Friday, October 25, 2013

Failures

by Lucy S.

The more I've thought about it, the worse I feel about how I handled the situation with someone we had staying here. She arrived suddenly from out of town, needing a place to stay till she could find a room. We didn't know each other. Someone asked me if she could stay here for a night or two. But talking with her, hearing about some of the many difficulties she'd gone through, I thought, why not, when she said she was looking for a room to rent. I hated to think of her having to stay a week here, a few days there... I should have never gone with the plan of someone paying for a room in that way. I don't want a role that in any way feels like a landlord, even without profit.  And I should have taken more time in the first place, invited her to stay a week or two with no talk of longer term situations, just simple hospitality and solidarity. It bothers me that a month in, I ended up thinking along the all too common, dreary, petty lines of noticing someone spending so much, not paying their agreed on 'share,' and so on.  It bothers me that I didn't come up with better boundaries in the first place.  Or, not need those kind of boundaries. Or something. It bothers me that I STILL do not really know NOW all that I should have done differently or did do wrong, while nonetheless sensing that I did not handle it right. 

This pained sense of failure brings no absolution, either, of course. 'Feeling bad' does not absolve me. I suppose that part of the problem is still feeling too many experiences inside the terms of blame and absolution, or sympathy and obligations. These confuse things. 

I didn't ask her to leave, and I would not have. But she moved out suddenly, deeply upset when I tried to talk with her one day about some concerns. So now I've somehow added to the hurt she carries. And I feel hurt as well; I feel defensive protestations rise in me about my 'kindness' and so on. 

Maybe I'm as infused as ever with wrong thinking and wrong ways of being.  Maybe I don't know how to find my way beyond these walls. I want to learn a better way to be, but how? Many others don't seem to know, either.  We yearn for some kind of deep communion with people, the truest cause to put our all into, work that actually makes things better and not worse -- at least some of us yearn for this. Most of us?  Yet, how? How do we become people with those capacities? 

Sometimes I feel so close to knowing. Or I think that I at least partly know. But I'm confronted with this failure now. So I still have not found an answer.


I remember seeing a locally made documentary about a particular group's trip to Haiti before the U.S. succeeded in removing Jean-Bertrand Aristide as president there. Father Jean-Juste, a Haitian priest, was saying, in a sermon purposely delivered in English to be filmed and go out to an American audience: "I'm hungry!  Look at how much food they're throwing away there in Florida!"  Florida, so close to Haiti, with its glut of goods so unattainable for most Haitians. Haitians who sometimes eat dirt to make their stomachs feel full, though it has no nutrients, no ability to fend off the bodily decimations of starvation.  Haitians now dying from cholera. Haitians who carried out the one and only successful slave revolution ever, who then were forced to pay an enormous fee to France for the loss of France's valuable property - the colony and the people it enslaved. Haiti, which our government occupied with Marines from 1915 to 1934. I've read the testimony of Haitians rounded up as forced labor by the U.S. occupying forces back then, the brutalities done to Haitian people who resisted. There is too much to tell of the history of U.S. involvement in Haiti then and far more recently – here it will only sound like rants and raves – but I know it well enough to know that there is no way to say that the destitution there is disconnected from us here. And always, our cheap goods come to us on the backs those around the world, economically blackmailed into performing cheap labor. Are they real to us?  How can we make them real enough, and make all the connections visible all of the time, and then realize the responses demanded by those connections? 

It is systemic, of course. It is political, of course. Yet I can't help feeling personally implicated in these truths told by the majorities, those who live outside our wasteful United States. Why do we consume and waste so much?  Can we somehow recognize and address the systemic AND the personal?  Might they be intertwined? 

What about factory farms, overflowing landfills, rising seas drowning out land where people live who never consumed what the West consumes? Devastations of eco-systems and animals and masses of other people.

I bring this up because these things, too, always weigh on my mind as I grapple with the meaning even of generosity itself. Generosity toward whom?  How should it manifest? I know too much to not be sickened a bit by the purchases of yet more trinkets and toys and gadgets and stuff by and for people who will not find satisfaction in all this. And I'm never outside of that. It's easy to see one person's purchases as indulgent and wasteful while justifying our own. And yet, how do we stop using our own failures to live as we should as reasons to not try for real transformations in ourselves, our relationships, our communities, our world? Doesn't it become a vicious cycle?  

All of this courses in me and surges up, and I can't tell if it's pointless moralism, or asceticism, or destructive anguish, or a small piece of truth. Is there any hope in it?  Can pleas for honest conversations sometimes be a kind of hope?  Is it somehow hopeful to ask: do we have too much of what we don't need and not enough of what we do?

I am always grappling with how to weave all these questions and partial realizations into other truths - the truths of wounded people. 

I'm probably not being clear enough. I'll try to explain it another way.

Today is my niece's birthday (who I call Rose here, though her name is longer and more unique, so unique that I won't use it because I don't want this to come up in internet searches by family members). It's Rose's birthday, and she's been gone from us now since September 16, 2007.  At times, I have told the more awful things she suffered as if this would make others understand something. Her brother's cancer when she was 6; her mother hauled away by police that year while she screamed and cried in the car; the years of days spent always in her mother's car driving because her mother felt that she couldn't handle her kids without that confinement; being raped at 10 by a family member - and the subsequent death threats by his brothers, angry at his imprisonment. Her mother beating her brother who stuttered so much. The years her mother talked her father into taking strong sedatives she bought out of the country – taking them every day when he was off work, so he'd only sleep or work. Rose calling me to pour all these past and sometimes more present truths out in her late teens.  Her father breaking down one night, grabbing a hammer and hitting himself in the head repeatedly, bleeding, and her screaming at him to stop. The time she told her father parts of what her mother was doing, and her mother demanded that he choose – either he tell Rose to leave the house at 17 or her mother would leave him. "I'm sorry, mija," he tearfully told his oldest daughter. "I don't want you to go, but I can't lose your mom." Wrenching betrayal, bottomless hurt. How could she, she kept asking me, and how could he? In the face of that and so much more: which requests or demands of Rose were we supposed to grant or deny or ignore? Which pitched in money for cars, which meals out almost every day, expensive brands...  stuff I couldn't afford for my own kids, because our income was low? Weren't they all substitutions?  I lectured; I gave in; I refused; I tried to find the right response. But how could I give her what she needed, when what she needed was her family to be completely different, and a different history and life and world? 

And still, this is all a reduction of her into only a victim. This too is a failure on my part. She was so much more. I laughed with her many more times than I cried. 

What is to be done in the face of all of these things? How do we gently, carefully respond to those in need, not reducing them to victims, not patronizing them, not substituting, and not functioning in a 'just business' mode?  How do we balance that care with other deep ecological concerns, or care for those most powerless?  How do we acknowledge but also push at our own individual limitations?

It isn't that I expect someone else to give me the answers. It is that I am so tired of trying to find them alone. I want help creating them. I wanted help long ago, and so little could be found. I wanted real wisdom, something forged in dialogue and relationship with others who have similar concerns and beliefs. 

Sometimes when the confluence of recent events and surfacing memories churn in just the right (or wrong) ways, I find myself compelled again to find answers. I write and write and write, to a friend or to myself, and now here.  I try out formulas and amateur philosophies. THIS, I will sometimes think - THIS is it. Then I will realize the flaw or even what feels like a terrible implication in what I wrote, and I will write more, trying to get it right.  I fail, and at a certain point, that much writing itself becomes another failure, another reason to feel ashamed.  


Still, we need to make our way with others, not alone.  How? 


***

Postscript:

This is fragmented in certain ways, I know. Leaps are made which aren’t clearly explained. I might tell one of my students now, if they gave me a paper doing something similar: “You know what you mean, so it may seem obvious to you, and I think I even know what you mean, but many readers might not understand the connections. Make them clearer.” But I’m more comfortable speaking fragmentedly here about these things. I’d rather that they be evocative than prescriptive.

If I had to identify a central argument here – a ‘thesis’ – it would be, in general terms, that so many of us have too much of what we don’t need and not enough of what we do. Applying that to specific situations is what is hard. We’re called on to make these specific applications of general principles as an inherent part of life, but it doesn’t mean we do it ethically or intelligently. Because I distrust what passes for common sense in the parts of U.S. society I’ve been part of during my life, I continually end up a step removed from my own reactions. I have those reactions, but I don’t necessarily trust them. My dad says many people tend toward a ‘judgment for others – mercy for me’ stance. Inverting it is another distortion, and one that doesn’t necessarily hold (backlash can manifest as self-pity). I don’t want to decide in any binding way what another person does not and does need – and I am not asking some other individual to give me that answer, either – about myself or some other person.

I am saying that what we’re doing on small and large scales in this country isn’t healthy. Something is profoundly wrong at the personal and systemic level. I think we need sustained conversations about these things. We need deeper relationships. Continuing to believe that we either meet our own ‘needs’ OR care for the rest of the world can only perpetuate the failures we are withering or drowning in. We need to connect a multitude of realities that are somehow one reality.


Anniversaries

by Lucy S. 


Today was my wedding anniversary. We didn't celebrate. We’ve been separated for quite a while, living in the same house – long enough that we don’t even have a path to follow for any of this anymore. What is acute becomes chronic and then shifts some more until it is just what life is.  We are the only ones who understand the absences we’ve lived with, and the grueling years, and the toll they took.  I think sometimes now about how the day will come sooner or later when one of us really will be gone – not off to start a new life – but just gone from everywhere. A morose thought, but I can’t help it. It comes to me at times now. I wonder if when that time comes the person left will wonder what the problems were all those years and why they couldn’t simply be worked out. The enormity of a life is never felt so much as when it is gone.  And a person’s fragility – their little hopes – their irritating ways that so often become more endearing in memory – all of that can come flooding into the survivor's consciousness with loss. 

Matt surprised me by bringing a small pot with miniature roses to honor this anniversary.

Tomorrow is Rose’s birthday – another anniversary.  2006 was the last birthday she celebrated with anyone.  She missed 2007 by a month. She is gone. Her death makes September (the death month) and October (the birth month) hard. What are anniversaries, anyway - I tell myself - so arbitrary. But still, her life and death sit close to the surface of my thoughts at this time of year. 

The 21st was my parents’ anniversary (and my sister’s birthday – different year). I was thinking about when we lived in California, and my sister and her husband flew in as a surprise, and then as the next surprise, they and we and my brother (and my kids) all took them to stay in Dana Point. We ate at a Peruvian restaurant there.  I don’t think we’ll ever all be together in California again.  I don’t think we’ll ever even all be together for my parent’s anniversary again.

The 20th was Gloria’s and Jerry’s, who are divorced now, but I always still remember it – maybe because it’s a day before my parents’ and not far from my own. I think about how we used to all be so afraid that Jerry – as jealous and angry as he could be – would kill Gloria if she ever left him. But she did, and soon he was asking in his likable, friendly way (the “Jerry” he always was for others, but not her in the married times) if he could go over to eat breakfast and sit in the backyard by the pond at her and Martha’s house. For some reason, their sustained relationship after the divorce has always struck me as more poignant than their marriage did.  They aren’t partners, but they are family, just the same.  I start to cry at times thinking about it. It’s as it should be.

Then I thought this evening of when Sean was born, because I read an article about a woman whose baby died a few hours after he was born – who pumped breastmilk after his death to donate to premature babies who needed it.  First, she and her spouse and kids held him and sang to him for the four hours that he lived.   My friend Ana had a baby girl born prematurely who she held in her hands while she also lived only a few hours.  We were lucky. Sean’s problems were not nearly as severe. He developed pneumonia right after he was born.  For a week, he was in an incubator most of the time with many instruments hooked up to him, providing extras and measuring if he was okay.  Less than 24 hours after he was born, the hospital discharged me because my insurance required it. I was weak, and couldn’t go home to rest. I stayed at the hospital most of the day and night. Sean was far too weak to nurse; even bottle-feeding went so slowly.  But these were the times I could take him out of the incubator and hold him, feeding him for about two hours because he swallowed so slowly. Then there was the pumping; I followed the feeding with the pumping so it would always be ready for him. He could benefit from breastmilk instead of formula.  And still, the doctor stuck a feeding tube down his throat one day. He screamed such a raw, pained cry. I told my mom about it, and she expressed her misgivings. Matt disagreed. He and I ended up in a big argument over it when I said I wanted to ask the doctor if that was necessary.  He vehemently disagreed. I accused him of always wanting to do what every expert said.  He accused me of always having to be a problem.  Even now, I feel the ghost-surge of my own sense of rightness. The doctor said it wasn’t that crucial to do it when I asked him. He said I was doing well feeding him.  I wanted to grind that vindication into Matt at that moment.  Soon he returned to Germany to finish out the last of his time there (the kids and I had returned to the States a couple of months sooner – me 7 ½ months pregnant with two 3 ½ year olds and a 7 year old).  We didn’t part on very good terms. Not terrible, but with the absence of something so needed, even back then.

That same week that Sean was in the hospital, Gloria's father died unexpectedly of a major heart attack. I could not go to his funeral. 

Sean remained a bit weak for a few weeks, and he never did catch on to breastfeeding. I felt it as a personal failure back then. I continued pumping, and the machine-like quality of that action depressed me, even as I tried to congratulate myself for sticking with it. Finally when Sean was two months old and the kids and I were staying in my parents’ family room, a kidney infection hit me hard. I knew the pain in the back to the right – I’d had a bad one when I was pregnant with Justin.  But my parents were gone for a week, and getting my kids and myself to an emergency clinic, as worn out as I felt, sounded hard. I tried to just hold out a couple more days until they returned. Finally, one night, I couldn’t bear the pain any longer. I called one of my parents' friends. He called another friend, who watched my kids, while the first one drove me to the emergency room. They put me on medications and told me to throw out what I pumped for ten days. But I just stopped pumping at that point. 

Sometimes, when I remember all of that, I think instead about my parent’s friend Bill karate-ing the umpteen spider webs between their juniper bushes and their parked car as he walked through, and I laugh. Those spiders were such speedy spinners.

And sometimes I think of Sean in his incubator with his fist clenched so tightly, fighting with what I imagined back then as a healthy, strong anger at all those clinical tubes and cords. That makes me smile and cry.

Today my cousin Johnny’s baby granddaughter had surgery on her shoulder. She was born with the bone there hunched and twisted. She is doing well tonight.  This will be a happy anniversary.

I tell myself sometimes that anniversaries are constructed anyway - products of our particular way of marking time - evoking emotions in ways I sometimes suspect.  Why attach so much symbolism to one day? But maybe there is in this a determination to hold on to the circularities of time - to seasons - days that come back, the same but not the same - a resistance to inhuman linear forwardness. In The Aesthetic Dimension, Marcuse writes that "there are only islands of good where one can find refuge for a brief time" (47). He says - about art - which surely can apply to life: "Actually it is not a question of the happy end; what is decisive is the work as a whole. It preserves the remembrance of things past" (48). 

Saturday, October 19, 2013

Grading and Other Currencies for Teachers and Students

by Lucy S.

I am working my way through the final versions of my students’ first essays. At this point, the grading is done, but I’m writing letters with feedback for them.  Doing that makes me sometimes change the grade as I go back through someone’s essay yet again. I’m taking far too long with this process. I end up spending a good 1 ½ hours all together on each essay, sometimes far longer, if my mind feels slow and I can’t begin to think of what to say about strange and problematic reasoning in a paper. One student, for example, writing about slavery as depicted in Frederick Douglass’s narrative, veered off on a moralistic tangent to say that ‘today if you can’t take care of your possessions, you don’t deserve that privilege.’ This was followed with his faith that ‘if you can’t take care of your children, social services will take them and give them the life they deserve.’  (Ahhh… the good life, in the tender bliss of foster care…)  His point was that this was what he thought ‘should have been done with slaves back in the day.’  A grade can’t address the problems in that reasoning.  Whether I give him an A, a B, or a C (I gave his paper a low B), the letter assessment remains mute to a large extent, even with a rubric.  Going back over his paper again to write my letter response, I began to wonder if I should have given him a C.  But what IS a C in freshman comp? What is an A or a B?  I use the rubric, but I could use it for an upper division course or a graduate course and it would be applied differently in terms of the grade.

If I were a math teacher and there were enough time (assuming I had academic freedom), I could make students go back and keep doing a set of exercises until they mastered them. Everyone would get an “A” because it would be unacceptable to move on with the gaps in knowledge that a low B or a C must mean.  If I didn’t have the time or the academic freedom to do this, there would at least be the cut and dry “correct” or “incorrect” of mathematics.  (Of course, I say this in the safety of my distance from actually teaching math.)

How am I supposed to grade these composition essays?  The rubric helps (I don’t know what I would do without it!), but there is still something so subjective and even a bit arbitrary about this. I’ve read enough about the topic to know that the same paper can be assigned different grades by different English professors.

And WHO am I really grading?  Or who SHOULD I be grading? How does a student come to this class straight out of high school, raised in an economically secure two-parent family (maybe even a “happy” one, going by what he’s said), thinking that there should have been a social services for slaves to place them with ‘nicer’ masters?  And how does he think this AFTER reading Frederick Douglass’s narrative?  What went on in his schools, year after year? Or what went on in his family?  Didn’t his parents ever talk about anything of substance with their kids? My three class meetings per week of 65 minutes each cannot replace the many hours each week that his parents or someone should have read to him and had meaningful conversations with him to teach him to think with some depth. (And they obviously have been insufficient, or he wouldn’t have come up with those ideas in his paper!)  I don’t mean to place this all on his parents’ shoulders or imply that it must all come back to the family.  I would like to say that the schools deserve most of the blame, but I can’t blame the individual teachers when they too are caught in a standardized system demanding emphasis on ‘basic skills’ during the hour or so per day that they have their many students.  I suppose I can blame the politicians and various bureaucrats who fund education and decide how it will be structured.  (And I do.) But at a certain point, I feel like it’s bigger than the current batch.  Do I give our society an F?

And so I give him a low B.  And I write my letter that takes far too long, as I read through his essay for the third time – well, not even the third time, because the truth is that I have to keep looking at a paragraph sometimes to decide how to respond. I try to somehow TEACH him – him specifically. I engage with what he has written, because I can’t imagine how he will ever change these ideas if someone doesn’t take them on directly.  Maybe it won’t do any good, but if that is true – if nothing can get through to change someone’s thinking – why do we even bother teaching?

The irony is that I can do this because I’m “only” an adjunct.  If I were a tenured or tenure-track professor, I’d never have the time to focus on each student’s essay for an hour or two, reading, re-reading, writing up letters (for both the draft and the final essay).  If I were tenured, or even just full-time, I’d be teaching three or more classes (five at a community college), reading sixty (or a hundred or more) papers.  But most adjuncts can’t do what I’m doing, either – not if they have no other source of income. The community colleges around here pay adjuncts $3000 to $3500 per course per semester; I’m getting a bit more at $4000. Some states pay their adjuncts far worse. How many classes with how many students must adjuncts teach to make a wage they can support themselves on?

The bigger irony is that it is BECAUSE I make such a low income at this work – my own earned pay, after all the years in school – that I can’t bear to not respond carefully to each student’s work. This – what I am doing now – teaching this class – is the end result of all the work I put in during the past two years of graduate school, and the final three semesters at my undergraduate university (plus the summer that I foolishly spent trying to write my honor’s thesis from morning to night too many days), and the three semesters at that university during my first round there from 2005 to 2007, and my community college classes back in California. This was what I wanted to do, all those semesters and in the many years in between. Well, this and write.  I did once imagine that I could make enough of an income to live on, even if it was just, say, $30,000 a year, or even $25,000… That seems less likely to me now. (Although I do wonder if even $20,000 might be enough…) At any rate, I did what I did in order to teach.  So if it turns out that I can’t even do that as well as I believe it needs to be done, then I will wonder why I did any of this. 

The most I can imagine teaching, if I am to truly attend to students, is two classes a semester.  I suppose I could also teach one or even two during the summer at one of the community colleges, if I could get the work. So maybe I could pull $19,000 or even $22,000 a year, working sixty hours a week at it.  If I could teach two classes with the same readings, I might even be able to cut that down to fifty.  Of course, I could teach four or five classes a semester, if I could get the work. Other people do it. I’d just have to do what “they” (the cumulative bank of received wisdom or at least best compliance with the system) say to do: use a timer and give each essay fifteen minutes maximum. (And keep conferences to a minimum.) 

My friend says he can’t or won’t limit his time with their essays that way, so he gives double. Thirty minutes. He teaches three classes a semester, writes for publication, oversees other students’ projects (master’s theses, honors theses, research projects), and applies for tenured jobs (he is contingent faculty, but not an adjunct).  What does it mean to teach sixty students a semester, meet with them for conferences at least once in the semester (or more), prepare for the classes each week, and read, grade, and respond to sixty essays three or four times in a semester? And there is other writing – drafts, low-stakes assignments… These must at least be read and perhaps even responded to in some way. There are colleagues to talk with, departmental meetings, conferences to attend… He is one of the most attentive, caring professors I know (maybe THE most – I know, because he taught me as an undergrad). What does this take out of a person?  I don’t think I could do it at this point in my life. I’ve learned to be too slow.

I also will not work all summer if I can help it.  It is my time to write, read, grow food, travel to be with the people I love who live far away, and take more time to be with the people I love who live nearby or even in the same house, who I never have enough time for.  Is this wrong? Shall I sacrifice more? I would if it did some good, but who or what would I be sacrificing for? What good would it bring about?

I reject this equation: “I suffer = I am good.”  I am not a masochist. This one may, at least, get closer to a truthful summation: “I actively care for people = I am good.”  At times, caring for people does mean suffering for and with them, but it is the caring that makes us good, not the suffering, right? Aren’t we trying to alleviate misery?  Then again, even trying to evaluate myself as “good” or not so good seems false and hollow. “Good” in comparison to whom, and to what accumulated mass of life experiences? 

I tell my students to turn adjectives and nouns into active verbs when possible to strengthen their writing. Is this true for responding to their writing as well? Is it true for evaluating them?

I tell my students that sooner or later, they will have to not write for grades, and write instead for more intrinsic reasons. They may write to touch and move their intended audience. They may write to express as well as they possibly can something that means a great deal to them. They may write to grow as thinkers and help others learn. But as long as they keep writing for grades, I say, they are writing for something hollow at its core. What is a grade?  It reduces the truth of their work and themselves. 

Justin, my oldest son, says that a student in his textual analysis course (an undergrad literature course for English majors) -- a fellow-student told him he hadn’t even read The God of Small Things by Arundhati Roy (their assigned text for their essays); he’d read the CliffsNotes (supposedly a study guide, but for some students, a substitution for reading the actual book) – and he got an A.  Justin got a B on his essay.  What was being graded, he asked me recently. Spinmanship?  And I wonder: did the graduate student who taught the course set a timer for 15 minutes to spend with each of these essays?

Students do cheat and they plagiarize.  They do it in the chase for grades. Grades are not merely pats on the head. They decide who gains further access to education and other opportunities in a society which creates demand and then makes the way further into these opportunities increasingly smaller. In the process, they can drain the meaning out of the very things people work at. When people struggle, compete, and cheat for a letter assessment that is in itself suspect, what gets lost along the way? 

If, just for the joy and growth of it, I could still study - without grades - with the professor who is now my friend or with other professors whose courses I’ve loved – people I’ve become attached to – or anyone else in or outside of these institutions – would I or any of us pretend to read a book but use CliffsNotes instead?  Would we buy papers or copy and paste parts onto ours for each other to read?

The professor I worked with the most in graduate school oversees a theory group. We meet periodically in coffee shops, during the summer or when he and we have time. No grades, no other reason to be there except to learn and talk with each other.  Do we pretend to do the readings but not really do them?  Of course not.  It would be absurd.   

I tell my students that if they work for grades rather than to learn and create as well as they possibly can, then they will never quite BE in their lives. They will wait for semesters to be over and for summer, and for the end of exhausting hours at jobs in that summer, and soon they will finish college and wait for vacations or until they have a better job, always deferring their idea of their REAL lives to another time. I have given them a copy of one of my favorite passages from a book by Audre Lorde, and I refer them back to this from time to time.

This is my life.  Every hour is a possibility not to be banked.  These days are not a preparation for living, some necessary but essentially extraneous divergence from the main course of my living.  They are my life … I am living every particular day no matter where I am, not in what pursuit.  It's not as if I'm in struggle over here while someplace else, over there, real life is waiting for me to begin living it again (152).

I need her words as much as they do. I will need them today, while I make my way through writing more of the letters, and tomorrow, while I finish them.  This is the only weekend in mid-October of 2013 that I will ever have. These are the only first essays of the first college class I am teaching that I will ever be able to respond to. Maybe this is the only time that someone will be able to ask my student why he thinks social services for slaves makes sense or whether that was what Frederick Douglass’s point was or how any of this connects to his thesis that slavery was first and foremost economically driven. If changing his mind doesn’t matter – and sometimes I wonder if it does – how does any of this matter?  Isn’t it all just a multitude of students with their individual ideas, one by one, all added up into what seems like a mass?

I have also had my class read the trilogy of Zitkala-Sa, who as a Dakota girl of eight was seduced by do-gooder missionaries into leaving her mother and people to attend an Indian boarding school in the East. There, they put into practice the forced Americanization  of one of the founding forces of those schools – Captain Richard Pratt – whose famous goal was to “kill the Indian, save the man.”  In the second of her three articles (published in the Atlantic Monthly in 1900, when she was only 24), she writes that soon after arriving, they forcibly cut her hair. She’d gotten word that this was coming, so she hid under a bed, but they dragged her out, tied her to a chair, and “gnaw[ed] off one of my thick braids” with scissors. She ends the chapter this way:

In my anguish I moaned for my mother, but no one came to comfort me. Not a soul reasoned quietly with me, as my own mother used to do; for now I was only one of many little animals driven by a herder (91).

Yesterday, I asked my students what it means to have a moral or ethical response to literature. We’d read an article and story last week which called into question having only an aesthetic response without a moral one.  I asked what we’re doing when we read this literature. Are these merely historical artifacts? Do they have relevance for us now? 

I can’t treat these students as Zitkala-Sa’s mother treated her, reasoning quietly with them, because there are too many, even at twenty, and there is far too little time. But I will resist in the ways I can the role of the herder, driving them like little animals.

The student who wrote the essay with the strange paragraph had to miss class last week for the first time. He told me that he had a wake to attend. His brother’s best friend – and a close friend of his as well – had just died in a welding accident.  This, too, was on my mind as I tried to grade his essay, wondering what quality of thought he’d been able to bring to it in those last days before he handed it in, after the close friend had died and awaited burial.

Now I must get to those response letters.


Works Cited

Lorde, Audre.   Burst of Light Ithaca: Firebrand Books, 1988. Print.

Zitkala-sa. “The School Days of an Indian Girl.”  American Indian Stories, Legends, and Other Writings. New York: Penguin, 2003. 

Tuesday, October 8, 2013

Teaching: 34 Days In

by Lucy S.

I tell my students that writing IS hard work, that what they're trying to do with this first essay - due this Friday - is difficult.  Meanwhile, the last time I grappled with writing in the ways that they are now gets further away.  I start posts for this blog all the time that I don't finish because I want to write something quickly. I don't want the hard work of returning to something to craft it, or the work of stacking books around me and really carefully weaving their passages in to put myself in conversation with.  And I'm nut sure why.  I suppose it's because I feel that I need a long time to write that way, but since I started teaching, I feel that my mind is never more than a half hour away from that endeavor - from teaching.

Is the reward for getting through the particularly hard writing that I won't write much anymore?  I don't want that reward.  But I don't know how to make myself write those sometimes grueling academic papers when there is no audience for them anymore anyway. Finding an audience for them when I wrote them for classes was hard enough; now, I can't imagine how I'd ever find one.  But writing those papers, I grew.

Now I try to help my students find their way to their own version of that experience. One day, I gave them a handout with one of my favorite Audre Lorde quotes on it, and I read it to them:
This is my life.  Every hour is a possibility not to be banked.  These days are not a preparation for living, some necessary but essentially extraneous divergence from the main course of my living.  They are my life … I am living every particular day no matter where I am, not in what pursuit.  It's not as if I'm in struggle over here while someplace else, over there, real life is waiting for me to begin living it again (152).
I tell them I don't believe in grades, but that here we are, trapped in a system dependent on grades. I tell them this is why - what Lorde says - that our real life is happening right now, and that grades are a hollow goal to strive for, that if they strive for grades instead of savoring their experience in these classes, they'll always be waiting for some other time - end of day or semester, summer, graduation - only to find that after that, they'll soon be nostalgically looking back at these college years as 'the good old days' that are gone. We've talked about these kinds of things quite a bit.

But I'm too tired to keep writing and I have to get up at 6 am, so I will let this post be whatever it is for now.

***
After 7 am, day 35 begins.  For the pedagogy group I'm in, this month's reading includes a chapter from The Labyrinth of Solitude by Octavio Paz, originally published in 1950, I believe.  In the beginning of the following chapter that is visible (entitled "The Dialectic of Solitude"), I read this:
Solitude - the feeling and knowledge that one is alone, alienated from the world and oneself - is not an exclusively Mexican characteristic. All men, at some moment in their lives, feel themselves to be alone. And they are. To live is to be separated from what we were in order to approach what we are going to be in the mysterious future.
I'm inclined to finish transcribing the paragraph - it is amazing - but I want to stop to think about that last sentence.  There is no escape, then, from this solitude.  Trying to stay fully bound to what we were is impossible. Even if we do the same things in the same place, what we are will change and what everyone else is around us will change, and even in the present, we feel the moments dripping away. 

This makes me think about a Wendell Berry poem I encountered yesterday. 
The Peace of Wild Things  
When despair for the world grows in me
and I wake in the night at the least sound
in fear of what my life and my children’s lives may be,
I go and lie down where the wood drake
rests in his beauty on the water, and the great heron feeds.
I come into the peace of wild things
who do not tax their lives with forethought
of grief. I come into the presence of still water.
And I feel above me the day-blind stars
waiting with their light. For a time
I rest in the grace of the world, and am free.
I read it to Sean and Ryan yesterday.  Ryan said the sentence that particularly stood out to him was "I come into the peace of wild things / who do not tax their lives with forethought / of grief."  It was the same line that I too was taken with.  I thought then most of all of how "wild things" aren't conscious that death looms in the future. But reading Paz made me think more about how this consciousness of inevitable future grief comes not only from knowing that physical death waits in the "mysterious future," when "what we are going to be" is largely a done deal.  It comes from knowing that there is a future we will live in that inherently carries loss in its forward movement. 

But this is greatly multiplied by the destructiveness of industrial and "post" industrial society. (We aren't "post," of course - as Berry makes clear in focusing on mountaintop removal in West Virginia or the willows that no longer can grow along the river where he farms in Kentucky, or we could look instead at fracking, or at the violent efforts of the Indian government to displace 100 million indigenous people, ultimately, in order to let the multinational mining companies extract bauxite and other minerals from the ground, decimating that vast forested ecosystem...)  

And it's time to go soon, to try to teach.  Already, we too are changed from who we were when we first came together in that class on September 4. 




October 2013 with My Learning Comrades ~ Kids: Sean and Ryan

by Lucy S.

So we move into autumn now, and continue our reading, as always. Some months back, we decided to try to list what we've read together. Of course, we can't remember everything, but we remember quite a lot. We also listed some movies, those that we felt should be part of this list, though far more are left out. And now we just add to the list as we read more together.


 Books

Adams, Richard Watership Down (me and Ryan)
Blanding, Michael The Coke Machine
Bradbury, Ray Farenheit 451
Card, Orson Scott Ender's Game (one only in the series)
Carson, Rachel Silent Spring
Cather, Willa. My Antonia.
Davis, Rebecca Harding Life in the Iron-Mills
Dawson, George Life Is So Good
Dickens, Charles Hard Times
DiCamillo, Kate The Tale of Despereaux
Dodson, Lisa The Moral Underground
Douglass, Frederick Narrative of the Life of Frederick Douglass
Eagleton, Terry. How to Read a Poem. Chapter One.
Fleischman, Paul Seedfolks
Funke, Cornelia Inkheart books (three)
Habila, Helon Oil on Water
Hochschild, Adam Bury the Chains: The British Struggle to Abolish Slavery
Jimenez, Francisco: (trilogy) The Circuit; Breaking Through; Reaching Out
Jacques. Brian Redwall (books)
Jaffee, Daniel Brewing Justice: Fair Trade Coffee, Sustainability, and Survival
Kingsolver, Barbara The Poisonwood Bible
Klein, Naomi The Shock Doctrine
Lapierre, Dominique and Javier Moro Five Past Midnight in Bhopal
L’Engle, Madeleine Wrinkle in Time series
Lewis, C.S. Chronicles of Narnia series (all, me and Ryan; Sean up to book 2)
Lowry, Lois The Giver
Lowry, Lois Gathering Blue
Lowry, Lois Messenger
Lowry, Lois Number the Stars
More, Thomas. Utopia
Nix, Garth. Keys to the Kingdom (me and Ryan)
Peck, Dale Dritfhouse books (two)
Peck, Robert Newton A Day No Pigs Would Die (me and Ryan)
Philbrick, Rodman Freak the Mighty and Max the Mighty
Roy, Aruhndhati. Walking with the Comrades
Rowling, J.K. Harry Potter series
Sinclair, Upton. The Jungle
Sinha, Indra. Animal's People
Skye, Obert. Levin Thumps (five)
Stowe, Harriet. Uncle Tom's Cabin
Tolkien, J.R.R. The Hobbit
Twain, Mark. The Adventures of Huckleberry Finn


Short Stories and Essays

Bulosan, Carlos. "Be American"
Chesnutt, Charles “Po’ Sandy”
Chopin, Kate “The Story of an Hour”
Cleary, Kate M. "Feet of Clay."
Edmundson, Mark. "The Ideal English Major."
Hawthorne, Nathaniel “The Birth-Mark”
Hawthorne, Nathaniel “The May Pole of Merry Mount”
Hawthorne, Nathaniel “The Minister’s Black Veil”
Hughes, Langston. "The Negro Artist and the Racial Mountain."
Hurston, Zora Neale. "How It Feels to Be Colored Me"
Irving, Washington “The Adventure of the German Student”
Irving, Washington “The Legend of the Moor’s Legacy”
Irving, Washington “The Legend of Sleepy Hollow”
Irving, Washington “Rip Van Winkle”
Kafka, Franz. "A Hunger Artist."
Poe, Edgar Allen “The Murders in the Rue Morgue”
Travens, B. "Assembly Line."
Wright, Richard. "The Library Card."
Zitkala-Sa "Impressions of an Indian Childhood"
Zitkala-Sa "School Days of an Indian Girl"
Zitkala-Sa "An Indian Teacher Among Indians"


Poetry

Ashbery, John. "The Painter."
Auden, W.H. "Musee des Beaux Arts."
Barghouti, Mourid. "Even Gods."
Barghouti, Mourid. “The three cypress trees.”
Berry, Wendell, "The Peace of Wild Things"
Cullen, Countee. "Incident"
Dickinson, Emily."Because I could not stop for Death" (479)
Dickinson, Emily. "Hope is the thing with feather" (314)
Dickinson, Emily. "I felt a funeral in my Brain" (340)
Dickinson, Emily. "I like a look of Agony" (339)
Dickinson, Emily. "I'm nobody! Who are you?" (260)
Dickinson, Emily. "Much Madness is divinest Sense" (620)
Dickinson, Emily. "Tell all the truth but tell it slant" (1263)
Dickinson, Emily. "The bustle in a House" (1108)
Dickinson, Emily. "There's a Certain Slant of Light" (320)
Frost, Robert: “Home Burial”
Frost, Robert: “Mending Wall”
Frost, Robert: “The Road Not Taken”
Frost, Robert “The Wood Pile”
H. D. excerpt from “The Walls Do Not Fall”
Hayden, Robert. "Those Winter Sundays"
Heaney, Seamus. “Digging”
Hughes, Langston. “I, Too”
Hughes, Langston "Theme for English B"
Komunyakaa, Yusef. "Banking Potatoes"
Komunyakaa, Yusef. "Facing It"
Komunyakaa, Yusef: “Sunday Afternoons”
Lorde, Audre. "Coal"
Lorde, Audre. "From the House of Yemanjá"
Merwin, W.S. "Losing a Language"
Neruda, Pablo. "It Rains."
Nezhukumatathil, Aimee. "Are All the Break-ups in Your Poems Real?"
Nezhukumatathil, Aimee."Hippopotomonstrosesquippedaliophobia."
Nezhukumatathil, Aimee. "Kottayam Morning."
Owen, Wilfred. “Dulce Et Decorum Est”
Shelley, Percy Bysshe. "England in 1819"
Shelley, Percy Bysshe. "Ozymandias"
Thomas, Dylan “Do Not Go Gentle into that Good Night”
Whitman, Walt. "Crossing Brooklyn Ferry."
Whitman, Walt. "I Hear America Singing"
Williams, William Carlos “This Is Just to Say That”
Williams, William Carlos “The Red Wheelbarrow”


Movies

"A Better Life"
"Children of Heaven"
"The Cove"
"Darwin's Nightmare"
"Flow"
"The Garden"
"The Grapes of Wrath"
"In a Better World"
"Joyeux Noel"
"La Cosecha" (The Harvest)
"Life in Debt"
"Man of La Mancha"
"Planet Earth" series
"Under the Same Moon"
"Winter's Bone"