magic realism

Yesterday the Washington Post ran an article about a fascinating language-related development in, of all places, a police department.

In Nezahualcoyotl, a municipality on the outskirts of Mexico City, police supervisors have begun to translate great works of Spanish-language literature from Spanish ... into Cop Spanish. The idea originally came about when supervisors were bemoaning the lack of interest in the tutoring program they had established to help educate its officers, many of whom never even finished high school. At first, the program was the educational equivalent of pulling teeth. But then they got clever.

They decided to start incorporating local police code into the program. A regional chief translated Don Quixote, and, all of a sudden, there was a surge of interest in reading. Police officers began to ask for books. And by the time this article was researched, they were happily discussing One Hundred Years of Solitude - and participating in classes where phrases like "Destroy the narrative line!" were bandied about.

Read the full article here (registration may be required) - it's well worth it.

What particularly interests me about this story isn't, as you might think, the structure of Mexican Police Code, but rather the pedagogical strategy at work. Which is to say this: "Don't dumb it down; just make it accessible."

I mean, Don Quixote and One Hundred Years of Solitude aren't exactly pieces of proverbial cake. Hell, I don't think I could tell you what the hell even happened in One Hundred Years of Solitude - I remember a woman eating mud? Is that right?

The point is that these are gutsy choices. And the genius of it is that it sets a really important tone right from the start: "We think you're smart." So often I come across non-fiction that pretends to want to impart information but treats the reader as inferior right from the get-go. The tone in these cases is "I think I'm smarter than you, and I shall deign to acquaint you with my vast intelligence."

I'm thinking, of course, of language books. Specifically, books about advanced English usage. Even more specifically, a certain book that features pandas and punctuation.

While I thoroughly enjoyed Eats, Shoots, and Leaves, I was deeply unsettled by the tone. Although I'm sure it was exaggerated for comic effect, Truss's disdain for those unacquainted with proper punctuation really put me off. Because it seemed to me that she wasn't writing a book to instruct the uninitiated with regard to apostrophes, but rather that she was writing a book to instruct the initiated with regard to mocking the uninitiated.

And then, she complains that some people don't know any better - and, horror! - that these people don't know any better despite the presence of her book, which would obviously set them straight.

Well: duh. Who wants to read a book that belittles them? And let me say this: just because someone hasn't acquired a knack for commas doesn't mean that they're impossibly stupid. Jesus, people. I cringe at a punctuation error like many others, but that's because I work as a copyeditor. It is, from time to time, my job to cringe at punctuation errors. And if I see a sign that's been professionally error-ridden, I get mad, because one of my colleagues is out there doing a shitty job. But do I assume that just because someone slips an its/it's error into an email that they're somehow subhuman? No.

I have limited classroom experience, having formally taught in only two situations: last year I volunteered as a tutor, and during my brief stint in grad school, I was the TA in a course on Middle Eastern government and politics.

(Which was particularly absurd because I knew absolutely nothing about Middle Eastern government and politics - my focus was East Asia. But apparently for my departmental coordinator, one non-European culture was as good as the next. Plus ça change....)

So I can't say that I really understand first-hand the practicalities of teaching. But I am an overeducated swot who comes from a family of teachers, which means that I actually spend a great deal of time thinking about the mechanics of education. And this is what I believe: oftentimes there's an initial hurdle to learning, kind of a barrier to entry, if you will. Study, frankly, can be scary. However, the solution to that doesn't have to be bar-lowering. Instead, try enjoyment-raising - the metaphorical equivalent of setting up a trampoline. Make your teaching witty, make your teaching entertaining, but above all, make your teaching respectful. Because if you don't respect your students from the get-go, I guarantee that unless your students are the type who crave positive pedagogical feedback (in which case they probably don't need any encouragement to study, as this is a key trait of the classic teacher's pet), they will shut down and stop listening.

In fact, unless you're actually in a school, don't even think of your students as students at all - because they don't have to be there. And you don't have any authority over them, no matter how much of a megalomaniac you might be. Instead, think of them as customers - and you have to fight for them.

There's a difference between willfully stupid and willed-to-be stupid. I have nothing but contempt for one and compassion for the other. I leave it to you to figure out which is which.