September 30, 2016 - 13:55
According to Mary Louise Pratt in her article, “Arts of the Contact Zone,” contact zones are “Social spaces where cultures meet, clash, and grapple with each other…” (Pratt 34). Almost any situation where two entities come in contact with each other can be seen as a contact zone, whether it has positive or negative outcomes. These two entities will probably represent different levels of power which could be expressed by two different individuals, cultures, or even different species. Even though these two sides may have an uncomfortable first encounter, this is the kind of situation where they can learn and grow in the best possible manner, setting aside their differences and living in harmony.
Pratt uses her idea of a contact zone to describe a classroom setting that enables the students to get out of their comfort zone and be exposed to new concepts and ideas. She says, “Virtually every student was having the experience of seeing the world described with him or her in it. Along with rage, incomprehension, and pain, there were exhilarating moments of wonder and revelation, mutual understanding, and new wisdom-the joys of the contact zone” (Pratt 39). While contact zones at first can be seen as unproductive, contradictory atmospheres, they are the best setting for learning. Pratt believes that it is not the positon for a teacher to let a student have certain beliefs and never be pushed to think about things in new ways. The contact zone is created because opposing ideas are brought into light, leaving everyone to fight for their values. This may sound a little aggressive, but in the setting of a classroom is the best wat to keep students on their feet and open to learn with new perspectives (Pratt). When people are challenged to think in these new manners, they are forced into a very positive contact zone because they will come out with new understanding and knowledge. This type of contact zone can also be seen in interspecies interactions.
In accordance to Pratt’s idea of a contact zone, the at first bizarre relationship that I formed with an elephant, has turned into a great experience for the both of us. An outsider to this situation may see a human in the United States as unable to form a relationship with an elephant in Africa, but the contact zone formed between the two of us has had many positive effects. The first positive effect is very obvious and that is that the money I send to the elephant orphanage helps her and her elephant friends a lot. The support that I provide them does a lot of good for the elephants and their facility. However, on my side I feel the effects too. It makes me feel great to help other animals, and even individuals that I don’t even know. I have never had the opportunity to meet in Shukuru, my elephant, in person but I have the hope that our relationship would grow. When I was first brought into this contact zone, I was a little skeptical, because I didn’t realize the impact that we could have on one another, but I am very grateful for being put into this position. I was pushed out of my comfort zone, and just like Pratt’s students, I learned. I learned about elephants and their culture, and I learned about myself and the influence that I can have on others no matter their background or species. There was an obvious power difference between Shukuru and me in an economic stand point, but putting that aside helps me relate with an animal that is so much different than me.
In opposition to Pratt’s ideas, not all contact zones enable a learning experience and a positive outcome. In the article, “Ravens at Play” Debbie describes her unfortunate experience in a contact zone with another species. As she is travelling through Death Valley, she comes across a coyote in the road and she contemplate whether or not it would be a good idea to approach and feed the coyote. Debbie thinks about all of the possible situations that could occur with this coyote, “What was this little fellow on the road thinking? Coyotes must surely know that some humans are killer, just as they must know that most humans don’t kill coyotes… Even here, though, he might end up coming too close, or biting the hand that was silly enough to be placed close to his mouth” (Rose 328). She is beginning to realize that if she feeds the coyote, the coyote might then trust all humans or become dependent on them for food. But if she doesn’t feed him, he may continue to starve. This a very difficult contact zone, because every move will have a very different outcome, but none of them are guaranteed to go well. Unlike Pratt’s students, when these two species are put into awkward situations, the outcome will not be positive. Also, they will not learn from this experience. At the same time, this does not prove that any interspecies contact zone is unpredictable. There can be interactions between different species that can have positive effects on both sides, like my experience with Shukuru.
Going back to Pratt’s idea of a contact zone, she describes the way her students felt in her abstract classroom. She says, “No one was excluded, and no one was safe” (Pratt 39). The sense of inclusion that Pratt made for her students made everyone feel more involved and exposed. Everyone’s values were being judged and manipulated and it is the students job to defend themselves even though the situation is very uncomfortable. The first impression that one might have of this situation may not be very pleasant, but looking at it deeper shows a more positive light. The students are learning best in this atmosphere. They are being pushed out of their comfort zone and exposed to new ideas (Pratt). Each student is helping one another reach their full potential. This is a very positive contact zone because there are mutual benefits to multiple cultures colliding.
References
Pratt, Mary Louise. "Arts of the Contact Zone." Modern Language Association.
Rose, Deborah, et al. "Ravens at Play." Cultural Studies Review.