Degrees of Separation: Helping Our Students Find Safe Space for Thinking

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“Can you help me?” she asks. She looks doleful, head tilted to one side. She hints a smile.

It’s work for her, getting out a smile – I can tell.

“What do you need?” I respond and smile for her. “Tell me.”

“I don’t know. I’m not sure,” she says shrugging her shoulders and shaking her head no. “I wish I knew. I don’t know what I’m doing, I guess. What happens next? I mean: where am I going? Only the kids going to Wall Street seem to know what they’re doing. What about the rest of us? I have no idea.”

Living in extreme compression, as we do in academia—12 to 14 week semesters, which are more like 10 and 12; the ever increasing complexity of disciplines and their idiosyncratic literacies we’re asked to master; the weight of the ongoing mantra: succeed, excel, achieve, be noted, and all this in an affronting socio-economic-political climate where opportunity and resources are shrinking – we all know this, students especially; the added burden of the great cost of a college education, mounting debt—it’s not surprising that students, faculty too, are desperate for safe spaces to explore their place in what we experience as a progressively hostile, indifferent world.

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The Ecology of Teaching

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I did this interview, last summer (2014), for Joe Brooks and The Community Works Institute (CWI).  Great camera work and editing by Michael Hanish, Free Lunch Productions.

On Being: Something Grand and Strong

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I don’t know how I got here. But I do know that what I do has meaning because it’s real—life and death. I’ve put myself inside a dead animal and extracted life out of it. And when I enter a classroom at Middlebury College, my only instinct is to reach for the students’ hearts because, after all, this is where life begins and ends. The farm is hopeful. Students are hopeful. The farm and the college are the same; they are fields that can be joyful if we’re true, honest, nurturing. The work is in moving aside the manure, using it for something better. That’s what I know to be true. That and death. In between there are choices; these depend on listening and experience. It’s not an intellectual exercise; that comes after all else is exhausted. – Read  more of On Being: Something Grand and Strong @ Community Works Journal

Arrivals from Unexpected Places

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I’m often asked what I do for a living. “I’m a teacher of writing,” I say. That’s what it’s turned out to be. There’s a freshness that arrives when you know what you are, who you are. My wife, Nina, chimes in: Why don’t you ever say you’re a professor?

The culture is large and powerful, and always challenging notions of who you think you are. In New York City Public colleges and universities, and in New Jersey’s, I was Doctor. Doctor Vila. Too presumptuous, but I learned essential in a world where signification builds street cred. In urban educational environments the code of the streets applies.

In private schools, Professor is customary, a softer adjective that marks a rise, for the student and the teacher, in an invisible but powerful hierarchy of knowledge we assume can only be held in the hands of right-minded apostles. These heralds hold the rank of Professor. Professor is a place in the culture; an event, the donning of colorful robes that signify the anointed. In my mind, I’m far from that. Just the opposite. I tend to work as a counter weight to the significance afforded these distinguished vestments…

– Read more at: Community Works Journal

Out of Life, Out of the Past (Ch. 3 of Life-Affirming Acts)

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I’ve been talking to other teachers, conducting workshops on teaching, and the notion of “influence” has come up: Why do we teach the way we do?  What enters into our pedagogy?  Who are the unseen forces that stand with us in classrooms?  Teacher’s voices are hardly ever heard; we are never really considered in all this chatter about education reform.  I’d argue that we need to have more teachers speak; we need more teaching voices telling their stories.  To that end, I submit to you “Out of Life, Out of the Past,” which is the third chapter of my book, Life-Affirming Acts: Education as Transformation in the Writing Classroom.

Ch_3LifeAffirming

If you’re a teacher – or you remember teachers – and are so moved to tell your story, please use the “Comment” feature here and we’ll compile these … Thank you.

 


More Than a Gesture: Toward a Pedagogy of Community

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It’s inescapable that when we speak about education we speak about pedagogy. And when we speak about pedagogy, we actually never speak about pedagogy at all—that is to say, never in meaningful and significant ways. Instead, the language around the method and practice of teaching is rife with utopian aspirations, anxiety and discontent.

Thus is pedagogy’s paradox. Or to state it another way: pedagogy is a form and in this form there are at least three postulates that create its meaning, and our confusion and uneasiness, even displeasure, with education writ large. –  Read More … 

From Getting Lost: Victory and Loss: Solnit’s Letter to My Dismal Allies on the US Left

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This piece was originally written for Getting Lost, the blog addressing the work of Rebecca Solnit.  I’m placing it here for the readers of the Uncanny.


Rebecca Solnit ends her letter, (though it was published, online, in The Guardian, on October 15, 2012, I’ve just run into it and find it – still – relevant for many reasons, which I’ll try to capture here), by saying the following :

There are really only two questions for activists: what do you want to achieve? And who do you want to be? And those two questions are deeply entwined. Every minute of every hour of every day you are making the world, just as you are making yourself, and you might as well do it with generosity and kindness and style. That is the small ongoing victory on which great victories can be built, and you do want victories, don’t you? Make sure you’re clear on the answer to that, and think about what they would look like.

Solnit also says:

There is idealism somewhere under this pile of bile, the pernicious idealism that wants the world to be perfect and is disgruntled that it isn’t – and that it never will be. That’s why the perfect is the enemy of the good. Because, really, people, part of how we are going to thrive in this imperfect moment is through élan, esprit de corps, fierce hope and generous hearts.

Solnit is, for me anyway, trying to channel, (to some extent and falling dramatically short), Slavoj Žižek, the Slovanian Marxist philosopher, psychoanalist, and cultural critic. (To directly cite Žižek would be disastrous for her, I’m sure.)  Read more …