Base and Superstructure

Alienation, autonomy, and ideology

Page 97 of 115

3 Surprises from the 2020 Campaign

2020 campaign

When the 2020 campaign started, I thought it was relatively open-ended. The key word here is relatively. In fact, we usually have a pretty good idea about who’s going to win a party’s nomination. When the ballot includes an incumbent, the incumbent wins. When the ballot includes a sitting or recent vice president, the vice president wins. Simple enough.

Sometimes surprises happen, but usually not too surprising. Clinton led in 2008 until Obama won the nomination. But Obama was hardly a nobody. And while Trump’s nomination surprised lots of people, myself included, we probably shouldn’t have been too surprised. The polls predicted it early. In fact, even early primary polling predicts pretty well.

But I’ve seen some legitimately surprising things this time. This post is about the surprises of the 2020 campaign.

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Gillibrand’s Gender-Identitarianism

Kirsten Gillibrand isn’t going to win the Democratic nomination in 2020. And she probably won’t even win a single delegate. Even former staffers are calling her campaign ‘obnoxious and performative’ and asking her to quit the race. As a result, my own guidelines might suggest I shouldn’t write a post about her campaign. But I’m going to write about it anyway. I’m going to do it because I think she’s centering her campaign on an idea no one else has ever taken up for a major national campaign. That idea is gender-identitarianism.

Let’s explore this in more depth.

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Student Learning Outcomes: What’s the Deal?

Learning outcomes are all the rage in the education industry. They’ve been so for some time on the accreditation and assessment side of things. But now they’re everywhere even among colleges and universities, especially among less prestigious institutions.

I’ve worked on both of these sides of the education industry. Sometimes even at the same time. What’s this ‘student learning outcomes’ stuff all about?

Here’s what I’ll do. I’ll start with a New York Times editorial. Molly Worthen paints a vivid picture of what learning outcomes look like from a faculty perspective. I’ll fill in some thoughts from the non-profit educational management and assessment side of things. That’s where I’m working these days, anyway.

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