one way to think about how to write this is to consider these tensions as
emotional investments - just as what never gets talked about in the lounge
is active forgetting, talking about what might help, in the lounge,
might be better framed for prodding so gently at what is being
refused...
what is the investment for not talking about certain things,
and then how do you find a way to respond to that, so the perspective
might shift slightly from what's "my" investment, to how much time do the
kids put into this? i mean,, why not try reversing what is perceived as
valuable
in contexts of the teacher's own language - if they say time is most
valuable, then use that; or if they say time off is most valuable;
or if they say computers bore them, ah! boredom is more denial, more
repression, more emotional investments - not therapy here but using the
words
they give you to express their struggle can be used to validate the teachers;
and to
express these in terms of what is of value to the kids? these kids might
be able to set up their own system -
but as the researcher, whatever you signal as interesting to you will
become what is important to everyone.
you could use your position here to introduce different ways of
bartering time and resources, trading services for time off, time on,
or whatever, the kids, too, could barter their services for
a week's worth of math homework (shriek!!!) but
there are ways to begin with the language of the folks you want to reach,
and in a way that validates them, through the familiarity of their
discourse and
while you are all working colleagues
you are also The Researcher and have an opportunity
to plant some seeds of the seriousness of the issues;
by treating the teachers as though they already know this stuff,
and brain storm solutions for changing what matters to the various factions
- the curriculum, parents, kids, kids, kids, KIDS, the princy-pal, parents,
teachers, amongst all them folks, all have different interests,
investments, expectations, and so on.
or, you know, just tell the truth just make it so pretty that it's a gift.
and prioritize the kids
so that their interests are part of the gift/conversation, -
sounds like you are trying to inspire some responses and actions with
the tech and there are,er, obstacles to change:
diane,
""""""""""""""""""""""" """""""""""""""""""""""""""""
When she walks,
the revolution's coming.
In her hips, there's revolution.
When she talks, I hear revolution.
In her kiss, I taste the revolution.
(by Kathleen Hanna: Riot Grrl)
******************************************
diane celia hodges
university of british columbia
faculty of graduate studies,
centre for the study of curriculum and instruction,
vancouver, british columbia, canada
email: dchodges who-is-at interchnage.ubc.ca