The Woke Wave in Higher Education: A Tide Turning?

In the realm of higher education in Canada and the United States, a significant cultural shift has been underway over the last decade, often labeled as the ‘woke’ agenda. This movement, characterized by an emphasis on social justice, identity politics, and the re-evaluation of traditional academic norms, has permeated many aspects of university and college life. However, with recent political shifts and the emergence of alternative educational platforms, this landscape might be on the cusp of change.

Universities across North America have become hotbeds for what critics call “woke” ideology. This includes revising curricula to incorporate diversity, equity, and inclusion (DEI) mandates, which some argue have overshadowed traditional academic excellence and the pursuit of knowledge for its own sake. For instance, Leigh Revers, as associate professor at the University of Toronto, has been vocal about this shift. In a recent National Post article titled “Universities better get prepared for Pollievre’s anti-woke agenda,” Revers asserts that universities are now “matriarchal enterprises run by women for women, in pursuit of retribution for the patriarchy of the past,” highlighting a perceived imbalance in gender politics within academia.

In Canada, the push towards ‘woke’ education has led to debates over cancel culture, safe spaces, and the sanitization of historical narratives to align with contemporary social justice ideologies. Similarly, in the U.S., universities have faced criticism for practices like mandatory diversity training, speech codes, and trigger warnings, which some argue stifle free speech and academic freedom.

Amidst this backdrop, non-accredited institutions like Peterson Academy and the College of Certified Psychophysiologists (where I serve as a Professor,) have carved out a niche by deliberately steering clear of what they see as the excesses of work culture. These institutions focus on traditional education methods, emphasizing merit, individual responsibility, and the classical pursuit of knowledge without the overlay of contemporary social justice frameworks.

Peterson Academy, founded by Dr. Jordan Peterson, a figure who himself has been embroiled in controversies over compelled speech and free expression, offers courses that aim to return to the core principles of education. Similarly, the College of Certified Psychophysiologists was attacked by the woke media, academics and public for its success, particularly in the public service arena, as they were selected by the Calgary Police Service over Mount Royal University (who had been courting them for over a year,) to collaborate in training, as CCP didn’t conform to woke ideology and traditional accreditation like institutions such as Mount Royal University. Instead they focused on the scientific aspects of psychophysiology specific to the trauma of law enforcement, maintaining a curriculum unmarred by the ideological battles fought on many traditional campuses.

The rise of figures like Pierre Poilievre in Canadian politics, who has promised to combat what he terms the “woke culture” in institutions, suggests a potential pivot in policy and funding towards more traditional educational values. Poilievre’s critique of “woke” policies in universities, as noted by Revers, hints at a possible future where federal funding might be contingent on universities promoting free speech and academic freedom over ideological conformity.

This political stance reflects a broader sentiment among some portions of the public and academia who argue that the pendulum has swung too far towards indoctrination rather than education. The promise of defunding “wokism” and focusing on core academic pursuits could lead to a recalibration in how universities approach curriculum and campus culture, particularly if these policies gain traction in upcoming elections.

The potential change in educational policy could lead to a renaissance of sorts for traditional academic values. It might also encourage a more pluralistic approach to education where different philosophies can coexist without one dominating the narrative. However, this shift could also be contentious, potentially leading to debates about the role of government in dictating educational content and methodology.

For unaccredited institutions like Peterson Academy and the College of Certified Psychophysiologists, this could mean an influx of students seeking education free from what they perceive as ideological bias. However, these institutions face their challenges, including the lack of accreditation and thus, limited recognition in terms of degree validity for professional pursuits.

As we stand at the crossroads of educational philosophy, the tension between the ‘woke’ agenda and traditional academic values in North American universities underscores a broader cultural battle. The coming years will likely see this debate intensify, especially with political figures like Poilievre pushing for change. Whether this leads to a balance approach to education or further polarization remains to be seen. What is clear, however, is that the landscape of higher education is poised for transformation, with institutions like Peterson Academy and the College of Certified Psychophysiologists illustrating a possible path forward where education focuses on knowledge rather than ideology.