[Teaching_Composition] Politics and Particular Political Stances

Fri, 6 Oct 2006 13:42:24 -0500

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I=E2=80=99m still pondering this provocative discussion, so while Bill =
is gathering his Hairston quotations (I think I can guess what some of =
those might be=E2=80=94and ahead of time I=E2=80=99ll hazard to say that =
I tend not to construe her as wanting to coddle the poor, weak little =
students=E2=80=94but maybe I=E2=80=99m guessing all wrong, so I =
won=E2=80=99t let anticipatory countering keep me from eagerly =
considering the collection when it arrives), I wanted to come back, for =
a moment, to the distinction I=E2=80=99m making between politics and =
taking stances on political issues.  It seems to me that this difference =
is the crux of the problem for radical pedagogues.  Over and over again, =
they insist that the two are the same, and chide conscientious objectors =
to their aims and methods for failing to =E2=80=9Cadmit=E2=80=9D this.  =
The =E2=89=A0 or seems glaringly obvious, but since this is the point on =
which the debate tends to hinge, I=E2=80=99ll try laying it out once =
more, only without quite so many parentheses:  that language, writing, =
education, and social relationships of every stripe involve power and =
authority does nothing to support, naturalize, normalize (or =
sufficiently problematize, for that matter), excuse or otherwise provide =
a reasonable defense for a writing teacher to use the writing =
classroom/writing students/writing instruction to promote his or her =
individual stances on specific political issues or questions of the day. =

 =20

Despite a certain lamentable tendency toward generating parenthetical =
phrases within parenthetical phrases when I get all het up about =
something,  most of the time, I think I can manage to be a fairly steady =
and logical sort of person.  However, even when I try to imagine =
persuading students to take my stand on some contested aspect of =
contemporary politics, I find myself stymied.  There, the radical =
pedagogues would point out that I=E2=80=99ve inherently embodied an =
argument every time I=E2=80=99ve ever entered the classroom as a writing =
teacher, making the case, just by being there, that education in general =
is a worthy endeavor, and that the practice of writing is a key part of =
that endeavor.  Okay, so I can quite comfortably agree with them up to =
that point.  But then I simply can=E2=80=99t take that next =
step=E2=80=94or that leap over a chasm, as it appears to me=E2=80=94and =
envision urging students to adopt my views on, say, abortion, to select =
one perpetually unsettled political issue.  I don=E2=80=99t really want =
to urge students to adopt my views, so that=E2=80=99s one thing, but =
even if a person did have any temptations in that direction, the non =
sequitur would be=E2=80=94should be=E2=80=94an impediment.  It simply =
doesn=E2=80=99t follow that, because I am a writing teacher, and because =
both writing and teaching are political (that is, they involve power and =
authority), the classroom qualifies as my own personal campaign =
headquarters.  Add to all of these difficulties the further complication =
that my political stances tend not to be static enough for me to build a =
curriculum around them, even if I tried.  The sixteen year old I once =
was had a very particular view on abortion, one influenced by her fears, =
desires, and dependence.  The eighteen year old had a different view, =
influenced by a widening circle of observations and experiences, and a =
growing sense of autonomy.  More changes and still more views all =
through the twenties as I read, studied, considered.  Then married =
sexuality, pregnancies, miscarriages, more pregnancies, obstetrician =
imposed bed rests, memorable encounters with healthcare workers and =
healthcare institutions, a wholly transformed appreciation of the female =
body, a baby, unfolding motherhood, another baby, more reading, =
studying, considering.  Shift, shift, shift, shift, in ways large and =
ways so subtle even a wash of watercolor words brushed across the most =
delicate paper imaginable with the lightest possible hand would be too =
garish to capture them.  And new understandings, greater complexities, =
are still to come, as our children become teenagers, then adults, then =
parents=E2=80=94or not=E2=80=94themselves.  If there are grandchildren, =
still more shifts wouldn=E2=80=99t surprise me, and I fully expect that =
age, illness, and nearness to death will change everything all over =
again.   Which of these stances would be worth imposing on writing =
students?  Why should any portion of my chronicle of ever emerging  =
stances on any given issue usurp their chronicles in the =
making=E2=80=94their writing, our reason for being there together?  Oh, =
and just think of the extent of the damage a teacher coaxing or bullying =
me into adopting his or her stance on this (or any) issue might have =
inflicted on this nuanced unfolding that is at the very core of who I =
am.  Perhaps it wouldn=E2=80=99t have unfolded=E2=80=94or still be =
unfolding=E2=80=94at all.

=20

It could be that what I=E2=80=99m proposing here is actually in itself a =
far more radical thing than we generally realize.  I propose trusting =
the writing and the writers in our classrooms.  I propose letting them =
(both the writers and the writing) do their work.  Because writing is so =
powerfully political an act, to reduce it to a matter of assuming the =
correct stances (whatever those might be) on a series of issues is to =
reduce it by far too large a measure.  I look at the key terms of the =
WPA Outcomes Statement=E2=80=94purpose, rhetorical situation, audience, =
voice, tone, genre, inquiry, learning, thinking, communicating, =
collaboration, critique, technology, conventions=E2=80=94and figure =
there=E2=80=99s more than enough there to keep us focused on writing for =
a long, long time.  And more than enough opportunity to explore the =
politics of writing, too=E2=80=94or as the OS puts it, =E2=80=9Cthe =
relationships among language, knowledge, and power=E2=80=9D (emphasis =
added to the =E2=80=9Cs=E2=80=9D because the plural there really =
matters). Writing is one of the liberal arts.  I=E2=80=99m not at all =
uncomfortable with embodying the value of this liberal art, or of the =
liberal arts in general.  The proposition that this must entail aligning =
myself=E2=80=94or confrontationally challenging students to align =
themselves=E2=80=94with a set of particular values (that is, particular =
stances on particular political questions) not only does not logically =
flow from valuing writing as a liberal art, but actually outright =
undermines writing=E2=80=99s value as a liberal art.  It says, =
=E2=80=9CThose outcomes aren=E2=80=99t enough, for we can=E2=80=99t be =
certain that, even if they are fully achieved, they will lead students =
to the particular political stances we deem correct; thus, we must =
vigorously promote these stances.=E2=80=9D  That=E2=80=99s such a =
conservative approach to teaching writing=E2=80=94watching closely over =
the students lest they express and develop myriad views of their own =
that teacher might object to and can=E2=80=99t claim control =
of=E2=80=94that its radicalism appears to lie mostly in its attempt to =
unravel the =E2=80=9Cliberal=E2=80=9D in liberal arts. (And, heck, maybe =
the =E2=80=9Carts=E2=80=9D in it, too.) =20

=20

Kathy

=20

(Okay, so . . .lots of dashes, lots of parentheses, even some dashing =
around in the parentheses, but this time, I=E2=80=99m pretty sure, no =
parentheses within parentheses.)

=20

=20

=20

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<div class=3DSection1>

I=E2=80=99m still pondering this provocative discussion, so =
while Bill is gathering
his Hairston quotations (I think I can guess what some of those might =
be=E2=80=94and
ahead of time I=E2=80=99ll hazard to say that I tend not to construe her =
as wanting to
coddle the poor, weak little students=E2=80=94but maybe I=E2=80=99m =
guessing all wrong, so I
won=E2=80=99t let anticipatory countering keep me from eagerly =
considering the
collection when it arrives), I wanted to come back, for a moment, to the =
distinction
I=E2=80=99m making between politics and taking stances on political =
issues.=C2=A0 It seems
to me that this difference is the crux of the problem for radical =
pedagogues.=C2=A0
Over and over again, they insist that the two are the same, and chide
conscientious objectors to their aims and methods for failing to =
=E2=80=9Cadmit=E2=80=9D this.=C2=A0
The =E2=89=A0 or <img width=3D25 height=3D21 id=3D"_x0000_i1029"
src=3D"cid:image001.gif@01C6E94D.0DA30960">seems glaringly obvious, but =
since
this is the point on which the debate tends to hinge, I=E2=80=99ll try =
laying it out
once more, only without quite so many parentheses:=C2=A0 that language, =
writing,
education, and social relationships of every stripe involve power and =
authority
does nothing to support, naturalize, normalize (or sufficiently =
problematize,
for that matter), excuse or otherwise provide a reasonable defense for a
writing teacher to use the writing classroom/writing students/writing
instruction to promote his or her individual stances on specific =
political
issues or questions of the day. <o:p></o:p>

<p class=3DMsoNormal><font size=3D3 face=3D"Times New Roman"><span =
style=3D'font-size:
12.0pt'>=C2=A0 <o:p></o:p></span></font></p>

<p class=3DMsoNormal><font size=3D3 face=3D"Times New Roman"><span =
style=3D'font-size:
12.0pt'>Despite a certain lamentable tendency toward generating =
parenthetical
phrases within parenthetical phrases when I get all het up about =
something,=C2=A0
most of the time, I think I can manage to be a fairly steady and logical =
sort
of person.=C2=A0 However, even when I try to imagine persuading students =
to take my
stand on some contested aspect of contemporary politics, I find myself
stymied.=C2=A0 There, the radical pedagogues would point out that =
I=E2=80=99ve inherently
embodied an argument every time I=E2=80=99ve ever entered the classroom =
as a writing teacher,
making the case, just by being there, that education in general is a =
worthy
endeavor, and that the practice of writing is a key part of that =
endeavor.=C2=A0
Okay, so I can quite comfortably agree with them up to that point.=C2=A0 =
But then I
simply can=E2=80=99t take that next step=E2=80=94or that leap over a =
chasm, as it appears to
me=E2=80=94and envision urging students to adopt my views on, say, =
abortion, to select
one perpetually unsettled political issue.=C2=A0 I don=E2=80=99t really =
want to urge
students to adopt my views, so that=E2=80=99s one thing, but even if a =
person did have
any temptations in that direction, the non sequitur would =
be=E2=80=94should be=E2=80=94an
impediment.=C2=A0 It simply doesn=E2=80=99t follow that, because I am a =
writing teacher, and
because both writing and teaching are political (that is, they involve =
power
and authority), the classroom qualifies as my own personal campaign
headquarters.=C2=A0 Add to all of these difficulties the further =
complication that
my political stances tend not to be static enough for me to build a =
curriculum
around them, even if I tried.=C2=A0 The sixteen year old I once was had =
a very
particular view on abortion, one influenced by her fears, desires, and
dependence.=C2=A0 The eighteen year old had a different view, influenced =
by a
widening circle of observations and experiences, and a growing sense of
autonomy.=C2=A0 More changes and still more views all through the =
twenties as I read,
studied, considered.=C2=A0 Then married sexuality, pregnancies, =
miscarriages, more
pregnancies, obstetrician imposed bed rests, memorable encounters with
healthcare workers and healthcare institutions, a wholly transformed
appreciation of the female body, a baby, unfolding motherhood, another =
baby, more
reading, studying, considering.=C2=A0 Shift, shift, shift, shift, in =
ways large and
ways so subtle even a wash of watercolor words brushed across the most =
delicate
paper imaginable with the lightest possible hand would be too garish to =
capture
them.=C2=A0 And new understandings, greater complexities, are still to =
come, as our
children become teenagers, then adults, then parents=E2=80=94or =
not=E2=80=94themselves.=C2=A0 If
there are grandchildren, still more shifts wouldn=E2=80=99t surprise me, =
and I fully
expect that age, illness, and nearness to death will change everything =
all over
again.=C2=A0=C2=A0 Which of these stances would be worth imposing on =
writing students?=C2=A0 Why
should any portion of my chronicle of ever emerging=C2=A0 stances on any =
given issue
usurp their chronicles in the making=E2=80=94their writing, our reason =
for being there
together?=C2=A0 Oh, and just think of the extent of the damage a teacher =
coaxing or
bullying me into adopting his or her stance on this (or any) issue might =
have
inflicted on this nuanced unfolding that is at the very core of who I =
am.=C2=A0
Perhaps it wouldn=E2=80=99t have unfolded=E2=80=94or still be =
unfolding=E2=80=94at all.<o:p></o:p></span></font></p>

<p class=3DMsoNormal><font size=3D3 face=3D"Times New Roman"><span =
style=3D'font-size:
12.0pt'><o:p>&nbsp;</o:p></span></font></p>

It could be that what I=E2=80=99m proposing here is actually in =
itself a far
more radical thing than we generally realize.=C2=A0 I propose trusting =
the writing
and the writers in our classrooms.=C2=A0 I propose letting them (both =
the writers
and the writing) do their work.=C2=A0 Because writing is so powerfully =
political an
act, to reduce it to a matter of assuming the correct stances (whatever =
those
might be) on a series of issues is to reduce it by far too large a =
measure.=C2=A0 I
look at the key terms of the WPA Outcomes Statement=E2=80=94purpose, =
rhetorical
situation, audience, voice, tone, genre, inquiry, learning, thinking,
communicating, collaboration, critique, technology, =
conventions=E2=80=94and figure
there=E2=80=99s more than enough there to keep us focused on writing for =
a long, long
time.=C2=A0 And more than enough opportunity to explore the politics of =
writing,
too=E2=80=94or as the OS puts it, =E2=80=9Cthe relationships among
language, knowledge, and power=E2=80=9D (emphasis added to the =
=E2=80=9Cs=E2=80=9D because the plural
there really matters). Writing is one of the liberal arts.=C2=A0 =
I=E2=80=99m not at all
uncomfortable with embodying the value of this liberal art, or of the =
liberal
arts in general.=C2=A0 The proposition that this must entail aligning =
myself=E2=80=94or
confrontationally challenging students to align themselves=E2=80=94with =
a set of
particular values (that is, particular stances on particular political
questions) not only does not logically flow from valuing writing as a =
liberal
art, but actually outright undermines writing=E2=80=99s value as a =
liberal art.=C2=A0 It
says, =E2=80=9CThose outcomes aren=E2=80=99t enough, for we =
can=E2=80=99t be certain that, even if they
are fully achieved, they will lead students to the particular political =
stances
we deem correct; thus, we must vigorously promote these =
stances.=E2=80=9D=C2=A0 That=E2=80=99s such
a conservative approach to teaching writing=E2=80=94watching closely =
over the students
lest they express and develop myriad views of their own that teacher =
might
object to and can=E2=80=99t claim control of=E2=80=94that its radicalism =
appears to lie mostly
in its attempt to unravel the =E2=80=9Cliberal=E2=80=9D in liberal arts. =
(And, heck, maybe the
=E2=80=9Carts=E2=80=9D in it, too.)=C2=A0 <o:p></o:p>

<p class=3DMsoNormal><font size=3D3 color=3D"#111111" face=3D"Times New =
Roman"><span
style=3D'font-size:12.0pt;color:#111111'><o:p>&nbsp;</o:p></span></font><=
/p>

<p class=3DMsoNormal><font size=3D3 color=3D"#111111" face=3D"Times New =
Roman"><span
style=3D'font-size:12.0pt;color:#111111'>Kathy<o:p></o:p></span></font></=
p>

<p class=3DMsoNormal><font size=3D3 color=3D"#111111" face=3D"Times New =
Roman"><span
style=3D'font-size:12.0pt;color:#111111'><o:p>&nbsp;</o:p></span></font><=
/p>

(Okay, so . . .lots of dashes, =
lots of
parentheses, even some dashing around in the parentheses, but this time, =
I=E2=80=99m
pretty sure, no parentheses within =
parentheses.)<o:p></o:p>

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