• Reflection after an Afternoon Out

    I listen to people talk and interpret what they are saying through the lens of my life. I am aware of this; enough of a self-awareness to be able to step away, even if just a bit, to look at myself. As T.S. Eliot wrote, to know where you are you must step away, or more miraculously, you only know what you have to say after you have said it. A line I understood, or at least was befuddled by before I even read it. In high school German it amazed me that with modals german verbs would appear at the end of the sentence. How I wondered did the speaker and listener know what he was talking about if the predicate did not appear until the end of the utterance? I was stunned by the ability of the human mind. Then I made the leap to how could we know what word we were going to say next because we, or at least I, did not think of the words consciously before I said them. At least not that I was aware of.

    Now I think about the belief systems which underlie what we say and how we interpret the world. I try to look at my own beliefs fairly frequently, in a spasm of self-eviseraction. I think I am honest with myself, at least as honest as one can be without cowering in shame. I wonder about those who can be so self-assured with how they see the world. The self-satisfaction and hubris is stunning. (Is that statement a victim of its own accusation?). What is really stunning is when they accuse others who criticize them of having the very faults they are being accused of possessing, as if that absolves them of anything. Everything falls easily into place when there is a single dogmatic way to see and live in the world.

    Too often listening to others is painful. (Sigh, such self pity).

  • The Dream

    by

    A few out of focus sets of events,
    narrative leaps absent a connective
    strand upon which to play any meaning.

    I, we, talk around it as if children
    dancing in a circle before falling
    away to incomplete understandings:

    this singularity I have put on- –
    a gravitational well, so to speak,
    where all I have about me is compacted.

    From this space a sacred laughter echoes
    all the onerous distinctions of my cowardice,
    such serious ground to spill out my blood:

    the irrational irrational mote,
    the fiction of the fictionalized me.

  • Sonnet

    by

    I, always the me now, never the we,
    ask again: Where does the anger come from?
    The resentment? The manufactured past?
    Mine, hers: what we remember: the slights
    and wounds still bleeding. No concurrent flow
    of telling, not even a parallel,
    contrapuntal at best; more dissonant
    tales to contradict, and exacerbate
    the scream, the disconnect of skewed tangents,
    no parallax to broaden perspective
    Just the sharp shimmer of indecision
    decimating any remnants of love
    like hundreds of fragments of broken glass
    tumbling out of a multitude of skys.

  • Book List

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    In the last Middlebury alumnae magazine there was a short article by J. Parnini where he listed the fifteen books that shaped the United States. Then there was a list of the 40 most important books listed in the recent on-line TLS. Finally Ron Silliman on his blog had a list of the books that led him into poetry. Silliman called it a meme that was going through the internet. Somewhere between the Middlebury article and the Silliman post, I made up a list of 15 books that for some reason have been important to how I see myself now. After all it is always about me; as it is with all of us whether we admit it or not. Of course this list would change if I had written it last week or next. Here is my list in no specific order or rank:

    The I Ching
    Canterbury Tales: Chaucer
    The Name of the Rose: Eco
    Howl: Ginsburg
    The Book of Nightmares: Kinnell
    Tao de Ching: Lao Tzu
    Persona: Pound
    Pilgrim at Tinker Creek: Dillard
    The Non-Conformist Memorial: Howe
    Trilogy: H.D.
    Collected Poems of Wallace Stevens
    Poems for the Millenium, Vol 1&2, ed. by J. Rothenberg
    After Ikkyu: Harrison
    Philisophical Investigations: L. Wittgenstein
    Stand on Zanzibar: Brunner

  • Who, Who: Where I am now

    Here I am. Exactly where I am supposed to be, because that is where I am. I don’t believe in destiny, but do strongly believe in the luck of fate. Not that I rely on fate, because from Boethius I know that if you tie yourself to the wheel of fate you must accept it when the wheel turns downward. I just accept where I am as where I should be; my life could have come out different, as Jim Harrison wrote, but it didn’t. If I look back at my life, trying to trace the path, trying to make out the moments that brought me to here, the things I would stress today, might not be the ones I would have stressed ten or fifteen years ago. Something that I would have deemed of small consequence then, might loom larger now simply because of who I think I am, my sense of identity: an important aspect of the self that is constantly and forever under reconstruction. A construct that is made from the materials at hand: my memory, my interpretation of that memory, and my interpretations of those interpretations of my present being given, and placed upon me by others.

    Lisa asked me the other day, “What would make you happy?” I hadn’t realized until then that I was truly sad, and had been for awhile. Part of it could be my mom’s recent death, but I think that that is not the main cause. I’m frustrated with my job, teaching; frustrated by the end of my doctoral pursuit, even though I am relieved by the end of it.

  • Think, But Not Too Much

    I don’t understand why others don’t grab onto ideas and roll with them in the same way I do. What do they not get? What do they see in the soap opera trivia of day to day life? What do they find so fascinating?

    I wonder why I still won’t let go of the control of my classes more? I tell people that my students, our students, are smarter than we allow them to be. Yet i don’t allow them to be as smart as they are either. Why?

    I spend much of my time thinking, dwelling over ideas and events, trying to figure out how they make sense with each other. I try to make meaning, a meaning (and that is perhaps my downfall), out of the chaos of the world.

  • My Mom’s Eulogy

    by

    The stories we tell to one another are how we come to know each other. For as long as I can remember, my mother told stories about her life. Sometimes the stories she told were to amuse us, other times the stories were used to illustrate a point when she was chiding me or my sisters. However they were used, over time I heard many of the same stories in different contexts. So when I sat down to write out this eulogy for my mother, the stories she told, as well as my own stories about my mom came to the forefront. I offer here the stories as I remember them, the stories of my mom that have become a part of who I am.

    My mom, Laverne Engbloom Neal, was born on a farm in New Sweden, not far from this building in which we have gathered here today to remember her. She was the second daughter of three girls. Laverne, Maydell and Mary: the Engbloom sisters. As my sisters and I grew up, mom told stories about the regularity of farm life. One day was a day for washing the clothes, one day was dedicated to baking the bread for the week. The bread story came up whenever my mother made molasses bread, a delicacy we always had at thanksgiving and Christmas. She thought it was funny how much we raved about the bread, because when she was a kid it was just bread: what she and her sisters wanted was the delicacy of “store bought” bread.

    She told us about the extended Swedish family gatherings during the holidays where the children had to wait for the adults to finish eating. “Oh, we would be so hungry,” mom would tell us, “ and everything smelled so good, and we knew that all that would be left of the chicken was the piece that went over the fence last.” Mom told this story every holiday as I was growing up as she piled our plates with the bounty of her cooking. And my mom could cook: in addition to molasses bread, her beef and vegetable soup during the winter, cinnamon rolls, and barbecue sauces still are the standards by which I measure my own and other’s cooking. All of these recipes she had in her head. As an adult, I called her once to find out how she made the barbecue sauce and she told me, “Oh, Kelly, you know, just a little of this and a little of that until it tastes right.” Thirty years later I am still trying to figure out that recipe. Although it might have been difficult to share her recipes, mom was more than willing to feed anyone who came into our house. After I had left home and gone off to college, mom would always have more food than even I as an ever starving teenage boy could eat, waiting for me when I came home to visit for a weekend. She said, “If your home, then Nathan, Jimmy, Jackie, Ozuna and who knows who else will be here too, so I might as well make enough to feed them.”

    Mom emphasized the importance of education to us as we grew up, because it had been important to her throughout her life. I don’t remember her ever telling us we had to do well and make good grades. We weren’t offered incentives or rewards if we did do well. We were just expected to do our best. Doing well in school was not something that had to be talked about, it was just something you did.
    She told us how when she was growing up in New Sweden, she and her family spoke Swedish at home until Maydell, her oldest sister, started school. “Then we all spoke English, even Mama and Daddy.” Mom told us because they knew they had to speak English if they were going to do well in school. When mom finished with the amount of schooling available in the New Sweden schools, she was determined to go to high school, not something which was that common for a girl in the thirties. However the nearest high school was in Manor, and there were no school buses. Mom rode an old white plow horse several miles to Manor to finish her education. She said, when her father realized that she was serious he bought her a buggy, “so I didn’t have to ride that old stubborn horse anymore. But I tell you, they knew when those New Sweden girls came to school.”

    From my mom, I inherited a love of reading and books. I remember, as a child spending many afternoons sitting in the living room of our house in Victoria on the green sofa, Jackie Brown on one side of her and I on the other, as she read for probably the hundredth or more time, The Pokey Little Puppy or Hop on Pop. Then as my own children and Donna’s boys were born, she once again sat down with a child next to her and read again and again the same story, each time reading it as if it were the first time she had ever heard how the ending of the Cat in the Hat turned out.

    After graduating from Manor High, mom and her family moved into a house in Austin on Brazos, a couple of blocks away from the capitol building. She went to work as a nanny, and as a sales clerk in the lingerie department of Scarbrough Department store on Congress Ave. She said she would come home so tired from standing in high heels all day and having to bend down repeatedly to get what the customers wanted, inevitably from the bottom shelf. During the forties, She attended Nixon-Clay Business College and took part in training from IBM to become a certified keypunch operator, a skill she was able to use until she retired in the mid-eighties. After the war she met Ralph Neal, my father. She loved telling the story of how he asked her out for the first time. His brother’s-in-law, Wayne and Otto, knew mom because Dad’s sister, Daisy, would often sew dresses for my mother. Wayne and Otto thought mom was full of herself and made a bet with Ralph that he would not be able to get a date with her. He made the attempt, won the bet, and wound up marrying her in 1948. My father was fifteen years older than my mom. My dad told us that when he married my mom, his mother told him, comparing his past girlfriends to my mother, that he had flitted from one manure pile to another before finally landing on a rose.

    On their first wedding anniversary, my dad brought her perfume and a dozen red roses. My mom, always pragmatic and practical, told him that the roses were nice but she would rather have a rose bush.

    In Victoria, when I was a child, and later when mom moved back to Austin, she always had rose bushes in her yard. Mom spent hours and hours, days and days, digging in her garden. When she wasn’t working in the yard she would read countless magazines like Home and Garden or Southern Living, cutting out article after article about gardening so she could come back to it later. She said she loved the smell of dirt. But I think she really loved sitting in her chaise lounge, drinking iced tea like a genteel southern belle while she looked at the flowers that came from her efforts. Her gardening, like her cooking, was something she shared with as many people as were willing to take home pots full of cuttings she had transplanted, or bags of calla lilies and monkey grass. In every house I have lived in since I came to Austin thirty years ago, I have planted flowers, ground covers, and rose bushes my mom gave to me saying, “If you don’t want them give them to somebody who does.” There are several of you here who are the unknowing secondary recipients of my mother’s gardening productivity.

    My mom was always busy, working on one project or another, reupholstering and refinishing furniture, weaving new cane seats for chairs she found in a junk shop, scouring garage sales for deals; up until twelve months ago, driving herself around Austin in her 1992 Red Sentra; watching the minute differences in bank interest rates so she could get the best deal when her CD’s came due; working tirelessly in her garden, and cutting out news articles for friends and family who she thought would benefit from the information contained therein. Mom was never hesitant to offer advice to others, even when they did not seek it out. She was a yellow dog democrat, and was not hesitant to speak her mind on the lack of qualifications of any Republican candidate or president. In 1964, my sister Donna drew a picture, for her second grade class, of a witches cauldron which had a stream of gold colored liquid pouring from a large crack. When her teacher asked her about it, Donna said, “My mother says Goldwater is a crackpot.” Reagan she said was too old to be president because he was as old as she was and she had a hard time remembering things, the implication being that if she had a hard time then Reagan, obviously, had to be worse. Even last August when she came out of the operation room after hip surgery, the recovery room nurse in an effort to ascertain mom’s mental acuity after being given anesthesia, asked her, “Do you know who the president is Ms. Neal?” Mom scrunched up her face in a sneer and snapped, “Who the hell would want to know him?”

    Mom was nothing if not a strong willed, independent woman.

    The last time I saw my mom alive, she was very sick. When she tried to talk, her speech was slurred and whispery. I couldn’t understand anything she said to me. I fed her a half-spoon at a time from the soup that the staff at Grace House had brought for her. She ate it all. As I walked out the door that evening, she told me as she had done most every time I left home, in a clear distinct voice, “Be a sweet boy.”
    Every year since I was a teenager when I asked my mom what she wanted for Christmas she gave the same answer, “Sweet kids.” I’m not sure she ever got what she wanted.

    In an essay about her father, a former Austinite, Marion Winick wrote, “Before you lose a parent, you think, Oh God, what will I do if one of them dies? Then it happens, and you find out you can’t do anything. You just go on. Maybe you can try to become what you miss most.”

    With that in mind, We should all leave here today and take with us what we miss most about Laverne Engbloom Neal.

  • My Mom’s Last Words to Me

    by

    My mom died last Thursday morning, December 18th, almost exactly eleven months since she went into the hospital for the first time since the mid-1960’s. I saw her alive for the last time Tuesday night. When she tried to talk, her speech was slurred and whispery. I couldn’t understand anything that she said to me. I fed her, a half-spoon at a time, the soup that the staff at Grace House had brought for her. She ate it all. As I walked out the door that evening, she told me distinctly, “Be a sweet boy.”
    Every year since I was a teenager when I asked my mom what she wanted for Christmas she gave the same answer, “Sweet kids.” I’m not sure she ever got what she wanted.

  • An Amorphous Enclosure

    by

    hints, inklings, traces
    drift toward the edges
    of our walls, then disperse
    before contact, defining space,
    like eddies of cigar smoke
    floating in a closed room:

    here next to this window
    to divine an answer for it all,
    I sift the particulates
    which cling to the words,
    to the daily conversations- –
    is that what I heard?
    Am I but a whisper
    puffed against these walls?

  • Nothing, Much

    Many of the more profound moments in my life are a matter of happenstance. And what is more, they often achieve a level of profundity after much time has passed since the original event occurred.

    We reshape the past to better justify our present, which in turn creates our future.

    “Look Mr. Neal,” Nick announced, laughing for the first time since Christmas, “I found a dime.” This comment had nothing to do with anything we had been doing in class, which was not a surprise. Nick thought about football. However it was the best literary comment from any of my students that year.

    On my wall at work:

    “Sometimes all it takes to be happy
    Is a dime on the sidewalk.”

    -Jim Harrison and Ted Kooser

    I don’t have a clue what I am teaching.

    The old saw, you have to have a plan or you plan to fail does not work in my classroom. A better saying would be: You can never be lost, if you don’t know where you are going.

    My more persnickety colleagues have accused me of teaching nothing. I can accept that: as Jane Yolen wrote, “Nothing is always.”

    What bothers me the most about workshops where they sell you prepackaged teaching programs is that there is always a specific goal, an answer, to what they are selling.

    There is never an easy answer.

    I teach nothing, but I work very hard at it.

    “It must be nice to just sit around all day, read, and not teach anything,” the history teacher said to me as she walked by my room and saw me sitting on the floor with my 12th grade students silently reading different books.

    Yes, it is.

  • Can We Build It: Yes, We Can

    Finished “The Social Construction of Reality” by Berger and Luckmann yesterday as I waited to go through the jury selection process (talk about a socially constructed reality, the justice system is definitely a “reality” outside the norms I inhabit: but that is for later on in this post, or for another day). I read the book because it and the phrase “Social construction of reality” are tossed about quite a bit in the books I’ve been reading and in the doctoral program I was participating in, sort of on the same level as Vygotsky’s “Zone of Proximal Development.” And like Vygotsky, actually reading the text from which the phrase originates(?), was enlightening and I discovered more to it than is often discussed. The book was published in 1966 and was a discussion of the origins and shaping of “knowledges” in sociology. It takes the view, like James Gee, that everyone is functioning from an ideology, either tacit or implicit, that determines how that person views the world. Furthermore, these ideologies are created and constantly recreated and modified by the people in these social groups, affinity groups Gee would call them. The belief systems are laid down and created by a society, and are inculcated into children by their primary socializers (parents, significant others), and then further modified by secondary groups. Everyone is involved in an overlapping and nested series of groupings which lead toward the individuals identity inside of all of the groups combined, the identity being slightly different depending upon which group is formost at any given time. As I read the book, I saw connections to Shirley Brice Heath’s “Ways with Language,” Gee, as I already mentioned, and in his use of discourses (both big and little D’s), much of what I can glean from my post-modernist readings, as well as in, “Communities of Practice” by Etienne Wenger, Och’s “Living Narrative,” and Goffman’s “The Presentation of Self in Everyday Life:” three of the other books I have been plowing through lately.

  • Change the World, Change the Word

    In a writing workshop we were told to pick a rock from a container of rocks then write about it. After a quick quandary over which rock I should pick, my indecisive nature coming fully into play as I fingered them all, I took the one I had first picked up. Much of my life is reflected in that moment in choosing my reflective stone. I dither over everything I do eventually following my first impulse, even if I actually pick up the trail I chose much later than the moment of choosing. So I slowly move along in a kind of shambling twirl of a dance in a direction I am unsure of and to rhythms, which often seem contrapuntal to everything else in my life.

    I pick up this rock again. It has been a long time since I last wrote for this space. I found comfort in it before so I decided to make an effort and write here again.

    Work (not school, because I work there) is now into its third week. I was given an AP class this year much to my chagrin. When peers hear that I was not thrilled, they think it is because of the second prep. When I try to explain why I don’t like the AP program they look at me uncomprehending. Don’t get me wrong: the students are great, smart, insightful, articulate, literate; everything one wants in students. I just hate the unending focus on testing, when the focus should be on the students and their interaction with language.

    I re-read an interaction I had with the texts we read in Urrieta’s Identity class in the spring of 2007. I really did like that class and still think about it a lot. here it is:

    “L.S. Vygotsky, to the limited extent he wrote about personality, was like Mead in his view of self as a complex emergent phenomenon, continually produced in and by individuals in their interchanges with others and with the culturally transformed material world” (Holland and Lachicotte , in press, p. 4.)

    We make the world we live in, or at least the way we see and understand the world, through the exchanges we have with others and they have with us. We are both transforming and transformed by the people we come in contact with in an ongoing continual process. Our identities are shaped, as well, by the world(s) we inhabit (Figured Worlds), as are the world(s) shaped in turn by the identities we take on. We “self-author” our roles, which are provided us in the worlds we enter; at once being determined by the social world and improvising our “selves” in the role.
    I want to start singing the Beatles, “Within and Without You” as I read this stuff. The self is formed by the social world, yet at the same time the social world is formed by the interaction of various and divergent selves in interaction with one another. The “world” is always already there, yet we can somehow through our agency (the stories we tell?) instigate change in this always already there space. I imagine an intermeshing complex of world and self, kind of like a lava lamp, in what Lenot’ev called “a reciprocal transformation between the subject-object poles” (Leont’ev 1975, p. 9), where most of the change happens along a permeable border/skin that allows an intermingling of the two “poles” in an ever-changing symbiotic whole.
    As an English teacher and a student in the Language and Literacy program, in addition to the Vygotsky, the Voloshinov article resonated with my interests in composition, voice, and storytelling in creation of the self and the “figured worlds” we inhabit through language. “Their restructuring was based on experience with native language as the medium through which consciousness and ideas are generated” (Voloshinov, 1929, p. 83). I try to encourage my students to see themselves as writers who can use the experience they already have, and the “natural” way they have of speaking to create meaning in and around the texts they are reading as well as meaning in the world they inhabit. I want them to see that they are an integral part of the linguistic exchange, not merely poor recipients of a monolithic language. The “word is a two-sided act. It is determined equally by whose word it is and for whom it is meant”(p.86). In addition to hoping they see themselves as being engaged participants in the language, whether they be native speakers or second language learners, but they have an ability to effect society through their active engagement with the language.
    Because of the mediating power of language between the individual and the social situation, whether it be in a classroom or the society as a whole, it becomes important that my students see language as the tool it is, both to shape themselves and the world. “It is a matter not so much of expression accommodating itself to our inner world but rather of our inner world accommodating itself to the potentialities of our expression, its possible routes and directions” (p. 91); and since the flow of changer and changed is reciprocal, in order to change the world, which would change the self, one must, as does the society in which one finds oneself, change the word.

  • Talking the Talk

    The Gypsies rightly contend that one is never obliged to speak the truth except in one’s own language; in the enemy’s language the lie must reign.
    -Guy Debord p. 9 Panegyric (2004)

    Many of my students come to the school with a language, even when they speak English, which is different than that which is spoken in the classroom (Heath 1984). Additionally the language, or discourse, that is dominant among the school administration and state mandated TEKS (Texas Essential Knowledge and Skills) is more often than not disconnected from the language of the students’ discourse community, as well as that of the classroom. I am conflicted over the importance of either the students’ own language or the importance of “helping” students into the discourse of the dominant language community. Lately I have been thinking that the focus of my class should be on language, as in rhetoric, as perhaps the key, since whatever discourse a student comes from, or whatever discourse is applied upon them by we patronizing school officials, using the tools of the language of rhetoric would allow the student to analyze both their own language and the language of power. Perhaps. Or maybe it would simply indoctrinate them into a different (not synonymous with better) discourse community.

  • Irradiances

    “Invisible substrate for the constitution of the visible.”

    “Irradiances that imperceptibly illuminate.”

    -Luce Irigaray

    For years I have wondered what it is I actually accomplish at my job. The state and district mandates a series of increasingly higher stakes tests, where the students by the time they come into my classroom are forced to pass the test or fail to receive the holy grail of basic education: a high school diploma. A couple of days ago one of my female students was informed that she still had not passed the science or math sections of the TAKS and as a result would not graduate high school. “My life is a failure,” she moaned, “I’m not going to college, I’m going to have crappy jobs my entire life.” She, of course, blamed her former math and science teachers, and to her credit her inability to remember anything. She wanted to know how she could be classified special-ed so she didn’t have to pass TAKS (a mistaken belief on her part), as if she simply had to fill out a form to declare herself learning disabled. If she acted in her previous math and science classes in the manner in which she did in my class: staring into space, not very subtly texting behind her purse, whispering loudly to anyone who was in proximity to her, skipping class; then it would not surprise me if she could not remember the Pythagorean theorem or the difference between a base and an acid.
    Reading and writing are, of course, different. They are processes rather than a constellation of facts and formulas, which to the students seem random and disconnected to anything. They do read and write however, no matter how poorly, constantly in their daily lives. Their level of literacy, and their kinds of literacies are often disconnected from the kinds of literacy we often demand of them in the high school English class, but they do read and write a plethora of different texts through out their day: ranging from text messages, e-mails, video games, to simple to do lists and instructions from their managers at their part time jobs. Once they have moved beyond decoding sounds from letters and have begun, no matter how hesitantly, to flow with the written text, the process of reading becomes more and more a matter of doing it: read to read better.
    Which brings me by a rather rambling path back to my original sentence and the two extractions from Luce Irigaray: I think much of what my students learn they learn through the process of doing what I have them do. I question the validity of the test results my students receive, at least as a measure of what they learned in my class. English is a recursive process where something they might have first encountered many years ago finally comes to fruition in my class, not because of anything I directly taught them, but because I created a space where they had the time to work with texts. They were able to embody the “invisible substrate” and bring it into the visible world, not that they could or even should be able to articulate what it is they did; but that they were able to do it should be enough. It is the way the students come to use language as a result of being exposed to literature and through their own encounters with language which lead them to “Irradiances that imperceptibly illuminate.”