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Our Final Presentation
First off, I would like to commend every person for her insightful, creative, and moving representation of the issues surrounding class and education. The presentations caused me to both reflect on this course and further my thoughts. One thing I thought was neat about the presentations was that the groups were integrated from both classes. The variety of approaches to this assignment reminded me of just how successful and progressive collaborative diversity can be. The diversity of the presentations really amazed me – they showed the many ways we can approach the issue of class, the wide variety of issues surrounding class (it’s not quite as simple as one might think!), the diversity of thought about class, and, most importantly, how every single one of these topics influences and furthers the “class” discussion (no pun intended.) It was also interesting to see how some people were particularly fascinated and influenced by specific authors and their ideas. I feel like understanding what has been written about class and education and either furthering it or arguing against it is one of the most crucial aspects in continuing the discussion within the academic world. I focused paper number eleven on the way in which academic writing restricts access to thoughts and ideas, so I was especially excited to see academia engaged in so many creative ways: further proof that writing is not the only way to share and change thoughts and ideas.
Class Slam -The Final Question
So over the past weeks I've been feeling differently about how our society is. I'm beginning to believe that nothing can change. I think that is what I wanted to express in my slam poetry last Sunday. I feel like most of time we forget that ESEM is just another required class and while this was a great class, taught by great teacher, that provoked so many ideas and emotions, I sit here wondering what will be different. These will only become memories that we carry along with the rest of our accumulating baggage and we will reflect back on it once in a while. But has it really touched any of us? Are the people who sat their quiet during this process suppressing their thought, hesitating what to let go and share with us, really any more open? Or are they that much more closeted? Are the people that came to this class oblivious of many classed ideas really feeling the empowerment? Or was it just one of those little 'take a chance' moments we tell our kids about one day? With my poem I wished to have people think about the question, can we really change? I think as a group, we described our class on 'class' the way the people in the world do - differently. All these differen't connections and emotions that fill up a room, that create tension, silence, noice, freedom; I though were all conveyed in our group slam. I just wonder if anyone really heard us.
From One Confusion to Another
Shannon Yaeger
Playful, Performative, Precarious, Perspective
Self Evaluation
I came into this class terrified. It was my first semester at Bryn Mawr, and starting a class with juniors was incredibly daunting to me. I spent a lot of the first half of the semester afraid to speak in class, though I did speak in break out groups. Right from the beginning, I found the readings pretty interesting, though some of them were very confusing (I’m looking at you, Karen Barad). As the semester wore on, I could not seem to shake the thought that I wasn’t ever fully grasping some of the scientific texts, but I did try to grasp them. In terms of reading, I would say that I was a good reader for this class.
In terms of speaking, I did eventually start speaking more in whole class discussions, but I do wish that I had done so sooner. I realize now that my silence may have really hurt me in terms of learning how to speak in class. I feel like I learned in this area, but that I prevented myself from learning as much as I could have.
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