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Students Quotes

“Tthe first rule is that you can't really know anything if you just remember isolated facts and try and bang 'em back. If the facts don't hang together on a latticework of theory, you don't have them in a usable form.... You may have noticed students who just try to remember and pound back what is remembered. Well, they fail in school and in life.”

“Later, I would realize that the position of most black students in predominantly white colleges was already too tenuous, our identities too scrambled, to admit to ourselves that our black pride remained incomplete. And to admit our doubt and confusion to whites, to open up our psyches to general examination by those who had caused so much of the damage in the first place, seemed ludicrous, itself an expression of self-hatred - for there seemed no reason to expect that whites would look at our private struggles as a mirror into their own souls, rather than yet more evidence of black pathology.”

“...home-schooled students are able to successfully adapt emotionally, interpersonally, and academically to their first, and most challenging, semester in college. That is probably because, having had the consistent teaching and support of a family and a community, they have developed strengths and convictions that provide a bridge over the troubled waters of a multitude of challenges and temptations.”

“As any sin passes through its stages from temptation, to toleration, to approval, its name is first euphemized, then avoided, then forgotten. A colleague tells me that some of his fellow legal scholars call child molestation "intergenerational intimacy": that's euphemism. A good-hearted editor tried to talk me out of using the term "sodomy": that's avoidance. My students don't know the word "fornication" at all: that's forgetfulness.”

“Teaching in Providence and Oakland, I realized that the first thing is that it wasn't good enough to come in and assume that I had what my students needed in terms of knowledge and skills. I also had to show them that I was their ally. I had to show them that I was concerned about them, wanted to relate to them, and that I was fundamentally on their side.”

“I think the big turning moment was when I joined the student political action club and started studying nonviolent civil disobedience in response to the Iraq War. The first anti-Bush protest in Atlanta was the first protest that I'd ever been to, and I helped organize the school walkout when I was a junior. It was a really solidifying moment.”

“One of my favorite tricks was taking a page and having the first student translate it from English into whatever language he or she was working on, and the next one would translate it back into English and then into the foreign language, and we'd go around the room and compare the two English versions at the end, and it would be amazing how much survived.”

“I couldn't have articulated this process at the time; I just sort of did it instinctually. But now when I talk about this with my students all the time, it's one of the first things I address in memoir classes - that you have to put it all in because you're writing your way into the ending of your own story. Even if you think you know what the story is, you don't until you write it. If you start leaving things out you could leave out vital organs and not know it.”

“There were the events of 1968 when young people began to ask their parents, what did you do in the war? And since the middle- or late-'70s, the French have been absolutely obsessed with the Vichy regime. They have an institute of contemporary history that turns out first-rate scholarly work. Their textbooks are accurate. Whether the students actually read them is another matter.”

“My very first venture was a national student magazine to try to campaign against the [Vietnam] War. And so I wanted to be an editor. I wanted to bring the magazine out. And in order for the magazine to survive I had to worry about the printing and the paper manufacturing and the distribution. And, you know, I had to try to, at the end of the year, have more money coming in than going out.”

“Something I always tell students is, when you're writing something, you want to write the first draft and you want it to come out easily in the beginning. If you're afraid to say what you really have to say, you stammer. [...] You're judging yourself, you know, thinking about your listener. You're not thinking about what you're saying. And that same thing happens when you write.”

“[Irony] has everything to do with what Tillie Olsen so powerfully imagined in her short story, "As I Stand Here Ironing" and elaborates on polemically in her 1978 book, Silences, in a chapter first delivered as a talk in 1967. As Olsen clearly saw it for women, my not being a writer was a material consequence of my being a woman - a wife, mother, housewife, and a certain kind of feminist teacher - attentive, one-on-one, face-to-face, nurturing, the kind who receives high ESCI evaluation scores from undergraduates and graduate students.”

“Now teach-ins are fairly common or they become common place. But in 1965, the Students for Democratic Society in Ann Harbor organized the first teach-in. The way it happened was that we were advocating for a strike that we advocated that the faculty should strike in solidarity with the Vietnamese struggle.”

“The 1980's was the first time in the history of imperialism that people from the imperial society went in substantial numbers to stay with the victims in the hope that their presence would offer some protection and some help. These were not the usual students from elite universities. These were people straight out of middle America.”

“Cutting HBCUs was unconscionable. Implementing new regulations on Parent Plus loans, which cost HBCUs 28,000 students, was hostile. At the same time, it is important to note that, except for his first two years, which were a missed opportunity, President [Barack] Obama faced rabid opposition from the Republicans.”

“Something I always tell students is, when you're writing something, you want to write the first draft and you want it to come out easily in the beginning. If you're afraid to say what you really have to say, you stammer. When you're thinking of your listener, that's when you start stuttering and it's just because you're nervous that your listener is passing judgment.”

“We are in tough economic times right now, and the first thing we have to do is look at how we're spending the dollars that we have, and at what kind of return on investment we're getting. Because I think it will show that spending more money without fixing the fundamental flaws in the system won't produce anything different in terms of results. In DC, we were spending a whole lot of money on things that had no positive impact on students' achievement levels.”

“When students are first at the Kerouac School we harp on Gertrude Stein's very basic poetic insistence that words are things . Not to invalidate your experience or all the great feelings you have, I tell them. Although poetry may be good for you, it's not therapy. You're making something with words which are visceral, muscular, active, not just markers of how you feel. And we have classes studying William Blake, Ezra Pound, Charles Olson, Robert Duncan, Stein.”