Author: Kiki Kosnick

Being and Becoming in Community: Hearing Vocation through the Indigo Girls

The author reflects on how the Indigo Girls’ music influenced their understanding of identity and community, especially during adolescence in a restrictive environment. Their songs foster kindness, activism, and self-reflection, serving as a catalyst for personal growth and social awareness. The music is portrayed as a bridge between the secular and sacred in life.

a couple lying down while playing ukulele
Photo of two young people enjoying music together by Pavel Danilyuk on Pexels.com

The practice of discerning and living into one’s callings is often deeply influenced not only by overt barriers but also by implicit messages that shape what seems possible in our lives. As a child of the 1980s, I yearned for representation that countered the oppressive gender roles in the world around me in the small northern Michigan town where I grew up. Most viscerally, I noticed my own discomfort with the pervasive narrative that I would have a husband and children someday, regardless of what my paid work would be. In my adolescence, queer life was invisible; but when I listened to music, I experienced a sense of being-in-community and was invited into self-reflection about who I was called to become.

Continue reading “Being and Becoming in Community: Hearing Vocation through the Indigo Girls”

Sexual Configurations Theory as a Tool for Vocational Reflection

The post discusses the significance of supporting students’ understanding of their sexualities beyond traditional frameworks, emphasizing sexual configurations theory (SCT). SCT, developed by Sari van Anders, encourages deeper reflection on sexual identities, acknowledging diverse lived experiences and the interplay of various identities. This approach fosters authentic self-discovery and meaningful relationships in the context of vocational exploration and discernment.

silhouette of a couple behind a rainbow flag
Photo by Pavel Danilyuk on Pexels.com

In my first job after graduate school as a visiting professor, I did not advise students officially, but happily mentored many of them. Because I was both out as a queer person—genderqueer lesbian at the time—and open about my own struggles as a first-generation college student, students often shared with me their own identities, questions, challenges, and longings. One day over lunch at a language-immersion table, a student told me that she was having a really hard time. She had long known that she was queer and recently had experienced her first relationship with a woman. Their time together was short-lived—the partner had graduated early and moved away—and the student didn’t feel like it was a serious relationship. She judged herself for the intensity of her feelings about it and its end. I listened, thanked her for sharing with me, and reminded her that relationships don’t need to be serious to be important.

Continue reading “Sexual Configurations Theory as a Tool for Vocational Reflection”

Our Students’ Vocations and the Gift of (Un)Gendered Language

This post emphasizes the importance of gender justice in higher education, particularly in language and pronoun use. It discusses the need for inclusive teaching methods that recognize diverse gender identities, while also critiquing traditional practices that may marginalize LGBTQIA+ students, including the compulsory sharing of pronouns. The author advocates for fostering supportive environments that promote vocational exploration for all students.

hands joined against progress pride flag
Photo by Lisett Kruusimäe on Pexels.com

Gender justice—both in and through language—is fundamental to my vocation. As an out queer faculty member, I center the power of language, narrative, and agency in my teaching and in my mentoring relationships. My courses span topics from French language to Francophone world cultures, and LGBTQIA+ literature to queer and feminist theories. Accordingly, gender and sexuality are embedded throughout them as forces that shape our day-to-day lives, the institutions we inhabit, and their linguistic norms. At the same time, my students and I grapple collectively with how we contribute to reinforcing or disrupting these concepts and how we might activate them to empower or to constrain.

Continue reading “Our Students’ Vocations and the Gift of (Un)Gendered Language”

Vocation in the World Language Classroom

As our campuses and communities become increasingly multilingual, we ought to lift up the language classroom as a privileged space for vocational reflection where our responsibilities to the world, to each other, and to ourselves might crosspollinate in ways that honor our callings as much as they shape the future of language instruction.

Paris, La Défense viewed from Fondation Louis Vuitton
Photo by the author

The language classroom provides ample occasion to cultivate vocational reflection. As a lifelong learner and educator with over 15 years of experience teaching French, I can attest to the ways in which language acquisition is inextricable from learning about ourselves, crafting our stories, connecting with others, and discerning how to live an intentional life. Take the example of a beginning language program, in which courses are commonly structured around topics of everyday relevance such as friends and family, education and professions, pastimes, and holidays and traditions. Self-reflection and self-authorship are embedded in the program because learning a language is, in effect, learning to live, communicate, and move in the world in and through this language.

Continue reading “Vocation in the World Language Classroom”