As Hooks argues for multicultural change in chapter 2, I think there are a few important things to look at as we navigate our classrooms. Hooks mentions that a culture of domination "necessarily promotes" (28) and addiction to lying and denial. One of these forms of lying takes the shape of this notion that "racism does not exist anymore, and that conditions of social equality are solidly in place that would enable any black person who works hard to achieve economic self-sufficiency" (29). This reminds me of some of the media messages that you hear from time to time that preach unity through sameness. However, those who adopt this seemingly positive mantra fail to realize that, without developing that critical consciousness Hooks argues for, that this message unfortunately carries with it the potential to subsume the other into a dominant white discourse. As a white male instructor, I definitely need to re-tool my goals, readings, and syllabi to better reflect this revolution of values Hooks talks about. So, one question I have is, how do you all currently see (or do not see) yourself practicing Hooks' hopes for a multicultural education?
Additionally, I think an interesting thing to discuss is how we approach the task of educating colleagues about this sort of work, especially with the added goal of informing about how their practices ought to shift. This is a tough realm to navigate, especially given our current positionalities in the field.
Jake,
ReplyDeleteI am curious about what you mentioned in the last paragraph. I do 100% think educating others is necessary, but I also wonder if education is the end all be all. What I mean is that the academy has thrived in just being "educated" about a lot of things, but little is done to actually ensure those voices that are getting talked about are actually able to thrive in the academy. I also think we should work toward dismantling the systems that are preventing marginalized voices from succeeding in the academy. Just a few ideas for change in the academy: living wages for grad students, disability services/accommodations/training/ ample mental health services, childcare, healthcare, etc.
Jake,
ReplyDeleteI agree in that I also need to start thinking more about multicultural education within my future (next semester!) classroom. To be honest, planning my ENG104 classes for next semester through ID601's process has been so immensely stressful on top of everything else going on that I feel like I've neglected certain things I need to address, like feminism and multiculturalism, within the course material I've been developing. This work is so important, and I hate that my own burnout seems to be taking priority. I think our dual roles as students and teachers make it even harder because as we learn more and more about what we should implement into our classrooms in our classes (like this one), we realize how much more work we have to do to get there. I think this balance is something I'll eventually find, but for now I do carry a certain level of guilt for not being able to do it all.
As for educating colleagues about about this type of work, I think I still fall under the category of someone who needs to be more educated as opposed to someone who would be doing the educating. I also agree with Bethany's comment above that even with education, nothing is being implemented to change the bigger structure that causes oppression. It's hard to find our role in all of this and figure out what we can do to make an actual difference.
Hello Jake,
ReplyDeleteLike you said, educating colleagues with our position as GA's is a tough ask. We navigate an oppressed identity as graduate students: we're paid very little, we're offered zero health insurance, and we're expected to do the work while we're also asked to "take care of ourselves", to decompress. But academia continues to oppress and many of us find ourselves in dark places mentally. I don't have any suggestions. Until I feel free to do and study and navigate academia as I see fit, I don't think I'll have an answer to the question of educating fellow faculty on multiculturalism.
In terms of maintaining a multicultural classroom, I fail at this. Though I take a majority of this blame, I try my best to include critical readings in the class that ask students to challenge their perspectives, even if it is to just have a meaningful discussion the next day. Most of the time, however, I chicken out and ask them to focus, objectively, on rhetorical aspects of the authors' arguments. This isn't inherently terrible but I do think I should suck it up and accept a little bit of conflict in the classroom.
However, the reality of the situation in which we teach isn't exactly conducive to multiculturalism. The fact of the matter is we do not have a super diverse body of students here at Ball State. The majority of our students come from "the area", or locations around Indiana. Many of the students I have choose to write papers over matters that reinforce white supremacy and it's an uphill battle to get them to rethink or, at the very least, try to approach the argument from a different perspective. I have a student this semester who believes Christianity is now a minority religion in America. I mean, seriously?
TL;DR: Being a GA is tough and teaching multiculturalism in a predominantly white class-- largely students from oppressive backgrounds--is even tougher and I don't have any answers.
Jake,
ReplyDeleteI am thinking more about how I approach multiculturalism in the classroom now that graduation is quickly approaching, mainly because I hope to teach FYC somewhere. I keep wondering where I will end up and if the department will be as open as Ball State's when it comes to anti-racist work in the classroom. It makes me ask myself, "What will I do if I teach that does not value anti-racist work?" What am I doing now that could transfer to such an environment? To be honest, navigating that question is incredibly difficult and gives me anxiety.
Like others mentioned above, being a GA and addressing these topics in the classroom is mentally and physically trying. I am always reminded that I am not doing enough, but before I walk into every class, I tell myself, "You have to tell it like it is." Say things like, "This course is rooted in racism and classism, and while I have to teach you this dominant discourse, and I also going to show you how oppressive it is." I said this during week one. A few students rolled their eyes, but a lot of people got on board. That is my approach: learn, share with students what I have learned, and learn from my students.