I've encountered a number of teachable moments over the ten years that I've been at educator at Attleboro High School. Some of these moments I've capitalized on to varying degrees of success but a vast majority of them were dismissed for various reasons--time constraints, hesitance to engage in a controversial discussion, fear of embarrassing a student, etc. These discarded moments were the ones that I kept thinking about as I read about Zeke in Gerri August's Making Room for One Another. I was impressed by the way Zeke challenged his students' assumptions while at the same time making them feel like valued contributors to the class' shared dialogue.
August argues that "Schooling is a 'power situation' in which teachers can either confirm or contest social constructs" (187). She is specifically discussing a teacher's role in perpetuating or challenging notions of "heteronormativity" but this idea can be applied to almost any social norm established by the culture of power. When an educator chooses to ignore comments that could lead to a more in depth examination of a student's preconceived notions of normality, he is implicitly confirming the status quo. Zeke could have easily ignored or dismissed Shiloh's mockery of Chinese. A simple admonishment would probably have silenced her and allowed Zeke to continue on with the day's lesson. However, this would not have forced Shiloh to actually think about the impact of her actions. She would probably have registered her teacher's disapproval but not fully understood why she was in the wrong. Because Zeke took the time to address the issue, he was able to not only to reinforce the idea that making fun of another's difference is wrong/hurtful but also that laughing at those who make disparaging comments about another is "the same as making fun of it yourself" (151). I can't help but think that this important life lesson would be lost in many other classrooms for as August acknowledges "We teach in real time with real distractions, and real pressures" (174). These distractions and pressures sometimes trump our desire to "stretch" our students worldview.
August argues that "Schooling is a 'power situation' in which teachers can either confirm or contest social constructs" (187). She is specifically discussing a teacher's role in perpetuating or challenging notions of "heteronormativity" but this idea can be applied to almost any social norm established by the culture of power. When an educator chooses to ignore comments that could lead to a more in depth examination of a student's preconceived notions of normality, he is implicitly confirming the status quo. Zeke could have easily ignored or dismissed Shiloh's mockery of Chinese. A simple admonishment would probably have silenced her and allowed Zeke to continue on with the day's lesson. However, this would not have forced Shiloh to actually think about the impact of her actions. She would probably have registered her teacher's disapproval but not fully understood why she was in the wrong. Because Zeke took the time to address the issue, he was able to not only to reinforce the idea that making fun of another's difference is wrong/hurtful but also that laughing at those who make disparaging comments about another is "the same as making fun of it yourself" (151). I can't help but think that this important life lesson would be lost in many other classrooms for as August acknowledges "We teach in real time with real distractions, and real pressures" (174). These distractions and pressures sometimes trump our desire to "stretch" our students worldview.
There are many reasons that we avoid engaging our students in discussion of controversial issues--one of which is fear of being seen as political. We are often told that it is our job to remain neutral, to validate the ideas and opinions of all students. Yet there are times when being "neutral" is in fact just another way we silence those not a part of the culture of power. I can't help but think of Johnson (I think) when he made the point that all teaching is political. Whether we choose to challenge the status quo or not, we are making a statement to our students. And while the thought of confronting angry parents and disapproving administrators can certainly be intimidating, in the end our responsibility is first and foremost to our students. And if making a student feel safe and valued in your classroom means you have to put aside your lesson on prepositional phrases for a bit to have a discussion about why the use of "gay" as an insult is unacceptable and hurtful then so be it. Ultimately this is what we are here for--to provide an environment that validates all of our students and their experiences not just those who conform to constructed norms.
Sometimes we do miss out on teachable moments, whether it is due to time constraint or just plain lack of comfort. And I'll admit, there are times where I'm pretty sure I lost a teachable moment, especially my first year. However, I wrote about a specific teachable moment in my choices in context paper about the use of the "r" word in school. That was something pretty special to me. But I like how you talked about how Zeke could have easily blown off Shiloh's immitation of Chinese, but instead explained to her the inappropriatness of the gesture. And you're right- "Ultimately this is what we are here for--to provide an environment that validates all of our students and their experiences not just those who conform to constructed norms."
ReplyDeleteI like what you say about silence as tacit reinforcement of dominant culture.
ReplyDeleteI agree Kelly-teachable moments are priceless.
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