January 26, 2017 - 22:19
From the outset, I believe that this class has been set up in a way that is both engaging and inclusive (or, at least, makes a very strong effort to become those things). The emphasis on learning everyone's name, and even the fact that we had a discussion on HOW to be in the class and how we want ideas to be presented, processed, and discussed, is so telling of the environment. With this foundation in mind, it's my hope that the class also fosters a strong sense of community in order to help us all better process the intensity of what is to come (or what has already happened). I was glad the course opened with something as provocative and as unsettling (there it is) as 13th because, like the YASP directors told us today, it gives the course sort of an overarching purpose--a reality in which what we are doing inside and outside of the classroom has real applications and effects. I've been thinking a lot about the "Accomplices, Not Allies" article; how putting those ideas into words and presenting them in a language that is so accessible has helped me to strictly analyze my own actions of activism up to this point. I have definitely been an Ally in more occasions than I have been an Accomplice, and I think that DuVernay's idea of how being aware of The Movement automatically makes you part of the movement is both helpful, but definitely isn't the whole picture. Something I have also been mulling over (in relation to becoming an Accomplice) is the point that the content of this class isn't for me in the sense that I don't want develop a "leadership complex" (or gods forbid a savior complex). I am truly here to use my privilege to help in any way that people WANT me to help--and I will utilize my strengths to those wants. But my goodness do I just want to LEARN and become educated on everything we are exploring in this course. And I want to do that surrounded by these people.
Now for some comments on classroom dynamics?
1. I think we should continue to use the "last speaker calls on the next" strategy in discussions. It lends a certain amount of responsibility to everyone in the circle as well as pushing the awareness factor.
2. Maybe we should take a moment to strictly label the classroom and the environment as a "brave space" simply because I think the impact of language is prevalent and important to the way this course functions, and having this additional title might help with that.
3. I really love the idea of taking a moment to define what respect looks like to each of us, and how we can accommodate each person within the discussion and environment (and I understand that the accommodation and respect comes with time spent together). But because we have the amazing opportunity of being in a class with so many different people with so many different experiences that they are bringing, I think it would be good and interesting to hear some personal ways in which points can be made "respectfully."
4. Also, I think that we should also promote the idea of having “no fears of missteps” (where we are afraid to say something provocative or “outside the frame” of what has been said already). I think that there will be moments of tension that will be difficult and even confusing, so have a kind of ground rule that lessens that anxiety might be good.