I was about ten minutes late to my “Race and Ethnicity in Global Perspective” class today. I’m doing a study group off-campus with some students who got fascinated by Marx last semester, and because of the way my brain works around time and presence, I lingered too long. From long experience I know I can minimize the consequences of this as long as I deliver robust value in the time remaining, even turning the ethos of the class from a quantitative time-served model to a qualitative work-accomplished model. So although I prefer not to be late, I’m not fretful about it.
The last time I was late, I mentioned that since the class is discovery and discussion oriented, there was in principle no need to wait for me and they could just go ahead and start. I mentioned that my ideal class was one in which the students seized control of their own learning and made the authority position of the teacher obsolete. That little speech is meant to create a fermenting contrast, but it does not usually work any immediate transformation – the habits of passivity are very deep.
But! When I walked into class today, one of the students who hardly ever says anything was presenting information and making an argument from the section of the text we’re working through that his study group was leading discussion on. (The text, btw, is Reilly, Kaufman, and Bodino’s Racism: A Global Reader.) I sat down quietly and the conversation continued for twenty minutes without any input from me. As we had discussed in setting up the order of march, members of other groups regularly chimed in with connections to their own sections of the text. Broadly speaking, they were trying to make sense of the dynamics of ‘internal Othering’, and how groups that were tolerated or even absorbed in one context could be stigmatized and oppressed in another. Eventually they reinvented frame analysis together, and I broke my silence to tell them so.
I am so happy and proud about this group. It certainly matters that there is a focused, disciplined, and motivated knot of military students; I suspect they were the catalysts of self-starting. But all of the students (about 15 today) were engaged when I came in; none of them much noted my entry, or shifted their attention to me as if the class would ‘really start’ now. It probably helped that I just sat down with them and did not make a show of moving to ‘the front’. It probably helped that this was the second run of our discussion format. It probably helped that we had brainstormed and concocted the discussion format together, with them getting the last word on how we would do it. It probably helped that the format engaged all of them by making the ‘leading’ group prompters rather than presenters, and explicitly encouraging connections to all of their centers of expertise.
Would this have happened if I was on time? Obviously not in exactly this way; I think my absence was a productive accelerant. This is a place where INUS conditions apply, which is fun because they reinvented those today, too.