Maria J. Garcia
Commentary for 4/28/09
“Imagining Educational Research: On the Uses of Fiction in Autobiographical Narrative Inquiry”
Author: Allison Pryer
Allison Pryer’s article brings up, when quoting Kathleen Rockhill “the boundaries of the speakable” and the concept of “dualism” (Pryor 2). I read her article several times, each time, gleaning a different intent in it and eventually deciding that I was, indeed, “objectifying” scientific research over ethnographic research in the binary of dualities. In my opinion, the jury is still out as to whether one should be “privileged” over the other. I enjoy readings such as Pryer’s and Bonnie Sunstein’s and believe I understand the “power of the narrative.”
Moreover, as Tina wrote in her commentary,
“Pryer believes that the interpretive nature of the autobiographical narrative leads to better discussions about pedagogy and culture.” (par.1)
However, Pryer also writes about “constructive neglect” and cautions the writer to “decide what to include in the text, and more crucially, what to leave out” (9). This brings to mind an instance in one of my classroom observations. I was observing a small Essential Writing class consisting of six students and one Instructor. An International student from India was in the class who would constantly look over at me and appeared to be distracted by my presence in the room. The Instructor called this to his attention and asked him to please concentrate on the lesson. I felt embarrassed for the student and for the Instructor’s behavior and decided to leave that part out of my write-up. In hindsight, should I have included it? And if so, to what purpose? Was I guilty of “constructive neglect?” or was I being sensitive to the situation? Going further with this issue, if I was just “sensitive,” to the issue, is that not an indication of my own biases?
I do not fault the Instructor; I just think he has a different teaching style than I and wanted to keep “order” in his classroom. Neither do I fault the student; he possibly felt intimidated or curious by my presence in the room based on his perception of being “other” in a new country and a new environment.
Maria, your example is right on. Every teacher has their own style and management (of the classroom) is an issue that is and should be important to any teacher. What was the focus of your observation? In my opinion, it depends on the focus whether something should be ommitted in the documentation.
Do we have a link to next week’s reading?
I have not be able to find a link, but I do think you should have included it, and said just about what you said above. It is not about finding fault with either person, just about what they did, and why you, from your particular perspective, thought about it. when you leave stuff out, you shortchange your reader on your perspective…and disciplinary situations, and how people handle them are important to what we are doing.
James, thanks for the suggestion. After more thought, I believe you are right. It goes to the jist of our latest reading: how we “interweave” narrative/fiction into our ethnographic researach.
I’m curious to know what level this class was that you observed. I’m assuming it’s a college level class, and, although I ask kids to pay attention if I see that they’re drifting off, it’s hard for me imagine a college professor talking to an adult student that way. It does seem rude, and I also would have been embarassed for the student.