Creating whole departments of ethnic, gender, and other 'studies' was part of the price of academic peace. All too often, these 'studies' are about propaganda rather than serious education.
There are a few other things that I built when I was at Harvard that were kind of smaller versions of Facebook. One such program was this program called Match. People could enter the different courses that they were taking, and see what other courses would be correlated with the courses they are taking.
I employ case studies of failure into my courses, emphasizing that they teach us much more than studies of success. It is not that success stories cannot serve as models of good design or as exemplars of creative engineering. They can do that, but they cannot teach us how close to failure they are.
Send it to someone who can publish it. And if they won't publish it, send it to someone else who can publish it! And keep sending it! Of course, if no one will publish it, at that point you might want to think about doing something other than writing.
Every year I teach dozens of students at the University of Birmingham. Most of the students on the gender and sexuality courses are women. I guess this is because the boys don't think that gender applies to them: that it's a subject for girls.
A graduate student who is still learning courses is not really taking a maximum advantage of a research university's offerings. He should already be finished with course-taking, as he would then be able to shape his own taste about what is a good subject for research work in the graduate school.
Since universities are funded in large parts by grants that depend on costly research, they have every incentive to free professors from their teaching duties as much as possible - as do the professors themselves, who tend to be recruited and promoted primarily based on research output.
So when I had to make a decision whether I would like to do honors degree course in Islamic studies and Malay studies too, so I thought Islamic studies would be good.
There are few men who dare to publish to the world the prayers they make to Almighty God.
If a student takes the whole series of my folklore courses including the graduate seminars, he or she should learn something about fieldwork, something about bibliography, something about how to carry out library research, and something about how to publish that research.
One of my favorite courses to teach is when we go to the Air Force. We've done a few at Air Force bases. What's great about that is that it's a one-week course. It's five days and we work with them for about eight hours a day. We're not only teaching them self-defense, but we're also teaching them how to teach it on base to others.
Find the appropriate balance of competing claims by various groups of stakeholders. All claims deserve consideration but some claims are more important than others.
There is more to folklore research than fieldwork. This is why in all of my other upper-division courses I require a term paper involving original research.
Let's say that, personally, I loved Hillary Clinton. Would WikiLeaks still publish this material? Of course it would. Otherwise, we would be censoring it. That's our mandate. It's actually interesting to think about what media organizations wouldn't publish such material if it was given to them.
Without the presence of black people in America, European-Americans would not be "white"-- they would be Irish, Italians, Poles, Welsh, and other engaged in class, ethnic, and gender struggles over resources and identity. (p. 107-108)
It reveals to me the causes of many natural phenomena that are entirely incomprehensible in the light of the generally accepted hypotheses. To refute the latter I collected many proofs, but I do not publish them ... I would dare to publish my speculations if there were people men like you.