Re: talking about it.

[Bonnie KYBURZ <kyburzbo@UVSC.EDU>]

It's amazing. I don't want to be too corny, but my talk of "community"
means little if I am not hearing my students and being honest about my
feelings regarding what is IMO a shocking "business as usual" ideology
that is surging through the country. We talked about what this means, why
it may be (and surely is, for many) useful to go about business as usual
(economic factors; the potentially strategic projection of an "American
ethos"; the possible *need* for structure, etc.). Naturally, we discussed
ways in which the b.a.u. ideology may be harmful (we process trauma
differently & may need time; disrespect; a potentially weakened capacity
to do meaningful work, etc.).

We agreed together to continue our discussion as often as is necessary,
even if it means taking class time *each* period as the events following
the Sept. 11 attacks unfold (for talking and/or writing). I see this not
simply as sentimentality and necessary work for my composition classroom
(if I am and if they are to engage fully) but as pedagogically useful, as
useful as freewriting for the sake of "clearing the air" (among many other
uses, and yes, I know that the concept of freewriting to "clear the air"
is contentious), as important as the capacity to *listen* that as a
teacher I have thankfully developed (I can TALK, honey!), and as
meaningful elements of a liberatory pedagogy that invites students to
assist in shaping the curriculum. As well, if I am committed to helping
students in developing (according to the Outcomes Statement) awareness of
"the relationships between language, knowledge, and power," we need to
talk about it. For me, the most important thing to remember is that
*students* seem to need and want to talk about it. And if the conversation
seems superficial, too bad. I can join the conversation, as wel, but
mostly, I want to hear what my students have to say.

Like Bruce, I found my students thanking me for allowing class time for
discussion. As for the writing prompts, only a few took them at first, but
later, others took them, some asking (in order to make sure) if these were
assignments. Of course, I said "no," that they were for whatever they
wanted them to be for.

I don't know how things will proceed, in general or in my classes. But I'm
proud to be working with these students and happy to be privileged in
having a forum for talking reasonably with other concerned citizens (the
great privilege of higher ed, but of course not the only space for such
forums, I realize).

Thanks for listening. I'm still freaking out, but thanks for listening :)