."
Also, there are clear legal limits to that approach.
* The ability to shape their own future by choosing which institutions to attend
* The idea that they should have any say in shaping institutions that shape ones future
Aren't these all privileges of being able to attend university in a country born of western Civilization? Wouldn't these all be things they would learn to appreciate more from this class?
> 13. The required freshman course should be reformed to represent the voices of people of color. Lecturers should structure delivery and analysis of content that is sensitive to and proactive for inclusive practices. There should be an articulated understanding that “foundational texts” are subjective and that the importance of the course is to foster student’s abilities to read, write, and listen/respond. Before this is accomplished, Hum 110 should be conscious of the power it gives to already privileged ideas and welcome critique of that use of power. This could be done by 1) allowing alternative readings that critique texts on the current syllabus, 2) making Hum 110 non-mandatory until reform happens or 3) alternate options for Hum lecture.
I'm super curious about these alternate texts... but of those 25 demands, almost all of them should be directed toward the proper administrative offices or the board of trustees. If they can't sway them, then they should probably transfer to a less oppressive college or go start their own.
Attacking educators for doing their job and reducing their effectiveness to teach those students that do want to learn is pretty weak and ineffective. I can only hope one day that they'll come to their senses and be ashamed of themselves.