She posed the question: "why do you talk about that in class?" Which was immediately followed by another question: "aren't you supposed to be learning to teach?"
I laughed, and as my neurons fired off intellectual answers and long explanations relating to my past experiences and knowledge of our school system; however, in favor of answering her question directly (she hates long-winded answers), I simply told her that it related to students I might have in class.
She retorted by saying that the gender identity of a student was none of the teacher's business--that a teacher is to teach, and parents are to handle the personal lives of students. This really hit a nerve with me, because I'm not a fan of teachers becoming surrogate parents--which some believe they are (if not in word, then most certainly in deed). We engaged in a lengthy discussion last week about the merits, or demerits of taking class time to discuss the issue.
I will say, that from the readings we've had from Bronwyn Williams, Jane Stanley, and F. Maher, I have a better understanding of the repercussions of subject matter in the classroom for boys and girls. However, I am still unanswered as to why we focus so much on this issue in the USA; whereas in Europe, from what I gather talking to my German, British, and Swedish friends, the issue is rather untouched. Teachers are rather very highly trained in how to handle situations and a classroom setting and to encourage critical thinking and cover government mandated material in an engaging way! In fact, the process is about twice as long as ours--the prestige at least double--and the practical instruction makes our student teaching look like teddy bear time.
What are the underlying reasons for our preoccupation with "educating" students rather than giving them practical experience, and expounding up on that?
By the way, the topic of gender, if you haven't noticed, is not one of my favorites. I am a theater minor, in undergrad, and have long been exposed to multi-gender people, transexuals, and gender indefinite people. I just don't understand why it's so important to talk so much about--what does the talk avail? Awareness? Theory is VERY different to practice. Unfortunately, it's becoming very clear to me that so many people seeking jobs today are over educated, and under practiced. Most of my classmates have never held hands with a transexual, or have a friend that decided to start crossing "gender lines." It's obvious just reading their posts to the whole topic.
I guess I'm edgy about it because I want to teach, and to do it well. I don't want to talk about how well I will teach. Furthermore, for those who are in a minority, this whole "talk" thing really tastes badly of a "culture of power" attempting to engage in conversation with one another about a topic they have no practical knowledge of--whether it be gender lines, race culture, or discrimination. I remember trying to engage in questions like this with some of my friends in my undergraduate classes... My black friends. They hated it.
This whole discussion is just annoying. No offence to my instructor; who is understanding, from a remote place in Alaska (which certainly has its cultural intrigue as well), and well versed. I'm glad we're having it--the experience will likely prove invaluable as "preparation".
In the end, though, I think we really divulge from the issue at hand. Literacy--it's clear that we're not engaging the idea of actual literacy, but more of a cultural and societal understanding of literacy, from the top down, and bottom up. We are preparing ourselves for what MIGHT lie ahead. We are trying to pin down some esoteric, theoretical ideal and put it into practice--after we've talked the sh*t out of it.
I'm interested to find out the impacts this class will have on my teaching at large, and on my future classes. I imagine that my perspective will be wider and more encompassing, yet my directives even more clearly establishes... Let's see...
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