Author: Caryn Riswold

Transgressive Teaching: The impact of bell hooks

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The work of bell hooks (1952-2021) had always been part of my feminist education, in college as well as in graduate school. Many memorials in the last few days have focused on her contributions to women’s studies and black feminist theory since her death on December 15th. It was when I was a postdoctoral teaching fellow in the Lilly Fellows Program in Humanities and the Arts twenty years ago that I came to appreciate bell hooks’ work on pedagogy and the vocation of an educator. Our program’s weekly colloquium on the scholarship of teaching included precious few women authors, and even fewer authors of color, and so when I finally got to read bell hooks and Paulo Freire, I could see the kind of teacher I wanted to become.

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Digital Drag and Discerning What’s Real

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A review of Chris Stedman’s IRL: Finding Realness, Meaning, and Belonging in Our Digital Lives (Broadleaf Books, 2020).

I was travelling in Germany for three weeks with students while reading Jean Twenge’s book iGen: Why Today’s Super-Connected Kids Are Growing Up Less Rebellious, More Tolerant, Less Happy—and Completely Unprepared for Adulthood—and What That Means for the Rest of Us. It seemed like a good idea to read about this generation while spending an extended amount of time living with twelve of them. Among other things, Twenge convinced me that “iGen” was a better name for this cohort than the commonly used moniker Generation Z, which is of course a derivative generational marking – remember when the now-named Millennials were Generation Y? This GenXer does. 

The name comes from the fact that “members of this generation are growing up with smartphones, have an Instagram account before they start high school, and do not remember a time before the internet. … iGen’s oldest members were early adolescents when the iPhone was introduced, in 2007, and high-school students when the iPad entered the scene, in 2010” (Twenge 2017). They have the distinctive experience of being the first to navigate adolescence and now emerging adulthood with a smartphone nearly always in their pocket and social media an ever-present factor of life.

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Called to a Pedagogy of the Cross

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“Lebenskreuz,” or “Cross of Life,” depicting the Seven Acts of Mercy found in Matthew 25:35-40. Wartburg College campus.

“These are the days of maximum grace.”

This is what I found myself telling my students repeatedly over the past four weeks. As our life together turned upside down and inside out because of the coronavirus pandemic, deadlines faded away, boundaries dissolved, campus became a ghost town, home became school, and we all experienced repeated seismic shocks.

The last day I was in a classroom with students was Friday, March 13. Rather than being unlucky, the day was a gift—to be in a room with them (the last time for how long?!), talking in-person about the online move I anticipated us making. One student came late to class still nursing tears over an injury suffered during what would become the last athletic practice of a college career, freshly stung with the news of cancelled spring sports seasons. Another student in another class wrote a note on the back of a reading quiz, where normally I encourage doodles and puppy cartoons as they wait for others to finish, saying plainly “just let us leave Wartburg please.” These were the days where the situation changed daily, sometimes even hourly. Administrators struggled to keep up with the current best advice from elected officials and public health experts, because what was “best advice” kept changing.

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“Equity-mindedness” and the Vocation of Lutheran Colleges

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The recent  Vocation of a Lutheran College conference energized participants over three days with robust conversation sparked by plenary speakers and concurrent sessions focused on diversity, equity, and inclusion. Dr. Guy Nave, Professor of Religion at Luther College, Dr. Monica Smith, Vice President of Diversity, Equity, and Inclusion at Augustana College, and Rebecca Bergman, President of Gustavus Adolphus College, challenged listeners to consider things like “equity-mindedness” when it comes to institutional identity and collective goals. They asked questions about the ways we are and are not using structural privilege to the advantage of all students, faculty, and staff, and offered deeper reflective definitions of the very terms of the conversation itself. 

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For Young Women Who Have Considered Their Becoming

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Early in her memoir Becoming, Michelle Obama shares questions that she had asked herself in a journal she kept throughout her twenties. After working hard and dutifully climbing an educational and professional ladder through Princeton and into a leadership role at a highly regarded Chicago law firm, she realized: “I hated being a lawyer. I wasn’t suited to the work. I felt empty doing it, even if I was plenty good at it.”

Michelle Robinson as a student at Princeton University.
From the Obama-Robinson family archives (source).

At the same time, she was newly in love with a man whose personality became a powerful presence in her life:

I was deeply, delightfully in love with a guy whose forceful intellect and ambition could possibly end up swallowing mine. … I wasn’t going to get out of its path – I was too committed to Barack by then, too in love – but I did need to quickly anchor myself on two feet.

Enter the journaled reflections of a twenty-something Michelle Robinson:

One, I feel very confused about where I want my life to go. What kind of person do I want to be? How do I want to contribute to the world? Two, I am getting very serious in my relationship with Barack and I feel that I need to get a better handle on myself.

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It’s Not Just About the Money

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By Sgt. William Begley (https://www.dvidshub.net/image/574004) [Public domain], via Wikimedia Commons
By Sgt. William Begley (https://www.dvidshub.net/image/574004) [Public domain], via Wikimedia Commons

As my colleague David Cunningham has already discussed, a comment made at the November 10 Presidential debate brought many things into question: “I don’t know why we have stigmatized vocational education. Welders make more money than philosophers. We need more welders and less philosophers.”

David mention the ongoing conversation about the factually incorrect part of the statement (who makes more money) and the grammatical error (less v. fewer). He also considered how this particular use of the word vocation continues to inform much public discourse:

“The last two decades have seen huge changes in the language of vocation, such that — in the world of higher education, at least — the phrase ‘vocational education’ is no longer so frequently used when referring to trade-school training for work such as welding, cooking, or diesel mechanics.  But as this candidate’s comment suggests, that usage is still very common in the larger political and cultural realm.”

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Vocation 101 video resource

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In leading faculty and staff workshops on vocation at the NetVUE campuses of Illinois College and Carthage College, I have used this short video to spark conversation. Although the video definitely broadens the scope of vocation beyond specifically theological callings, it does make explicit references to God and to Jesus (it was produced by the Fund for Theological Education). This is always a delicate balance. Continue reading →

Vocation enmeshed

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“Malcolm, you ought to be thinking about a career.  Have you been giving it thought?” …

“Well, yes, sir, I’ve been thinking I’d like to be a lawyer.”  Lansing certainly had no Negro lawyers – or doctors either – in those days, to hold up an image I might have aspired to.  …

Mr. Ostrowski looked surprised, I remember, and leaned back in his chair and clasped his hands behind his head.  He kind of half-smiled and said, “Malcolm, one of life’s first needs is for us to be realistic.  Don’t misunderstand me, now.  We all here like you, you know that.  But you’ve got to be realistic about being a n—-.  A lawyer – that’s no realistic goal for a n—-.” …

It was then that I began to change – inside.

~ The Autobiography of Malcolm X

The exchange between young Malcolm and his teacher, Mr. Ostrowski, encapsulates the tremendous influence of social and political systems on our daily and mundane interactions with each other.  What a young person thinks that she or he can become is overwhelmingly shaped by Continue reading →