This was a small-ish school, and I spoke to the 3-8 grades. It wasn’t until I was partway into my presentation that I realized that the back rows of the older grades were all girls.
Later a teacher told me, “The administration only gave permission to the middle school girls to leave class for your assembly. I have a boy student who is a huge fan of SPIRIT ANIMALS. I got special permission for him to come, but he was too embarrassed.”
“Because the administration had already shown that they believed my presentation would only be for girls?”
“Yes,” she said.
I tried not to explode in front of the children.
Timothy Egan is the kind of guy you’d think I could agree with: He thinks history is important! He thinks we should write history to engage and fascinate our readers! He thinks assaults on high school Advanced Placement history classes are foolish, as he states in his recent essay on the misguided attempts in Oklahoma to control the A.P. American history curriculum!
I agree with him on all of the above, but then he goes and writes something just as dumb and as dishonest as any opportunistic Okie legislator would write:
With the latest initiatives, the party of science denial is now getting into history denial. On the academic front, they have a point, indirectly. Much of the A.P history framework is boring, bland, and sounds like it was written by committee, which it was. There’s little narrative, drama, heroics or personality — in other words, the real-life stuff that makes for thrilling history.
Here’s a sample “learning objective” from the current national course and exam description from the College Board: “Analyze the role of economic, political, social and ethnic factors on the formation of regional identities in what would become the United States from the colonial period through the 19th century.” And you wonder why the humanities are in trouble.
That’s right: “a sample ‘learning objective’” apparently must be just as thrilling and as full of “narrative, drama, heroics [and] personality” as Barbara Tuchman’s The Guns of August, otherwise it’s just further proof that historians and educators are just as bad as the Oklahoma legislators who want history to be all happy talk about the Founding Fathers.
Egan pretends not to know that there’s a difference in the ways that educators communicate with each other, and the ways in which they communicate with their students, readers of history, or the general public about their work. He writes as though an internal process document or a sample exam question exactly describes what is taught in A.P. high school classrooms. He writes to suggest that classroom educators aren’t smart enough to know how to talk to their own students about history, and implies that they’re smart enough to communicate in professional shorthand with one another about the boring (but necessary) stuff. Continue Reading »
Via an amie on Twitter, we read of Ryan Boudinot’s “Things I Can Say About MFA Writing Programs Now that I No Longer Teach in One.” More accurately, this would be called “Things I Can Say About MFA Writing Students Now that I No Longer Teach Them,” and implicitly he offers excellent advice to anyone contemplating an advanced degree of just about any kind. To wit:
If you complain about not having time to write, please do us both a favor and drop out.
I went to a low-residency MFA program and, years later, taught at a low-residency MFA program. “Low-residency” basically means I met with my students two weeks out of the year and spent the rest of the semester critiquing their work by mail. My experience tells me this: Students who ask a lot of questions about time management, blow deadlines, and whine about how complicated their lives are should just give up and do something else. Their complaints are an insult to the writers who managed to produce great work under far more difficult conditions than the 21st-century MFA student. On a related note: Students who ask if they’re “real writers,” simply by asking that question, prove that they are not.
(Portions bolded in blue are highlighted by Historiann.) Right on! Either you have time to devote to professional training and development, or you don’t. If you don’t, then wait until you have the time to prioritize your education. (And please, for the love of God don’t take out loans for an education you can’t prioritize!) Sadly, universities (like mine!) are encouraging the fantasy that college or graduate school are things you can do in your jammies at home on your own time while also raising a family and holding down a full-time day job, and presumably getting the laundry done, keeping everyone fed and kitted out, and staying physically fit. (Good luck with that!)
However, a degree like that, however honestly and earnestly pursued, is not the equal of a degree pursued as your number one priority. Life is long, and graduate school is short, so make the time you spend there really count.
Here’s another bon mot that seems specific to MFA students, but is in fact useful for grad students and scholars everywhere: Continue Reading »
From the H-WOMEN listserv this morning (edited only to embed links), we learn of a new writer’s retreat called the Schreibaschram, under the headline “If you want to get writing done: “Get thee to a nunnery!”
Quite ironically, the time for concentration and intellectual contemplation seems to be eroding at universities. Therefore we have developed the project Writing Ashram- a monastary simulation for academics. I would like to share new dates for this intensive writing retreat hosted by the University of the Arts Berlin with you. It happens in the countryside outside Berlin. The new quality in focus and boost of productivity, that come through living in this monastary-like daily structure, away from all chores, with other writers for a couple of days is quite astonishing. So, do feel free to join us or share the information with colleagues!
August 1-7, 2015 as part of the Berlin Summer University. You find all information important details here.
Here are some photos to give you an idea. Maybe this is also interesting for your university: We offer this unique course for exclusive groups, such as graduate schools, and research teams all over Europe.
Let there be output! Best wishes,
p.s. And yes, this is a secular endeavour!
Over the last few days, I have been able to see my life as from a great altitude, as a sort of landscape, and with a deepening sense of the connection of all its parts. This does not mean I am finished with life.
On the contrary, I feel intensely alive, and I want and hope in the time that remains to deepen my friendships, to say farewell to those I love, to write more, to travel if I have the strength, to achieve new levels of understanding and insight.
This will involve audacity, clarity and plain speaking; trying to straighten my accounts with the world. But there will be time, too, for some fun (and even some silliness, as well).
. . . . .
I cannot pretend I am without fear. But my predominant feeling is one of gratitude. I have loved and been loved; I have been given much and I have given something in return; I have read and traveled and thought and written. I have had an intercourse with the world, the special intercourse of writers and readers.
Above all, I have been a sentient being, a thinking animal, on this beautiful planet, and that in itself has been an enormous privilege and adventure.
I’ve been resisting writing a post like this, knowing that much of the eastern U.S. has been repeatedly hammered with snowstorms this winter. So if you’re housebound and don’t want to hear about L.A., then click away because SPOILER ALERT it’s been really, really nice here this winter. We spent President’s Day at the Santa Monica Pier. NOTE to all of our family from Massachusetts and Wisconsin who are visiting us in the spring instead: Why??? Why aren’t you here NOW? Only you can answer that question. Continue Reading »
Posted under: jobs
Nicoleandmaggie have a letter from a reader who got a new, better job (yay!) who wants advice for the new job. And they apparently think that my readers can help! A little flava:
At my current institution, I did way too much service (sitting on university wide committees, directing a program) partially because I didn’t say no, partially because the institution is full of men who think that female professors should be on all committees relating to teaching and do all service, partially because I was thrown under the bus by my chair and dean. Needless to say, I am delighted to be moving. And that I am better at saying no now than I was 5 years ago.My big question is this: What advice would you give someone who was moving about adapting to the new place? Are there things that faculty who have come to your departments / former departments did that drove you nuts? That you saw as particularly savvy or smart? I am bringing lots of credit on the tenure clock to the new place, so I have one year there before I go through the tenure process, if that matters.
Civil Rights movement veteran Anne Moody died last week at 74. She was the author of one of the best autobiographies in American History, Coming of Age in Mississippi (1968). I read that book as a college junior, and remember it being utterly un-putdownable. It was one of those books in college that I read straight through without stopping not because of a syllabus deadline, but because it was brilliant and moving. It was the first feminist book about the Civil Rights movement I had read.
Anne Moody invented intersectional analysis in 1968–scholars took years to catch on and catch up.
From an email I received from the Chair of the Board of Trustees at Bryn Mawr College about the “recommendation from a Board working group that was created at the September 2014 Board meeting to examine the mission of the College with respect to transgender, non-binary, and gender nonconforming applicants” that was “discussed and approved” last weekend. I’m sure this working group came in response to this story from the New York Times last fall about trans* students at Wellesley.
The working group concluded unanimously that the mission of the College at the undergraduate level is to educate women to be future leaders. In its recommendation to the Board, the working group noted that Bryn Mawr’s identity as a women’s college is fundamental to its distinctive environment, one in which women are central, faculty assume and expect excellence from women, and women assume positions of leadership. The working group also recommended that the College use language that affirms our institutional identity as a women’s college (e.g. use of gendered language) while respecting the diversity of individual identities in the community.
The working group also proposed that the College more clearly articulate the eligible undergraduate applicant pool in the context of its mission. The Board approved the working group’s recommendation that in addition to those applicants who were assigned female at birth, the applicant pool will be inclusive of transwomen and of intersex individuals who live and identify as women at the time of application. Intersex individuals who do not identify as male are also eligible for admission. Those assigned female at birth who have taken medical or legal steps to identify as male are not eligible for admission.
In cases where an applicant’s gender identity is not clearly reflected in their application materials, the College may request additional information, which could include verifiable legal or medical steps taken to affirm gender. In evaluating such additional information, the College fully intends to be as flexible and inclusive as possible.
Within the context of our mission as a women’s college, all Bryn Mawr students will continue to be valued and supported members of the community, no matter how their gender identity shifts during their time at the College.
Over at Notches, they’ve got yet another excellent description of a panel last month at the 2015 meeting of the American Historical Association in New York City, this time reporting on “Teaching Queer History.” John D’Emillio described his brilliant periodization for students of queer history: “Pre-Ellen” and “Post-Ellen.” Or, to put it in terms of the Classics, we might call them the Ellenic versus the Ellenistic generations. To wit:
Familiar with the oppression LGBT people faced in the past, the undergraduate students of the “pre-Ellen” generation (before 2001 or so) were thrilled by the stories of resistance to that oppression. By contrast, D’Emilio found the “Post-Ellen” generation (undergraduates coming of age after 2001) more normalized to the idea of LGBT people and less comfortable with the narratives of oppression and resistance. Because of ongoing cultural normalization, LGBT oppression and the resistance movements they spawned seem distant and foreign to these recent students. This shift, D’Emilio noted, is reflected in the students’ own involvement with and awareness of LGBT politics today: while many students know of or attend pride parades, few of them have heard of Stonewall or know its significance.
D’Emilio ended hopefully, adding that while these somewhat more disengaged Post-Ellen-ites were unaware of much of LGBT history, they were nonetheless keen to learn. The clear solution was greater exposure to LGBT history earlier in their education.