The Flickering Beacon Nominates Prof. Khayke Scottish for the UMass Boston "CIT Award for Inclusive Pedagogies"

For her seminal work as Hamas Cheerleader Extraordinaire

Somewhere in Israel, October 7, 2023 (“Reason” magazine: Ziv Koren/Polaris/Newscom).

UMass Boston’s Center for Innovative Teaching (CIT) continues promoting innovative ways of removing knowledge from teaching, as knowledge and the attendant difficulty of acquiring such make the masses unhappy. To this end, the Center already decolonized rigor, abolished competence, and exorcised White Supremacy. Said exorcism was performed on all the school textbooks from the (trigger warning: the nearest fainting couch may be behind you) colonial times all the way to the very recent 1957. Oh, White Supremacy, oh the horror!

Speaking of canceled knowledge, Horror vacui, "nature abhors a vacuum". To fill the vacuum,

[t]he Center for Innovative Teaching (CIT) is awarding faculty colleagues who demonstrate exceptional creativity and effectiveness in creating inclusive learning environments through the implementation of decolonizing pedagogies and universal teaching designs.

—A pan-UMB email of March 27, 2024

As per usual, this rubbish reads like "Jabberwocky,"

Twas bryllyg, and þ^e slythy toves
Did gyre and gymble in þ^e wabe:
All mimsy were þ^e borogoves;
And þ^e mome raths outgrabe.

minus great poetry, plus some words that make sense, minus the text that doesn’t. Ambiguities emerge in this manure. For example: Does “decolonizing pedagogies” refer to the pedagogies that decolonize or to the “decolonization of pedagogies?” Who knows.

Incidentally, did it ever occur to you that Jabberwock, pictured below:

has “wock” in his name? And “‘jabber’ (noun) is gibberish, chatter” (Meriam-Webster). Hence, Jabberwock is, basically, a “yapping woke.” Very apt.

This brings us to someone our readers know all too well - Prof. Khayke Scottish, whom The Flickering Beacon is honored and privileged to nominate for the CIT award.

She checks all the boxes:

1. Demonstrated Commitment to Anti-Racism and Inclusivity:

   a. The nominee has demonstrated a commitment to fostering inclusivity, antiracism, and diversity within the classroom environment.

   b. Evidence of efforts to create a welcoming and supportive environment for students from all backgrounds, including underrepresented minorities and marginalized communities.

   Prof. Scottish is very much all inclusive. “What, Jews? Jews are vermin.”

2. Implementation of Decolonizing Pedagogies:

   a. The nominee showcases innovative approaches to decolonizing pedagogies that challenge traditional power dynamics, perspectives, and knowledge hierarchies in education.

   b. Evidence of incorporating diverse voices, perspectives, and cultural experiences into the curriculum to promote critical thinking and cultural understanding.

   Khayke Scottish is a pioneer of decolonizing the traditional power dynamics that reinforces the supremacy of the Child over a Queer. From the book, Khayke’s Queer terror is grounded in:

   The Child as futurity’s emblem must die… The queerness we propose… is unaware of the passing of gen­erations as stages on the road to better living. It knows nothing about 'sacrifice now for the sake of future generations.'

   —Lee Edelman, Queer Theory and the Death Drive (Duke, 2004).

   And that’s Prof. Scottish in her own words:

   [T]he queer is the necessary counterpart to the Child and what most threatens it…

   —Khayke Scottish, Queer Terror: Life, Death, and Desire in the Settler Colony (Perlego (2018)).

   

3. Application of Universal Teaching Designs:

   a. The nominee demonstrates proficiency in applying universal teaching designs to accommodate diverse learning styles, abilities, and needs.

   b. Evidence of utilizing flexible teaching methods, technologies, and instructional materials to enhance accessibility and engagement for all students.

   Hatred is a universal language. While the Jew is openly armed and he fights, some white males pretend to be harmless, even "beleaguered.” Khayke Scottish, being much more insightful than many, was able to recognize him for what he really is:

   his hostility toward those who are not him has been [just] transformed from Rage to Beleaguerment.”

   — Heike Schotten, The Age-Old Tale of the Beleaguered White Guy Gets Scrutinized, “Pride,” November 24, 2009.

   Hating the White man unites the masses like nothing else.

   

4. Student Engagement and Success:

   a. The nominee has a track record of actively engaging students in the learning process and promoting their academic success.

   b. Evidence of positive student feedback, learning outcomes, and retention rates resulting from the innovative teaching strategies employed.

   Take the river-to-the-sea-yelling field trip to the UMB yard and see for yourselves. Students were more than engaged. As for learning outcomes, any statement concerning an empty set is correct. i.e. the outcomes were twice as large as expected.

   

5. Technological Innovation

   a. The nominee demonstrates innovation in integrating technology to enhance teaching and learning experiences for all students.

   You mean, the paragliders?

   

6. Leadership and Collaboration:

   a. The nominee exhibits leadership qualities in advocating for inclusive teaching practices and fostering collaboration among faculty, staff, and students.

   b. Evidence of mentoring or supporting colleagues in adopting inclusive teaching approaches and promoting institutional change towards equity and diversity.

   Khayke is one of the leaders of the anti-Zionist movement (as in “Who are you to defend yourself?”) - formerly at the UMB Faculty and Staff Union and now at the Massachusetts Teachers Association at large. The atmosphere of fear among Jewish teachers is a testament of Prof. Scottish’s leadership abilities.

7. (Optional) Scholarship and Impact:

   a. The nominee demonstrates a commitment to scholarship and research related to inclusive teaching practices, decolonizing pedagogies, or universal design for learning.

   b. Evidence of contributions to the field through publications, presentations, or collaborations that advance knowledge and understanding in these areas.

   Bullets do not normally contain explosives but strike or damage the intended target by transferring kinetic energy upon impact and penetration.

   —“Bullets”, Wikipedia

   Overall, the impact of Khayke’s work is 1,139 souls, including 364 at the Nova music festival. But it’s all so far away from here. She and her friends are waiting for this year Burning Man.

   Bonus: She is the one who turns theory into praxis. Lenin would have much more success with Prof. Khayke Scottish than with the cowardly Swiss who were on-board with the world socialist revolution only to quit when it turned out that said revolutions involves guns. Khayke is different:

   

   

   “Bullet Impact,” Harold Eugene Edgerton (Amon Carter Museum of American Art, Fort Worth)

   Another Bonus: Even before October 7, Khayke was a co-founder of the “Institute for Critical Studies of Zionism”.

8. (Optional) Professional Development and Continuous Learning:

   a. The nominee demonstrates a commitment to ongoing professional development and learning to foster decolonizing, antiracist, and inclusive teaching pedagogies and practices.

   Prof. Khayke Scottish is an accomplished terrorist cheerleader scholar, and she needs neither development nor training. Let her speak:

   We choose to stand on the side of “terrorism.”

   —Khayke Scottish, Queer Terror: Life, Death, and Desire in the Settler Colony (Perlego (2018)).

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The Center for Innovative Teaching doesn’t mention any money that come with the award. Are they that cheap? Or money is capitalism? Or the immense pleasure of killing Jews trumps the urge to get payed for it. For Khayke, probably. Kho knows!