Expertise: You Have It

My MA program, like many humanities PhD programs, came with a teaching assistantship. I taught two sections of public speaking and, in return, the university waived my tuition and paid me a (very) small stipend.

I was nervous about my first teaching assignment for several reasons. Like many students entering a graduate program I had just moved across the country to a new place where I didn’t know anyone or anything. I had just finished my Bachelor’s degree and while it was in Communication I had never even taken a public speaking class.

How, I wondered, was I supposed to establish expertise in a class I had never taken in a classroom of students who were about my age? Would I even be a good teacher? What if my students didn’t learn anything? What if I was too easy or too harsh in grading?

There were a thousand overwhelming “what-ifs” that were compounded by not having a support network in the area.

What all of these what-ifs ultimately came down to was “how do I get students to believe I’m an expert in this subject when I don’t feel like an expert?”

Every single time I’ve taught a brand new class I’ve had an anxiety attack about how dare I think I’m enough of an expert to teach anyone anything outside of my very narrow little field.

I know I’m not alone in this. Most graduate students, and almost every woman graduate student, I’ve talked to has felt the same way when confronting a new class.

People have also developed some intriguing coping mechanisms.

One semester, when teaching in a new department, I was required to attend their TA orientation and a *very* successful professor said that the key to establishing your expertise in the classroom was to get there as early as possible so that the students were walking into your classroom rather than you walking into their classroom.

And . . . just . . . what the actual fuck?

Later, at a bar with senior graduate students in that department, I shared how outrageous this idea of authority was expecting them all to laugh along with me and say, “That’s just Dr. So-and so.”

But they did not.

Instead, I was met with a variety of blank stares until someone meekly said, “Well, yeah.”

Readers, this man had indoctrinated dozens of graduate students with the idea that your expertise is based on when you enter a room.

Now, certainly, there is a feeling of authority that comes with being prepared and that can involve getting to the classroom early so that you’re organized and ready to go when class starts.

Even if you get to class late, though, you are still the teacher.

If an eager student gets to your office hours before you do they are not suddenly the instructor.

Your credibility in the classroom is not based on your location or the time of your arrival.

Your credibility is located in the expertise you’ve gained.

If you’re anything like me this would be the time when your impostor syndrome starts yelling, “BUT I DON’T HAVE ANY EXPERTISE??? HOW COULD THEY PUT ME IN FRONT OF STUDENTS???”

You do, though.

Even if you aren’t a subject expert on every single subject your survey class touches, even if you’re teaching a class you never took, you still have valuable expertise to share with your students.

What you know, what your expertise is in, the only expertise you need to teach is how to learn.

You have more experience learning in a formal educational setting than anyone else in the room.

You aren’t there to be the first in the room or to know more about absolutely every subject.

You are there to show your students how to learn and by the very virtue of being in a graduate program you’ve proven that you have that expertise.

From Students to Collaborators

Don’t be afraid to make your students work.

I know, it sounds obvious, but I often meet graduate student instructors who feel comfortable testing their students but not making them work.

Your students are one of your best resources in teaching and you should use them so that your job is easier and they learn better.

Let’s revisit the issue of coverage, which we talked about in an earlier post. No class is ever going to get perfect coverage but, you can significantly improve your coverage if you let your students do it for you.

For instance, I used to teach an Intro to LGBTQ+ Studies class. I knew going into it that my understanding of LGBTQ+ issues was very US based. I also knew that making dissertation progress and educating myself on global LGBTQ+ issues were not things I could do justice to if I did them simultaneously.

Instead, I set aside a week in the syllabus to have the students present on global LGBTQ+ issues. Students picked a country to present on and put together a five minute presentation on LGBTQ+ rights in the country of choice.

Not only did this introduce the class to the status of LGBTQ rights in 25 countries (something I, as an individual instructor, could never do in a survey course) it also helped students learn.

By allowing students to pick their own country I tapped into the power of their intrinsic motivation. Some students picked countries they had family in and some picked countries they had been on mission trips to. Others picked countries they had seen a documentary on or were just generally interested in. Whatever the reason they picked the country they had at least a non-zero level of interest in it that helped motivate their research.

In addition, as many of us know, teaching something to others helps you learn it better yourself.

Not only did incorporating my deficiency into the syllabus save me work but the class as a whole learned more than if I had tried to teach it myself AND individual students learned better through presenting on a subject they were actually interested in.

This semester (as in every semester) I’m behind on grading. I woke up with an anxiety attack at 3:00 this morning because my students have an assignment due Friday but I still haven’t gotten them grades from their last assignment.

This was the first issue I brought up in class today. I gave my students two options: push back the due date for the assignment or convert their four-part assignment into a three-part. My students had a few questions about how each option would work. After I answered those we voted.

Again, by allowing the students to shape their own experience I have confidence that we are reaching a solution that serves all of us, maximizes their intrinsic motivation through reflecting their values, and it significantly eases my stress.

Making your students your collaborators helps empower them. Many of our students come from a world of endless assessments in which they are measured by the quantity of what they learn. When you let your students be active partners through helping shape the syllabus, teaching their peers, or decide on course policies you are doing the most important work: teaching them how to problem solve.

Intrinsic Motivation

In education, as in anything else, there are two types of motivation: extrinsic and intrinsic. Extrinsic motivation is, like it sounds, motivation that is external in the form of rewards of some sort. In teaching, rewards correlate to an increase in grade in some way.

Intrinsic motivation is, like it sounds, motivation that is internal to the individual. If you’re getting a PhD in the humanities you are probably highly intrinsically motivated. In other words, you like learning for learning’s sake. While this is great for you it might make it harder to relate to students who don’t have a deep well of intrinsic motivation to pull from.

In education, intrinsic motivation is something of a paradox. We know that students learn better when they are intrinsically motivated (aka, when they want to learn) but when we create a mechanism to encourage a student’s intrinsic motivation we have, in that act, converted that motivation from intrinsic to extrinsic.

If you can tap into your students’ intrinsic motivation you can make your life, as an instructor, much easier. There are two reasons for this.

First, because people work harder when they are intrinsically motivated. There’s tons of research on it. You can look it up if you want.

Second, and far more importantly for our purposes, everything that makes up extrinsic motivation requires you to do work. This is fairly obvious, yet, somehow, people over look this point.

Do you want to motivate your students to attend an event by offering them extra credit? Congratulations. You now have to grade that shit.

Do you want to motivate your students to revise their work and turn it back in for a better grade?

Congratulations. You now have to grade that shit.

Any form of extrinsic motivation you offer your students will create a disproportionate amount of work for you.

In contrast, creating ways to tap into your students’ intrinsic motivation will decrease your workload while actually increasing how much they learn.

The magic question then becomes: how do you tap into intrinsic motivation without converting it to extrinsic motivation?

There are several ways to do this and we will be highlighting strategies you can use from the first day of class to the final grade.

For now, there’s one thing you need to know.

If a student is in your class then they already have a base line of intrinsic motivation because they chose to be there.

There are, of course, a few exceptions to this rule. At the institution I work at now there is one History class that absolutely everyone has to take before graduation. The professor that teaches that can’t really draw from an untapped pool of intrinsic motivation in his students because they are all forced to be there.

For every other class on this campus, though, students have some level of intrinsic motivation to be there.

On the first day of class this semester I had students go around the room and say one thing they hoped to get from the class. One student said that they wanted to get their mandatory diversity credit. Perhaps that’s not *the* most inspiring reason to take a class but what that tells me is that student looked at the half dozen diversity credits being offered this semester and chose this class. That means they wanted to be here more than they wanted to be anywhere else.

At my previous institution, students had to take one half of the history survey as a graduation requirement. Even though they only had a choice between two classes, they had some kernel of intrinsic motivation, some preference, to take one over the other.

And that’s all you need. I promise you, we can work with that.

 

What Does It Mean To Learn

It seems like a simple question: we all know what it means to learn. We’ve been learning our whole lives and, if you got into grad school, you’re probably pretty good at learning.

Sometimes, when we are good at something, we don’t think much about how that thing works.

Addressing the question of what it means to learn is the core of your teaching philosophy and practice, your pedagogy, and it’s worth taking some time to think about.

Everything about teaching flows from how you conceive of learning.

For instance, what will you use to grade your students? Well, that depends on what they need to learn. If they need to learn the specialized vocabulary of your field it would make sense to have a test or quiz on vocabulary.

If you want to see if they can put what they’ve learned into practice then it makes sense to have a practicum.

If you want them to acquire research skills then it makes sense to assign a research paper or annotated bibliography.

In my classes we use the following definition of learning:

Learning is the process by which you connect new information to your lived reality.

For me, as an instructor, this means that I want students to feel that the skills and knowledge they are acquiring have real baring on and connect to their every day lives.

This definition of learning shapes almost everything about how I teach from my attendance policy to the texts I assign to how I grade their work.

I primarily teach Women’s, Gender, and Sexuality Studies and Political Science so there are a variety of skills I want my students to acquire. I want them to learn media criticism, textual exposition, research methods, and rhetoric.

There are a variety of ways I could help them acquire these skills from quizzes and tests to essays to community services.

The reason it’s important to think critically about what it means to learn for your subject and your students is because understanding what learning is helps you decide where you can cut back on time intensive tasks like grading.

In our previous post we talked about how most new instructors tend to put too much time and effort into teaching for a variety of reasons. Even if you want to take our advice to stop working so much and start timing your teaching tasks it can be difficult to know what to cut from your teaching to-do list.

To figure out what to cut compare what you are doing to how you want your students to learn.

If you need your students to learn vocabulary then it might make sense to set up a Blackboard or Canvas quiz tat is automatically graded rather than you individually grading vocan quizzes.

If you want to promote engagement with reading it might make sense to have your students turn in a written response that they simply get credit for doing. You can pull a few to read to get a sense of how the class is relating to the readings but don’t fall into the trap of reading them all.

These are only a few possible solutions, but the point is to limit what you do to what benefits your students rather than doing all the things you think you should be doing.

Hopefully you can take some time this weekend to think of ways to limit what you teach not to how you’ve been taught to teach but what is best for your students and for you.

On Monday, we’ll begin talking about how to promote intrinsic motivation an how this can make your life easier.

Stop Working So Hard

You are working too hard on teaching and you need to stop.

I know you think you’re not doing enough, but I promise you that you are doing too much.

How do I know this?

Because all new professors do too much. (And, yes, if you have yet to defend your dissertation I’m counting you as “new.”)

I think there are a lot of reasons why PhD candidates work too much on teaching. In part, it’s because teaching is significantly clearer than dissertation work. You have a time that you show up at a place and you do a thing and then it’s done in stark contrast to dissertation work which you can start whenever you want and never feels done. It’s significantly easier to measure your progress in teaching. If you have twelve papers to grade and grade six of them then you are halfway done in contrast to dissertation work where you may write 600 words but how close is that to done, exactly? Perhaps the most seductive thing about teaching, though, is that it lets us feel like experts because when you teach you are automatically viewed as the expert in the room whereas, with writing a dissertation, we are constantly thinking about how to prove that we know a thing.

Teaching, as we’ve said before, expands to fill the space you give it and many, many ABD students give teaching too much of their time because, for the reasons mentioned above, teaching feels good when other parts of the PhD process do not.

As always, there is something about the type of person who wants to get a PhD in the first place that lends towards the teaching-too-much problem. If you are getting a PhD you probably love learning and you probably want other people to love learning which means you’re going to put a lot of your time and energy into making your classes a space where students can love learning.

These are all the reasons why I know you are teaching too, too much and you need to stop it.

Here are three ways to help you teach less without short-changing your students:

  1. Let go of the idea of coverage. It’s not possible to cover everything in a single class particularly if, like most graduate students, you are teaching an intro level survey class. You will want to cover everything, but you can’t. The professor who first gave me this advice used this example, “So what if you teach a class about the 20th century and don’t cover World War I?!” This was from an historian. Her point, however, was that when putting together your syllabus you have to let go of the idea that you will cover everything. Instead of trying to cover everything include a mix of what you think they absolutely need to know and what you find interesting.
  2. Limit your teaching time. Again, teaching will expand to fill the time you give it so one of the absolute best ways to do less teaching is to limit the amount of time you allow yourself to teach. I mean this literally. Set a timer when you work on teaching tasks. The timer shouldn’t be for longer than an hour. When the timer goes off you stop doing teaching things.
  3. Time your teaching. Set a time limit for how much teaching work you will do per week. The general assumption is that you’ll spend twenty (20) hours a week on teaching things and the same amount on research and writing things. In reality, most people work far more than this on both their research and teaching. However much you actually work commit to spending absolutely no more than half of those hours on teaching things. The important thing here is to make sure that you count ALL of your teaching hours. This doesn’t just mean you count the hours you spend grading. It means that you count the time you spend in the classroom, in office hours, prepping for class, and grading. Time all of those things, add up how much total time it is and when you reach half of your working hours for the week it’s time to cut off teaching.

If you practice these tips you will reduce the amount of time you spend teaching which will give you more time to dissertate. I know first hand, however, that it can be difficult to put these tips into practice because it can feel that limiting our time on teaching will, somehow, short change our students.

I can only promise you that it won’t. Putting these tips into practice for the first time may feel scary but I would urge you to try it for a month and see if the quality of your teaching decreases.

In my experience, when I limit the amount of time I spend on individual teaching tasks and the amount of total time I spend teaching weekly my teaching improves immensely. It improves because I have more energy and focus for teaching. It improves because limiting time helps me prioritize my teaching tasks. It improves because I feel less distracting guilt that I’m not working on my dissertation enough.

We hope that these tips will help you save time on teaching and create time for dissertating from now to the end of the present term. For our next couple of posts we’re going to focus on how to set up your syllabus so that you have less grading and less class prep from the beginning.

Just One Day

Listen.

I have something important to tell you.

You may not believe me, but I promise that what I’m about to tell you is 1000% true and it’s important for you to sit with this knowledge:

Every working professor I know is A MESS when it comes to teaching.

No.

Really.

I’m not saying they aren’t good teachers, or even great teachers.

I’m saying that they are a mess.

They all feel overwhelmed by the amount of grading they have. They are all preparing their lectures hours, or minutes, before class. Many of them are reusing a syllabus from the past or changing their syllabus on the fly.

[Fun Fact: Literally as I was writing this piece one of my favorite profs, an award-winning teacher, on campus asked if I could help them organize their graded in-class activities to hand back. This is one of the best teachers I know.]

When I was an undergraduate I revered my professors. They seemed so put-together, so smart, so grown-up. They were clever and funny and gave no fucks–all qualities I aspired to.

I began teaching myself in my MA program. I taught two sections of public speaking and, to prepare for this, there was a four day training on how to use the assigned textbook, and avoid doing things that could get the university sued. For the first semester, all the public speaking TAs met weekly to go over how to grade speeches and so on.

This is more teaching training and oversight than many first-time graduate student teachers or TAs get.

I was incredibly nervous to start teaching. I felt I could never measure up to the amazing teachers I had as an undergraduate. I wasn’t a real adult (TM). I didn’t have my shit together. I didn’t know anything about anything. What if these students saw right through me on the first day?!

I consider myself incredibly lucky to have had an amazing teaching mentor and she said something to me that I want to pass on to you:

You only ever need to be one day ahead of your students. If you’re a week ahead of them they’ll think you’re god. 

Reader, over a decade of experience has taught me that these words are true.

Here’s the thing: The inside view always, always, always looks worse than the outside view.

When it comes to your teaching you have the inside view. You are constantly aware of how much there is to learn and, conversely, how little you really know.

In contrast, your students have the outside view. They are aware of how much more than them you know and how much they have to learn.

My favorite example of this is a grad student friend of mine getting their PhD in History. When they were assigned to teach the second half of the US History Survey (1877-Presentish) ordered several supplementary texts online including one about the speeches and policies of Henry Kissinger.

When I asked why on earth they were reading a book about Kissinger their response was, “Well, I don’t know that much about Kissinger and if a student asks a question about him I want to be able to answer it.”

Reader, that person, now a PhD in History, has taught the second half of the US Survey several times and no one has ever asked a nuanced question about Kissinger that would merit reading a whole book about him if he wasn’t already the subject of your dissertation.

Let go of the myth of the perfect professor who knows everything about their topic. If that person ever existed they don’t anymore. It’s just not how the US university system works these days.

All you need to be is one day ahead of your students. In practice, what that means is you go into the classroom that day knowing what’s about to happen and your student doesn’t.

That’s it. That’s all you have to do.

If you can begin or end the class by articulating how today’s material will connect to the next few classes they really will think you’re god.

Lastly, being prepared for the day doesn’t mean knowing everything for the day.

If you are lucky you will have clever students who ask nuanced questions that you may not know the answer to. That’s ok. It’s perfectly okay to tell a student, “I hadn’t thought of that but let me do some digging and get back to you next class.” Your students know that no one person can think of every angle on a topic and being honest about what you don’t know will often build your credibility.

When teaching, don’t think you have to be able to lay out the whole semester ahead of time. You can take it one day at a time and, for heaven’s sake, don’t read any books about Henry Kissinger.

 

Super Roundup: Teaching Resources

General Topics–Some favorite topics that can be covered in most intro level humanities courses.

Reproductive Justice–An excellent, open source primer.

Reproductive Justice–Another excellent, open source primer, but more concise.

Hankivsky – Intersectionality 101 – 2014–A primer on the concept. After this, I usually have students do a short writing exercise in class or as a Blackboard quiz to have students illustrate their own intersectionality by coming up with a metaphor. Many students choose one from the reading and explain how it pertains to them and some students come up with very original ideas. Either way, it seems to help move the concept from theory to praxis.

Cassandra Among the Creeps–A great piece about how men reject women’s pain and women’s testimony to further patriarchal institutions. Perhaps particularly important if you are teaching about the Kavanaugh atrocity.

Capitalism–I wish this weren’t true but students are just more willing to hear criticism’s of capitalism from a white guy billionaire. Luckily, we have one offering some important critiques. I like to note that this talk was given in 2014 and since then the US government has doubled and tripled down on tax cuts for the wealthiest among us.

Income Inequality–Why, and how, it’s bad.

Wealth Gap–Last Week Tonight is a gift from the gods of teaching. It’s funny and, at the same time, is an example of what good research and critical thinking skills look like. It’s also 30 minutes at most so it fits even into a 50 minute class. I like to show this video the day after the Income Inequality video above. If the first clip illustrates the harms of income inequality this one does a pretty good job of explaining the politics of why it persists in the US and how it’s getting worse.

Last Week Tonight–Well, since I mentioned it . . .

Police Militarization

Food Waste

Gender Pay Gap–This one is short (under 8 minutes) and you can play the whole thing or the fake ad for LadyBucks starting at 5:57. However, I would really encourage showing the whole thing because there’s something about the line, “If someone takes a dump on my desk the size of the dump is not the issue.” I know it seems weird but if you are teaching feminist, gender or women’s studies in any way that one analogy in this episode can get you so much traction. Time and again students will want to bring things back to, “But women are almost equal in X,” or “But things in X are so much better for women than they were Y years ago” and something about being able to say, “Remeber, if you take a dump on my desk the size of the dump is not the issue” really forces them to focus on the ideology behind inequality. Listen, I wish there was a more eloquent, less scatological, way to get students to viscerally understand this concept but I just haven’t found one. In my 8 years of teaching about gender and sexuality this is the thing that gets the point across the most.

Miss America–This is another one where you can show the whole episode or the mini-pageant that sums up most of the main points of the episode which starts at 12:30 (but I would show the whole episode because it’s amazing).

Sex Ed–Yet again, you can show all 18 minutes or the summary clip starting at minute 17:53.

Medicaid Gap–If I’m teaching about the 2016 election, or if I were teaching now with the midterms approaching, I would 1000% show this video. “Economic anxiety” was listed as a reason that a lot of people voted for Trump in 2016 and that anxiety, when it was located, was often tied to healthcare costs. This video lays out, in detail, how Republicans exacerbated the healthcare crisis by refusing free money and voters, who did not know this, were angry at the ACA for not working.

International Women’s Day–If you happen to be teaching on March 8th then this is for you.

Student Debt–This may fuck them up a bit but they do deserve to know.

Paid Family Leave

The 2016 Election

GOP Rape Advisory Chart–Difficult, but essential, to read and to understand the misogyny of the US and the Republican party.

Welcome to Leith–Very hard to watch, but important to understand how white supremacy has been flourishing in the US since well before 2016.

“White Working Class” Narrative Is Nothing But A Racist Dog Whistle--A great piece about the myth of the white working class and the supposed economic anxiety that supported Trump.

On Men

The Lonely Legion–An incredibly important piece about why men are lonely, how women act as emotional bandaids, and why this makes men vulnerable to radicalization by white supremacists and misogynist groups.

Men Just Don’t Trust Women. And This Is A Problem.–An honest piece from one of my favorite authors.

Comedy Clips

As I mentioned earlier, I often begin class with a comedy clip vaguely related to something we’re talking about that day. Pedagogically, I do this because laughter releases serotonin which helps the brain store material in long-term memory. I also use a lot of these clips to remind students that we can bring a sense of lightness to serious subjects. It’s also a quick way to get students’ attention and can buy you an extra 3-5 minutes at the beginning of class if you need a moment to catch your breath for any reason. With that said, here are some of my favorite clips to begin class.

Let’s Generalize About Men–I love to use this clip to convey the absurdity of generalizing and also to cut through the sense of tension students can bring to class when we are talking about men or masculinity.

Very Adult Lesson on the 4 Sentence Types–Very much what it sounds like. You will know if your class can handle this type of comedy and it’s not appropriate for all institutions (I’m looking at you Christian colleges). I will say, it’s impossible to forget the sentence types after this clip.

Unlearn Toxic Masculinity–We don’t deserve Nore Davis. This routine touches on everything from what it means to be woke to student loans. ❤

Treat Nazis Like You Treat Women–‘Nough said.

On Growing Up Religious & Abstinent–If you’re teaching about sex-ed in the US this is a great one to start the day with.

Not An Alpha Male–Again, a great way to cover types of masculinity. Also, racism.

Aparna Nancherla–Is amazing and you should show all of her clips in your class at some point.

Ivan Decker–I will never not show this routine in a class.

Matthew Broussard–I love to use this clip before talking about sexuality to introduce students to using correct anatomical terms.

Shameless Self-Promotion

Inside the Duggars’ Dark World–My piece on the Duggars for the Ms. blog. It’s also about Christian Nationalism and misogyny.

Indiana’s Dangerous Anti-Abortion Laws are Mike Pence’s Legacy–Another piece for Ms. (always honored to work with them) that’s mostly about Christian Nationalism, misogyny, and state power.

Review: Dirty Computer–I got to co-author a review of my favorite artists with one of my favorite people and someone published it!

FDT and FBK

Y’all, I’m so tired in all the ways a human being can be tired. The change of seasons and this Brett Kavanaugh bullshit has got me exhausted and the only thing I’ve been doing for days–when I’m awake–is trying to find little things that don’t make me miserable. So, you know, I rewatched all of “The Good Place.”

I have, noticeably, stepped away from our Septemeber series on teaching. Every day I wake up and tell myself, “Write about how to teach intersectionality today. It’s more important than ever with all of this BS going on.” And every day I wind up eating cookies and watching Sailor Moon to not think about the interesting times we live in.

If I learned one thing in my teaching career it’s that  it can be incredibly powerful to bring your whole self to the classroom.

Of course, you shouldn’t do anything that you’re uncomfortable with but the quickest way to build trust in the classroom is to be vulnerable there–to model how to connect lived experience with classroom concepts.

If you, like me, are struggling right now–struggling to get out of bed, struggling to teach, struggling to exist–then I would encourage you to take that into the classroom. Chances are, a lot of your students are struggling as well and would appreciate a chance to talk about it.

We hear a lot these days about how our digital spaces are increasingly becoming echo chambers because of our ability to mute or block people who have differing views. Because of this, our classrooms have become even more important cultural spaces. They  are places where students are taught how to critically evaluate their opinions while also interacting with people who have different views and different life experiences. This can be incredibly important.

I know it certainly was for me when I was a young, extremely conservative student.

So, in light of all of this, I have just a few resources to share. The first category are things that help us get up and do shit. The second category are some teaching resources for your classroom.

Stuff That Makes Me Hate the World a Little Bit Less:

FDT, Part 1

FDT, Part 2

Wednesday Morning

Oh My God

Join The Fun!

Trump Is A Clown With a Knife

Stuff to Encourage Class Discussion, Hopefully:

Safe Spaces–I love this piece for explaining safe spaces to students: what they are, what they aren’t, why folks need them, and how they work. (Bonus Points if you can guide your students towards understanding that “man caves” are safe spaces for white men.)

Jokes Seth Can’t Tell–I love this regular segment on Late Night with Seth Meyers for introducing an example of people owning intersectional identities and how in-group and out-group language works.

Growing Up Poor–If you’re teaching in the US then it’s going to be incredibly hard to get your students to acknowledge, let alone talk about, class. I use comedy clips almost every class period to get things started and this one is, far and away, the perennial favorite. It can also spark some good dialogue about class differences.

Potato or Nazi–My favorite way to start a conversation about imperialism and cultural appropriation.

 

Using #MightyKacy to Teach Privilege

Earlier this week I said I would share my favorite lesson to teach students the concept of privilege. Understanding privilege is essential for understanding, well, pretty much anything else. However, a lot of students are initially resistant to the concept of privilege and the idea that they have it.

I was one of these students. When I was a junior in college and first learning about the concept of privilege through my work with the Bonner Leader’s program I was deeply uncomfortable with the concept. It felt as if someone was trying to tell me I had not earned my place at the institution. It felt like my hard work was being invalidated. I really, really, really could have used this article.

There are two fundamental truths of teaching (which no one ever tells you, for some reason). The first is that all of us teach first to who we were as students. The second is that the best teaching is a balance between earning your students’ trust enough to fuck up their day a little bit.

I’ve designed this lesson on privilege to do both of those things, reaching through the resistance students like me had to the concept of privilege and destabilizing their day the more they think about.

This lesson is adaptable to most humanities classes, is a stand alone, and can be adjusted to fit the length of your class period. The lesson as described below is designed to take up one full 50 minute class period.

First, have your students watch this video of Kacy Catanzaro, or #MightyKacy, at the 2014 Dallas Qualifiers. This is the first time that a woman completed the American Ninja Warrior qualifying course. The video is fun to watch and exciting whether you’ve seen it 50 times or it’s brand new. Have students watch it twice. The first time just to watch it and feel the excitement. The second time students watch it, when they know what to expect, ask them to listen to the commentary and watch the audience. You know your class best so if you think they need to then have them watch it a third time, possibly taking notes on the phrases that stick out to them.

After you’ve had them watch the qualifiers hit them with the 2014 Dallas Finals.

Have them repeat the same process they went through for the qualifying video with the finals.

After watching the videos guide students through discussing what they heard from the commenters and the fans.

They may notice a lot of different things from the fact that Kacy picked up some fans and a hashtag between the qualifiers and the finals to the fact that her BF and training partner calls her “one of the most talented athletes I’ve ever worked with.”

Guide them towards the observations the commenters made about her body–particularly about her “wingspan,” places her weight or height is a disadvantage, and so on.

These comments hint at the fact that the course was not built for Kacy’s body. It was built for a taller, heavier body.

This is privilege.

Privilege doesn’t mean that you hate individuals who are not like you. In fact, you can enthusiastically support them as individuals just as the commenters and fans enthusiastically support Kacy’s progress through the courses.

What privilege means is that the structure (in this example, the obstacle course) is built for certain types of bodies rather than others.

This doesn’t mean those other bodies can’t make it through the course–only that it is more difficult for them to do so.

Similarly, this doesn’t mean people who have the bodies the course is made for will automatically make it through the course, but it does mean they won’t face extra obstacles just by being who they are.

If you like, you can take this lesson even further.

The American Ninja Warrior obstacle course is made for certain types of bodies–but whose?

If you ask students who the course is made for they will tentatively answer, “Men.”

But #NotAllMen

If you have any Ninja Warrior enthusiasts in your class they will likely know that American Ninja Warrior is a popular spinoff of the original Japanese game show. That does not explain, however, why ANW became an American sensation when other Japanese game shows, like the brilliant Hole In The Wall, did not.

The answer can be found in, of all places, WWII. After WWII Japan dissolved it’s Army and the US established a strong military presence in bases all over Japan. Competing in the original Ninja Warrior became a popular pastime for American soldiers on leave in Japan.

American soldiers who liked competing in the show, and their families who wanted to watch them, created a market for an American version of the show.

Thus, the American Ninja Warrior obstacle course isn’t built for every male body. It is built explicitly for the bodies of American soldiers.

In essence, we have the glory that is American Ninja Warrior because of the United States’ military and cultural imperialism.

This is the other lesson of privilege: being a member of the American armed-forces doesn’t guarantee you will make it through the ANW obstacle course but it does increase your odds because the structure was, literally, built for you.