My self-reflection was posted here earlier - before I actually read the portfolio instructions to put it under a specified link!
My memo was exploring what the intended purpose of inside-outside classes is and what I thought I personally got out of our classes in the Cannery.
"Sometimes it's harder to attain inner silence than outer silence. The dog stopped barking and the kids have gone to bed, but your mind has a lot to talk about and it knows you can't pretend you're not at home." -Linda Solegato
I stumbled across this quote today and it reminded me of Thursday's class with Professor Beard. I thought she had such a peaceful presence about her, but the end of the conversation made me a little uncomfortable. We talked about the Chittister text and our discomfort with silence because "it is silence that brings us face to face with ourselves" (Chittister).
Since we're having trouble uploading our Virtual Tour video, we will be posting the research so you can get an idea of what the tour will look like. I'm pretty sure we'll be showing it in class.
360 VISION RESEARCH PROJECT: 1968 TOUR OF BMC/SOCIAL CLIMATE
By Esty & Chandrea
Here is where we can start to compile our information and the resources we use!
Project focus: Campus tour/map with a focus in 1968. Perry House and Batten do not exist at that time. So we could focus on the campus and social climate for the tour--it was HOT!
Areas of interest on dorm and campus life (guide questions/FAQs on tours?):
Why don’t we have sororities?
What affinity groups existed during this time period?
What were some popular activities?
What was the most common major?
What did the campus look like?
How did customs and other dorm supports function?
What historical events coincided and/or preceded--therefore, influencing--the 60s/70s
What slang was used so we look authentic?
What do students do for fun?
What religious services are available?
Information (Jotted Notes):
General/historical/big picture context:
Since I won't be in class this Thursday I am posting what I would (or let's be serious) would NOT have contributed to class. Anne asked me to post about what I would say in class and I don't know why I'm so nervous writing this. I think it's a combination of things that we've been discussing in class: silence, inaccessibility, language, taking risks. I just read the Kalamara's reading and I don't know if I fully understood it. There were parts of it that I would like to discuss because I felt like I could relate to it, but I'm nervous to discuss it here because I don't have the opportunity to hear other people in our class talk about it first so I can decide whether or not I actually got the point of the reading. It seemed fairly accessible to me until it brought up eastern religions and then I got confused. I don't get the feeling that this article was supposed to be as dificult to read compared to the other inaccessible readings we read together in class but I started to lose my understanding of the reading towards the end. Because I finished reading the article in a confused state, I am hesitant to explain how I understood it. What if I read it all wrong?! Perhaps this is a situation in which I realize that the little inaccessible parts of some of the readings we are assigned lead to me not contributing in class. I don't want to complain about it - I just choose to shut up.
“We also assume (mostly unconsciously) that what is good for the goose (or ourselves) must be good for the gander (“the average person”)” (Toch 5).
Picture Source: The Liberator Magazine
In "Sing Soft, Sing Loud" I found a couple of quotes to be pretty interesting. One quote was said by Iva, and she comments about the single window that she has in her cell. She appreciates watching the palm tree outside this window but then theorizes, "I think maybe they put it there just to make us miserable" (3). It just reminded me of our tour earlier this semester at ESP because I couldn't believe how little the windows were. I never realized the significance of windows and never took the time in my everyday life to understand why spaces are designed the way they were, but I'm glad our 360 is forcing me to do that now. We don't really notice windows and we also take them for granted. They can either feel like they're entrapping you in this space or freeing you by allowing you to see what the world has in store outside. I noticed that one of our dorms, Merion, has ridiculously tiny windows. Every time I visit some friends there I feel miserable because there's barely enough glass to let in some natural sunlight, which is something that Iva complains about too.
Is anyone planning to see Gloria Steinem tomorrow? I really want to see her but I don't want to go alone. I also have no idea where anything is at Haverford. I know Julia's going... if anybody wants to meet up and then head over, do let me know!
I remember first learning about Gloria Steinem in my U.S. History II class (my favorite class during my junior year) and I wanted to brush up on some basic stuff that I thought I should remember about her but didn't (and I admit this is embarrassing and probably a professor's worst nightmare) but I checked out her wiki page and I saw this section and thought it was totally related to today's discussion in Anne's class about inaccessibility in academic writing:
I would like to further explore how I understand silence as a first generation Cambodian-American within the Cambodian community as well as within my own family. In the previous web event paper I wrote about how stifling it was to live in a household dictated by my father. What I struggled to come to terms with was the unexpected guilt that I felt after I realized that my choice to speak out against him may have silenced him. But what I want to explore in this web event paper is how silence is exemplified when I am with my grandparents and any other Khmer speaking person who isn’t intent on purposefully silencing me.