the following is an abridged version of my division iii project at hampshire college. the title of the project and blog make reference to the writings of bell hooks, specifically Teaching to Transgress: Education as the Practice of freedom (1994). it is her idea of “transgression” — of actively violating the oppressive norms, standards, and silence required by a culture of domination. an integral part of that practice is the elevation marginalized voices and stories, and this is an attempt to raise my own. to that end, i created a series of autobiographical pieces reflecting on my own identity – my whiteness and qeerness in particular. my primary work, however, was getting middle schoolers thinking, talking, and writing about socially constructed identity and systemic oppression. in the spring of 2010, i developed and implemented a curricular unit with a group of 6th graders in western massachusetts. below is an introduction and table of contents for the various parts of the project.
sharing the stories and ideas in this project is encouraged, though if you are exhibiting the text directly, please link back here or otherwise credit the author. with the exception of myself and my college, all names have been changed for confidentiality. thank you for reading!
I am a student of critical pedagogy, sociology, and creative writing, three fields I sought to intertwine in my project. I wanted to explore creative nonfiction/autobiographical writing as a way of understanding the self in relation to systems of privilege and oppression, both on my own and with a group of youth. I am interested in how we choose to story our experiences and the personal and political implications of creating these narratives. After spending the preceding years studying the way we are all inculcated into these systems, I wanted to know exactly how much of me they accounted for. The more I explored this question, however, the more I realized that I was asking the wrong one. My socialization into whiteness, maleness, queerness, and every other social construction are all inextricably bound to who I am today. There is no individual somehow outside of or untouched by these systems. I cannot strip away their influence anymore than I can remove my own skin.
What I can do is try and tease out the complex ways they operate on and within me. In order to do this, I have to move away from asking how were my identities created? And instead focus on how have I experience them at different points in my life? The identities were always there – though not always marked or apparent to me – so how did they manifest?
Part I: telling my own story is an attempt to make visible the ways systemic forces have impacted my identity, with a focus on analyzing how I experienced identity in my own schooling and childhood. Employing multiple modes of writing, I critically examine my past, trying to illuminate the larger social forces at work. Explicitly naming one’s identities and the power structures that shape them is always a political act. In exploring my own privileges and oppressions, I am transgressing the silence required by a culture of domination.
Part II: the identity unit is an attempt to offer a group of youth the tools to explore their own socially constructed identities –similar to some of what I undertook in Part I, though obviously not as in-depth. It is a collection of twelve lesson plans I created paired with the stories of implementing them. I approached this component with two assumptions counter to conventional wisdom on elementary education: that young people are capable of discussing and personalizing complex social issues, and that as an educator, it is my responsibility to ensure that those conversations are happening. In the tradition of critical pedagogy, I sought to explore how critical thought and social consciousness could be cultivated through the use of personal writing. In order to prepare students to both exist in and work against oppressive systems, I believe it is essential for them to develop an early awareness of those systems and how they affect their identities.
In addition to creating a window into my own experiences and positionality, I hope the stories and lessons here can provide an accessible resource for other educators seeking to explore identity and social justice with young people. The curriculum was always intended to evolve and be adaptable to different educational settings and age groups, so feedback of any kind is encouraged.