I'm really troubled by the "inclusivity" framing people are using to talk about these pedagogical methods. Without being backed up by solid research, and without clearly stated goals, this is basically a political/rhetorical claim. https://twitter.com/YungHumanist/status/1291098786127917058

I would add that in my experience the political preferences of USA academics, including the majority of classicists I have met, do not include initiatives like tuition-free public college for all, which would represent far and away the greatest advancement in inclusivity.

It's not acceptable to ever talk about inclusivity without clearly focusing on what happens *outside* the classroom. Pedagogical methods can *never* make up for entrenched social dynamics.

I promise to return to this thread and engage more deeply the moment I have the time, because the topic is important. Re CI research I will say that something we need to be wary of as teachers of historical languages is assimilating our practice to teachers of modern languages.

And while I fully support the idea of "using every tool", and attempt to embody that in my own practice, it seems not quite ingenuous to me to characterize the ongoing discussions about CI that way.