I.
When Don assigned the microtheme topic asking us to describe our "ideal" writing teacher, I was especially glad/anxious to see someone write that such a teacher would "assign meaningful readings."
I've been questioning this "meaningful" business in my own teaching: what is meaningful? to whom? Even after a few years, I'm often surprised when my freshmen do not find the topics I'm particularly invested in, well, interesting or meaningful. (I guess this issue also ties into Patti's "bubblegum" debate--where she used bubblegum as an example of engaging students in topics they care about). Well, having typed all of this out, now I've come to conclusion: I'm sure Sherrie will tell me to do both--introduce topics meaningful to both me and topics meaningful to students. Hello. I'm queen of reiteration.
II. I _loved_ our Elbow conversation. For me, Lois' implicit observation that we were mostly talking about young boys resisting writing spoke volumes about internalized gender expectations--especially in terms of what Don was saying about "performance": if males in our culture are socialized not to submit, and if they are indeed afraid to be labeled as "sucking up" and "brownnosing" (all implicit, sexualized forms of submitting, as Elbow notes 24), then their resistance to writing may also be attributed to gender aspects of their identity that we must consider.
So! How do I address that (all of the above and more)? Day to day? Perhaps I need to make adjustments to my own "performance" as a teacher. Back to Elbow: even if I can't completely swallow his "hypothesis that everyone is brilliant" (12), ehem, perhaps I should teach/perform as if they were! I must admit, my strongest classes have been those where I've found myself practicing this very technique (some may simply call it "acting positive," I guess, but I believe the performance goes deeper in ways I should explore).
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4 comments:
Actually Deb, I'm just going to kick back and enjoy your post.
Your comment of "What is meaningful? And to whom?" reminds me of Terry Eagleton's questions about how we draw the line between "what is" and "what is not" literature. It is much easier to argue the line exists than it is to make the distinction.
As a mother of 4 sons, I understand your concern about developing a love for writing in them when they are growing up in social environment where their peers do not reinforce strong performance in boys. I think you will find that in time, that will change - there comes a time when kids mature enough that even boys realize that they can be empowered through to have an impact on their world through words. I did my best to provide opportunities to discover this but in truth, this also boils down to a lot of luck - will they be lucky enough to have good teachers and experiences to help them love writing (when you clearly do too?) Your own love for words is key, the rest will fall into place, I feel certain.
Deb, I, too, would love to sit down and talk about gender issues as well as specific problems young girls in poverty face--this is what I'm still considering as the thrust of my inquiry. I'm sure you've read Ruby Payne, and I realize her reviews are mixed. I'd like your take on what she writes. Also, I've been reading/rereading Reviving Ophelia (sorry, can't find italics)and thinking that may apply as well. Thanks for your interest and your offer. Lois
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