Monday, October 4, 2010
The Problem of Prescription: A Comedy of Errors
Why is this totally amazing? It demonstrates perfectly the way prescriptive notions about language work actively to disable the disempowered from, as Anne Ruggles Gere says, "alter[ing] the material conditions of their lives."
1. Writer/speaker has a message they want to share: they feel some desire to share something with the world. In this case, explicitly: they are putting words toward political action. I want us to consider, for a second, the idea that all writing is a political action, even when not explicitly about politics or toward a political aim. Politics is, at base level, decisions; all meaningful interconnected strings of words are decided by the writer/speaker, and thus inherently political. (The words we choose, how we situate them in relation to one another, what kinds of ideas we feel are okay to communicate with them, what words exist to describe our most intense experiences.)
2. Writer/speaker, who I will now call "agent," is accosted by the establishment--not for their idea, but for how they are communicating it. The message is not (yet) important, and the agent's life (physically, intellectually) relies merely on the mechanics. The agent's livelihood, or even physical life (ability to speak) is dependent on their ability to correct their spelling and verb tense. The verb doesn't matter, the action (not yet), the life in the words; it is not the act yet but the proper agreement between the act and who is doing it at what point in time and space.
3. The agent survives this round, finds the right tense, though now the tensssssion is internalized. The agent is made to comply with the grammarian's prescription; they attempt to fit their idea into the prescripted forms.
(Additionally, in this scene, the agent is punished by being forced to write the corrected phrase repeatedly--a historic punishment that took teachers way too many years to realize was generating a negative association with the act of composition. Ding!)
4. Upon seeing the revised message, the establishment is in havoc. Now that the message has been corrected, only now when the form requirements have been fulfilled, is the message analyzed for its content. Of course, the content is abhorrent to the establishment. But, the underlying assumption, it seems, is always this: the poor and working people's needs always exist in opposition to the benefits of the establishment, so methods must be found to silence their voices indirectly. Not to shut them up literally through violence (why, if it could be avoided so easily?), but to sustain a societal indifference about how they feel on the basis of some unifying trait.
Enter: the hillbilly, the welfare mother, the dishwasher from Brooklyn.
We are, in so many ways, through so many machinations of largely invisible violence, trained not to care what you say if you can't say it in bourgeois language, because the people who cannot are generally not the bourgeois.
There, I said it.
Tuesday, September 28, 2010
Returning to Dorothy Allison for Inspiration in Explaining My Own "Coming to Writing"
--Dorothy Allison, “Deciding to Live” preface to the first edition of Trash
Monday, September 27, 2010
The Original Tea Partier: Pap Finn
Sunday, September 5, 2010
Wednesday, September 1, 2010
Friday, August 20, 2010
Friday, August 6, 2010
Thursday, April 8, 2010
Building My Future Teacher Self
Also, I have already started collecting books for my classroom library, here is some of what I have collected so far:
The Absolutely True Diary of a Part Time Indian
The Complete Persepolis
Fun Home: A Family Tragicomic
The Complete Maus: A Survivor's Tale
Best of Blume (Are You There God? It's Me, Margaret; Blubber; Iggie's House; and Starring Sally J. Freedman as Herself)
Fallen Angels
Sunrise Over Fallujah
Roll of Thunder, Hear My Cry
The First Part Last
After Tupac & D Foster
There's a Girl in My Hammerlock
Star Girl
Speak
Chains
Memoirs of a Teenage Amnesiac
Jellicoe Road
The Outcasts of 19 Schuyler Place
The Book Thief
Stitches
Bronx Masquerade
Very much into recommendations of good YAL.
Need to get People's History of American Empire for my classroom library. [Update: Got it!]
To acquire for my teacher library:
City Kids, City Schools: More Reports from the Front Row (Ayers, William)
Colorblind: The Rise of Post-Racial Politics and the Retreat from Racial Equity (Wise, Tim)
Color Mute: Race Talk Dilemmas in an American School (Pollock, Mica)
IN OTHER NEWS, today I decided I do not like sun dried tomatoes.
Friday, March 26, 2010
An E-mail From My Third Grade Teacher
Erin,
When you teach, you will find that some students stay with you. You are one of those for me. I always appreciated your good mind and strong will. I know they have both served you well. I remember many little things about you. One, is how observant you were. I remember you noticing my fingernail polish and telling me how well it went with my skin tone! Not the usual comment of a 3rd grader.
Tuesday, March 16, 2010
Monday, March 15, 2010
W A X | D R E E M Z: list of the records i desire to acquire
The Breeders- Title TK
Talking Heads- Speaking in Tongues
Beth Orton- Comfort of Strangers
Brute Heart- Brass Beads
Black Eyes- S/T
Sonic Youth- Washing Machine
The Beatles- Revolver
Explode Into Colors- Quilts
Wild Nothing - Gemini
Megafaun - Heretofore
Aloe Blacc - Good Things
Paleo - A View of the Sky
Fences - (I think it is self-titled? Out 9/28!)
All of the GOOD GBV records!
*Bolded items are rare
Friday, February 12, 2010
Acid Terrorism Against Women in Pakistan
Wednesday, January 6, 2010
WORD UP, ALLAN NAIRN, WORD UP.
AMY GOODMAN: Talk about what we’ve been seeing over the last few days, I mean, what happened with the jetliner, now President Obama coming out yesterday talking about other attempts that were thwarted, like even on Inauguration Day, and that was actually Somali. And what are the approaches you think that President Obama should take?