[Teaching_Composition] Discomfort and instructor perspectives

[Charles Nelson]

I agree that discomfort, as Bernard put it, can help us "to probe  
further". And I like the way that Kate would encourage students to  
enter the discourse and even make "a case for a change in the  
discourse." One point I'd like to elaborate on is the type of  
discomfort that is useful for learning.

Discomfort is likely to arise whenever a student perceives him/ 
herself as part of a small minority in the classroom, but that  
discomfort is a natural part of learning to reflect on one's  
perspectives. A discomfort that arises from what a student perceives  
as a denigration of his or her perspective, however, does not promote  
but silences participation and learning. (I'm not suggesting that  
anyone here is promoting that sort of discomfort.) That perception  
may be accurate or inaccurate. The point is that instructors need to  
actively and be perceived by students as actively promoting an  
environment in which a diversity of opinions is welcome, with each  
opinion considered seriously and as important for learning. Many  
students can handle themselves with respect to other students when  
the environment is supportive. The role of the teacher is crucial here.

As you've noticed, I don't support instructors bringing their own  
perspectives into the classroom. I teach first-year composition to  
ESL students. Many of my students' cultures believe that to disagree  
with an instructor is to show great disrespect to the instructor. If  
I voice my opinion, their cultures restrain them from further  
exploration of issues. If I wish to encourage them to think  
critically and participate in a discourse, I have to refrain from  
interjecting my opinions, at least most of the time, and focus  
instead on the nature of the discourse that can enable students to  
participate in the academy.