Provocation: On More Modest Grief

“The most successful students we spoke with saw themselves as active constructors of and participants in their own academic taskscapes.”

Smale and Regalado, Digital Technology as Affordance and Barrier in Higher Education

The work of Smale and Regalado predates COVID. Yet, in this week that marks a year since life moved online, their work feels relevant as a spark for reflecting on how we teachers did, and what we do next. What’s our takeaway a year into this confrontation of an urgent, terrifying crisis? What have we learned over the course of a yearlong series of heartbreaking tradeoffs?

The relevance of last week’s quote to this week’s reading is clear enough to me: Institutions and their educational technologies of choice rarely imagine students as “participants” or “constructors” of taskscapes, but consumers.

Once or twice in the last twelve months, I suspect you’ve encountered (or embodied) this through the figure of a less-than-agile participant in “emergency remote teaching” (Hodges, Moore, Lockee, Trust, Bond). Those of us teaching in those early days recognized quickly—and hopefully reminded ourselves, kindly and often—that the “triage” nature of this shift “exclude[d] the possibility of excellence” (Young). As we might discuss in class, educational technology sometimes had a role in that exclusion, too.

So that’s a hot take on a thread connecting these readings to our last set. One thread within the readings I’d like to underscore is about grief. COVID, for its ghastly death toll, has also created countless “missing” everyday moments, more modest griefs: a professor missing the way physical heads nodding along (or not) to a lesson shaped her teaching for the better (McMurtrie); a student who has realized how “[b]asketball really helped my depression, and I can’t play it now” (Ferlazzo); the City College campus counselor forced to fit into one, weekly 30-minute Zoom call the essential check-ins with colleagues that happened between appointments over five days in 90-second increments (Ayisire). Those losses are real—”minor feelings” are feelings nonetheless—and grieving the fact that certain experiences may never come back will take the candid work of a whole campus, and the meaningful participation of the communities beyond its gates. 

Taskscapes; trauma; care; equity. Throw in “uncertainty” and that gives us about the range of topics that any talk about teaching in this time entails. Below are some questions along those lines, which draw on these readings to process what has been, to recall what was before, to think about what could be—and to start articulating what we might use this new wisdom to fight to achieve. 

  • How can instructors (and, by extension, departments and institutions) fairly assess and equitably ameliorate “learning loss”? What’s a way to balance what really didn’t get learned  with honest recognition of the deep trauma of our COVID year (Ciep, Ellis, Gluckman)? 
  • Related: What structures and practices can center student experiences and voices (c.f. Ferzallo) in determining the balance of intellectual and emotional loss in the administrative process of assessment and the pedagogical process of its (partial) amelioration? And how can instructors using care-based, trauma-informed methods also make space for students who, legitimately, just want to move on, catch up, and get on with things?
  • What’s the role of technology, particularly “enterprise” solutions, in short-term or even one-time fixes (ie: access to course content via a smartphone, or holding an office hour over Zoom)? How do/did/will individual instructors, departments, and institutions balance the benefit of these convenient but corporate tools (looking at you, Google Drive) in supporting “valuable human relationships—relationships necessary for child development” (Watters)? 
  • Related: In your field, what tools are less focused on “watching, monitoring, and controlling” and more focused on deepening those relationships and extending the relational into a content area–an intellectual tradition and its ways of making knowledge or a professional field and its ethics and practices? 
  • Many, many P-12 students will arrive at CUNY campuses with existing digital literacy around “enterprise technology.” To what extent is an explicit conversation about data privacy, affordances, design, and epistemology appropriate to be part of the college students’ general digital literacy education? How can this be done without discounting the value of that literacy?
  • What are the “affordances” of the extended look into P-12 classrooms that families, especially Black families, have gotten into the minute-by-minute pedagogy of their children’s lives? If the cinder block buildings with un-opening windows that typify public school construction felt unsafe physically (as Farah Despeignes suggests) and if “many Black parents still see the education system as punitive” (Shapiro, Green, Kim, emphasis mine), then how can the thoughtful critiques of engaged, observant parents reshape that learning in a participatory way? (I emphasize her ‘still’ to note that inequities go way back in the NYC schools; see Nice White Parents, etc). What are the mechanisms for communities to be involved in such technology centered school reforms, and what role might colleges like CUNY have in supporting it?
    • Related, but speculative: Speaking recently with the Times’ Ezra Klein, the surgeon general of California Dr. Nadine Burke Harris noted that COVID has caused directly or indirectly  level of childhood trauma difficult to quantify but certain to impact this generation for years to come: shaping social interaction, affecting long-term, health, shortening life spans. Given that: How do college instructors consider this interruption on childhood development in the adults these children become? 
  • Bonus: The “heir conditioner” (B. F. Skinner Qtd in Watters). No question here, just…discuss. 

Note/Nudge/Poke/Plea: I really like blogs as conversation starters so I purposely kept this as short as I could. (I know, it’s not that short. Short for an English doctoral student though?)  I also posted it as soon as I felt like it was ready to go. (Paul Hollywood might still call it underbaked). Anyway, I’d love to hear short replies back from people any time on Sunday. Even 200 of your lovely words will feel to me like I am basking in warm sunshine! A paragraph? Didn’t Strunk & White call the paragraph is the basic unit of composition? (Spoiler: They did). Seriously, I’m excited to see y’all (hey Texas!) respond to literally whatever in this you find, uh, provocative.

ITP II: Access Hacks for First-Year Writing Teachers

Note: I’ve updated this post.

This project is a resource guide aimed at novice writing teachers. 

First-year writing is a crucial course for CUNY students. A tenth of college students are registered with their campus disability office. Yet, maddeningly, access is still often framed as a compliance issue rather than as a site for pedagogy. If that tenth of our student body is to have a fair shot at success at their public college, first-year writing is an area where this thinking must shift.

In a project that takes the form of a public site on CUNY Academic Commons and a more-private CUNY Academic Commons group, I aim to demonstrate:

  • the rhetorical potential of alt-text writing assignments
  • the uses of social reading plug-ins like Hypothes.is on the transcripts of long-form audio journalism (Floodlines, Lost Notes: 1980, season 3 of Serial)
  • the application of accessible document design principles for word processing to organizing student essays
  • that smartphone access features such as screenreaders can make literacy practices multimodal
  • the importance of open lesson plans—for ASL-English interpreters, their students, and everybody else 
  • syllabi language that aligns accessibility with other student-centered and equity-minded, care-centered policies (ie: translanguaging, OER, contracts)

This project is guided by thinking on disability studies, open access pedagogies, feminist ethics of care, trauma-informed pedagogy, and cellphone scholarship. It’s also marked by my own experiences in the classroom—teaching as a disabled instructor for 15 years, learning as a disabled student for 25.

As CUNY transitions back to aging and often inaccessible physical campuses, it’s my hope that the conversation about digital access that COVID-19 has forced will continue in this group + site. Ultimately, its goal is to help CUNY produce writing teachers capable of doing what a doctoral student named Margaret Price did for me at my public college: to use reflective, student-centered writing pedagogy to make equitable the student experience of a disabled writer.

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