Thanks to 3quarksdaily for linking to this column by Stanley Fish.  I’ve copied four excerpts below:

My assessment of the way in which some academics contrive to turn serial irresponsibility into a form of heroism under the banner of academic freedom has now been at once confirmed and challenged by events at the University of Ottawa, where the administration announced on Feb. 6 that it has “recommended to the Board of Governors the dismissal with cause of Professor Denis Rancourt from his faculty position.” Earlier, Rancourt, a tenured professor of physics, had been suspended from teaching and banned from campus. When he defied the ban he was taken away in handcuffs and charged with trespassing.

What had Rancourt done to merit such treatment? According to the Globe and Mail, Rancourt’s sin was to have informed his students on the first day of class that “he had already decided their marks : Everybody was getting an A+.”

Later: 

Rancourt is a self-described anarchist and an advocate of “critical pedagogy,” a style of teaching derived from the assumption (these are Rancourt’s words) “that our societal structures . . . represent the most formidable instrument of oppression and exploitation ever to occupy the planet” (Activist Teacher.blogspot.com, April 13, 2007).

Among those structures is the university in which Rancourt works and by which he is paid. But the fact of his position and compensation does not insulate the institution from his strictures and assaults; for, he insists, “schools and universities supply the obedient workers and managers and professionals that adopt and apply [the] system’s doctrine — knowingly or unknowingly.”

It is this belief that higher education as we know it is simply a delivery system for a regime of oppressors and exploiters that underlies Rancourt’s refusal to grade his students. Grading, he says, “is a tool of coercion in order to make obedient people” (rabble.ca., Jan. 12, 2009).

It turns out that another tool of coercion is the requirement that professors actually teach the course described in the college catalogue, the course students think they are signing up for. Rancourt battles against this form of coercion by employing a strategy he calls “squatting” – “where one openly takes an existing course and does with it something different.”

And then:

Rancourt first practiced squatting when he decided that he “had to do something more than give a ‘better’ physics course.” Accordingly, he took the Physics and Environment course that had been assigned to him and transformed it into a course on political activism, not a course about political activism, but a course in which political activism is urged — “an activism course about confronting authority and hierarchical structures directly or through defiant or non-subordinate assertion in order to democratize power in the workplace, at school, and in society.”

Clearly squatting itself is just such a “defiant or non-subordinate assertion.” Rancourt does not merely preach his philosophy. He practices it.

How did Rancourt’s supervisors respond to his activities?

The record shows exchanges of letters between Rancourt and Dean Andre E. Lalonde and letters from each of them to Marc Jolicoeur, chairman of the Board of Governors. There is something comical about some of these exchanges when the dean asks Rancourt to tell him why he is not guilty of insubordination and Rancourt replies that insubordination is his job, and that, rather than ceasing his insubordinate activities, he plans to expand them. Lalonde complains that Rancourt “does not acknowledge any impropriety regarding his conduct.” Rancourt tells Jolicoeur that “Socrates did not give grades to students,” and boasts that everything he has done was done “with the purpose of making the University of Ottawa a better place,” a place “of greater democracy.”