Participant Observation 7/17

Field Notes Wednesday, July 17, 2002

Third day and are we bonded yet? The adhesives necessary are there… but I’m not sure if it has quite happened yet… or what signs would prove it to me. As with any classroom, there is much that is invisible. This morning, Tonda brought some of her concerns to view as she continued her thread from yesterday of how the world has changed. Her husband, George, is a Green Beret stationed in Afghanistan. She never knows when (if?) she will hear from him. He was deployed March 1st. She shared her writing on the challenges this presents for her, the growth she has experienced, the faith she relies on. She also expressed her surety that this new “journey” will make her a better teacher. War is surely social action… and the willingness for and support of your loved one’s actions is social action too. Vicki spoke of darkness. The darkness of an aging mother and the darkness of knowing that she will one day experience the declining stage of life her mother experiences now… a darkness she diverts her attentions from with songs and commercials and news items. Is the realization of mortality and humanity an ingredient in social action? Vicki wrote a poem today about Samantha, the 5-year-old girl who was abducted and murdered by a serial killer. Her poem is social action. Amy expressed frustration with her students’ lack of motivation and participation stating, “You get back what you give and I’m knocking myself out here!” Giving when you can’t see the results is social action.

From Karen’s notes: transformation happens with students not to them. I see evidence in our sharing that we writing project participants are open to transformation. Maybe not everyone… maybe not completely. We’re thinking about it maybe. Just like other students our lives are busy. We have extra curricular activities and responsibilities and Writing Project interferes. Our class seems to mirror other classes: students who want to meet the requirements for credit, students who struggle with proficiency, students who are comfortable with the subject matter, students who are eager, students who are uncertain. It will be interesting to see how this community develops. What is my role in this community development? To do my best., to encourage others and, when I reach a low point, to ask for help so I can learn from what others have to offer.

Quote from handout: “Social action workers understand that people are experts in their own lives and we use this as a starting point for our work.” WOW!!!!! Students are experts in their lives? The homeless are expert in their lives? The Taliban are expert in their lives? George W. is expert in his life! I’m trying to grasp this concept. But this next quote is easier to manage: “Our job is to help uncover what is already there, to encourage people to use the insights and knowledge they possess to bring about changes in their own lives.” Now this we are doing in Writing Project… looking at our teaching practices and strategies, at what works and what seems not to, at what we know, in order to bring about change in ourselves and our classrooms. We are also sharing our experiences and pooling our resources to fight inequity in the classroom.