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About Ramblings of a Hopeless Khowaga

Welcome to my Web site. My name is Chris, and I’ll be your host. I\'m an opinionated, snarky, gay academic with a predilection for the history, the Arab world, languages, photography, food, and music. I live in Austin, Texas. You can read more about me, learn 100 random things about me, and if you’re wondering what the heck a khowaga is, click here. Feel free to browse, read, and leave comments!

Tag: ‘education’



And now for something completely silly

Monday, November 3rd, 2008

This morning my colleagues and I got to host 120 screaming high school students.  We split them into manageable groups of 30 each and sent them to four sessions, each one consisting of a talk and activity about a different country.

At the beginning of the day, they got a worksheet where they had to list two things that they learned in each session which they had to turn in at the end of the day to us.  We’re going to photocopy them and send them off to their teachers.

The following are what we call “howlers.”  They’re called that because they make you howl with laughter.  I know I probably shouldn’t be posting these online, but they’re anonymous and I kind of dare anyone to pipe up and admit they wrote any of these.

Without further ado:

What we learned about Argentina:

  • “Penguins get really confused and end up in Rio sometimes.”
  • “It’s down on North South America.”
  • “Most people are from eurupien (sic) decen (sic).”
  • “Coronary: the peso.”

What we learned about the Czech Republic* and Germany:

  • “Germans aren’t very proud to be German.”
  • “In Europe you didn’t wear deoderant (sic) and take a bath only once or twice a year.”
  • “Bavarians are extreme Catholics.”  (I’m totally going to suggest this one to ESPN.)
  • (under a heading labeled “Germany”) “Did not fight in World War II.”
  • “Marks invented capitalism.”
  • “Berlin is cool and divided by Berlin Wall in 80s.”
  • “Enough nukes to blow up the world 50 times.”

*frequently spelled “Check” even though it was right up there on the board in the front of the room.

What we learned about India:

  • “Bollywood is there.”
  • “Most movies have songs.”
  • “Snake charming is a more touristy attraction.”
  • “1 dollar equals 41 rubies.”

What we learned about Egypt:

  • “They live (sic) sugar and have a complicated alphabet.”
  • “Tile making is fun to do sometimes.”
  • “Kyro is the capital.”
  • “[word that looks like 'buffalo'**] are cool.”
  • “Taxi drivers use the horn a lot.”

** Note that we never discussed buffalo in the session.  I’m pretty good at reading bad handwriting, but have no idea what this word is supposed to be.

I know that anytime high school kids get out into the “real” world, the learning stops and it’s just a fun day, no matter how hard you try to make things educational.  I managed to piece together what was really said by reading enough of the evaluations, but it’s always intriguing how things get interpreted by people who are only half paying attention.

At any rate.  I plan to actively avoid the news media until about 9 PM tomorrow evening, which will be when the polls close on the west coast.  I can’t take it anymore, and there’s no reason that I have to.  I’ve already voted.  In 36 hours, this will all be over, one way or t’other …

To Read Makes our Speaking English Good

Monday, October 13th, 2008

Every so often there are things that pop up that make my head turn real fast. I found one of them last week on the University of Texas Home page:

Yes, that’s right folks! Our educational system in these United States is, apparently, so awful that the only presidents that our students are aware of are the ones who are white males.

Wait a minute. We’ve only had white male presidents. Gosh, don’t I feel silly!

If you click on the little headline, it comes up to a better phrased “Children are aware of the white male monopoly on the White House.” See, that I understand. But, “Kids aware of only white male presidents” sounds like we’re the one missing out on something, not the other way around …

I’m so proud to work for an institutional of higher edumacatin!

Road to Enlightenment or American Taliban?

Thursday, July 10th, 2008

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My friend Michael, whose comments appear scattered throughout this blog (so I think it’s safe to use his real name), is a one-man Evangelical Watch. He keeps me up to date on the latest goings-on in the world of American religion, as I prefer to just stay out of it when and where possible. I like to think that he does it so that I don’t have to.

Michael IMed me this morning. “Texas just authorized the teaching of Bible courses in public schools,” he told me.  “We should just go ahead and have Constitution burnings to celebrate … or maybe just institute sharia.”

The push for the Bible course is nothing new — it was approved by the Texas state legislature in their last session, and it’s been sitting on the Attorney General’s desk since then, waiting review for constitutionality.  The AG decided that in and of itself, there’s nothing unconstitutional about it, so long as it’s done correctly.  And therein lies the rub.

My post the other day about my opinions on gravedancing for Jesse Helms sparked a lengthy back-and-forth between me and Michael on IM.  He’s nothing if not passionate, and over the course of the argument I did admit that when I make statements like, “I think it’s inappropriate to dance on Jesse Helms’s grave,” I’m being a bit pollyannish and assuming that everyone has good intentions and means well.

I was, however, surprised by my own laxness about the Bible course.  This could very well have something to do with the fact that I’ve had discussions with people here who want to conduct training for educators who want to teach the course, people who I trust implicitly with these sorts of things.  The next step is that curriculum must be set, standards must be established, and educators must be certified to teach a Bible course, which means that in theory it shouldn’t be taught by anyone who’s memorized the Protestant Bible.

In theory.

On the other hand, I also recognized that Michael had been reading a bit too much about the issue and had worked himself up, something I’ve been known to do when I accidentally stumble across a neo-conversative column decrying the evils of people who live in the part of the world I study, and how all of said evils come from the fact that their religion doesn’t center around Jesus Christ.  (Which fails to explain Jesse Helms or Jerry Falwell, but that’s another story entirely).  First we must lower our blood pressure.  Then we can talk.

I’m curious to see what form this all takes.  Early suggestions are that the Bible course should take the route of teaching the Bible as literature–my preferred method, since it does away with the necessity to establish up front whether the Bible is literal or figurative history (especially for those first few pesky chapters).  Also, in theory, a Bible course should examine things like: there’s more than one version of the Bible: how can that be?

Michael’s concern–which is well warranted–is that in some of the far flung provinces of the state of Texas, where “Christian” means “Baptist” and “non-Christian” means “going to Hell,” the course won’t be taught to meet any sort of educational standards that deny the primacy of Evangelism.  He’s probably not wrong.  On the other hand, such courses are already taught in those places.  I know for a fact that there are a couple of small towns where ancient history is taught “because it’ll be on the test, but remember this is all lies.”

So the stage is set, and the battle will commence right outside my own window (I can see the Texas Education Agency from here … on a clear day, anyway).  I’m going to go start warming up the popcorn.

Decisions, decisions

Wednesday, October 31st, 2007

It’s Halloween, and I have to be here half an hour later than normal, which should cut down on my work time, but also gives me an extra half hour to sit around and ponder.

I had a meeting with my boss today, which I knew was coming, to discuss my future. This was one of those “Someday, we need to … ” meetings, and someday turned out to be today. I’m rather resistant to trying to figure out “what I want to do when I grow up,” but the bottom line is that I work in a job with slim chances for promotion (yeah, I got a title change recently, but only internally – according to Human Resources, I am still “Humanities/Social Sciences Research Associate IV,” whatever the hell that means), and I’ve been in this position for seven and a half years full time. I have plans that will keep me ensconced here until the summer of 2009, and there’s no hurry for me to leave, but at the same time, as my boss so helpfully put it, it’s good to have a plan so that I can start laying the ground for what comes next.

Well, that and I’m slowly coming to the realization that my long-hoped-for plan involving some rich educational consultant who would swoop out of nowhere and offer me a large annual salary and overly competitive benefits package (plus travel!) to do what I do now, only without the labyrinthine state bureaucracy, is probably beyond the realm of possibility. That apparently only happens to man-whores in Washington state.

So, we sort of laid out three long term plans. One, I can go for a doctorate in History. Two, I can go for a different kind of doctorate in Education. Three, I be a professional administrator. Each has its pros and cons. And as usual, my reaction is to not want to think about it. I’m very good at that, and that’s not an admirable skill, unfortunately.

The good news is that I don’t have to choose right now.

Then, of course, there’s the other thing I oughter decide sooner rather than later. November is National Novel Writing Month – didja know? The whole point is to get people (like me) who just know they’ve got a book in them to churn one out, for better or worse. Basically, they suggest that writing a 50,000 word book in 30 days equals 1,667 words a day, which is the equivalent of a really long e-mail, and the purpose is to get you over the mental hurdle of having to write that much. The point is to put editing, fact-checking, even plot aside, and just write. Should I do it? I ask myself.

Will? Shin? You guys in?

Relearning a Lesson

Thursday, September 27th, 2007

So, I know you’re probably all tired of reading stories about me being back in class, and guess what? Here’s another one! BWA HA HA HA. :twisted:

I’ve sort of forgotten what it’s like to be back in a classroom from the student side. In the … many years (سنة متاددة) … since I finished my Master’s degree (خلاصت على المجستير), I’ve taught a number of workshops, lectured at conferences, and I’ve grown quite confident at being in the front of rooms with anywhere from five to five hundred pairs of eyes focused on me as I do my thing. I make dumb jokes, and it’s all good, because once you’ve actually been up on stage with the lights on you and had the train of thought you were riding pull out of the station without you, what’s left to worry about?

So, it’s been a bit of a learning experience … or, more technically, a relearning experience … to be back in the passenger’s seat, sweating about homework assignments, laying awake at two o’clock in the morning wondering if you what you wrote is pure crap, and wishing you could call each of your fellow students to see if they found the assignment as impossible as you did.

And so, today, I was reminded of this when class ended and Professor handed back all of the homework that was turned in on Tuesday, to all of the students … except me. What I got, instead, was, “كريس، ممكن ان تمشي معي الى القسم؟ اريد ان اتكلم معك عن واجبك” which means, “Could you walk with me back to the Department? I want to talk with you about your homework.”

It’s funny how that feeling of your stomach contracting in stressful situations can come back with all sorts of attached memories in certain circumstances. And so, I stood there, twiddling my thumbs (and alternately wondering if I was so stupid that I’d misunderstood what she said to me), watching everyone else take their assignments and leave. And then we departed the room, and … well, I won’t go into the whole conversation as it’s about Arabic grammar and even if I translated it to English (which I really don’t want to do), it wouldn’t make a very good story.

The bottom line is that I’ve sort of been wondering in the back of my head if we (she and I) had been heading toward the, “Are you certain that this is the appropriate level course for you?” discussion (with the implication being that maybe I ought to go back to the first year and start all over, rather than trying to pop into the fourth year class pretending like I’m about to reach the Superior level on the end of year proficiency test).

Fortunately, the discussion that followed was not anywhere near as bad as I mentally wanted it to be. She pointed out that there were a number of problems, and I told her that I’d had problems writing the text in the first place because I couldn’t decide what I wanted to say, and then I had problems actually saying it. And she smiled and pointed out that language is a tool, and no amount of grammar learnin’ is going to hide the fact that you don’t have the foggiest idea what you’re talking about.

Of course, I have to do the assignment again, and I do have those recurring points of grammar that have always dogged me regardless of which language I study: gender agreement, number agreement (and Arabic is one of those fun languages that has plural AND dual), and using the wrong prepositions with the wrong verbs. It’s all pretty standard stuff, and I have to play catch-up, just like anyone else who’s been away for seven years.

But she didn’t tell me I was in the wrong place, and I kinda feel good about that.

But, man. Next time I wanna be teaching the class. This whole student thing is for the birds …

 

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