Tuesday, February 18, 2014

General Assembly

In the last month I have acquired a United Nations of adult learners.  I have students from Haiti, the Dominican Republic and Brazil, as well as students from Vietnam, Japan and India. I have two Chinese students and, in the last week, I have gained a Tibetan couple. From Africa, I have students representing Somalia, Ethiopia, Algeria and Morocco.  And from Europe, there is a single delegate from Turkey, a young teacher who came to America only five months ago. 

More than a quarter of Cambridge residents were born overseas, hailing from more than eighty countries.  In kitchens, studies, and living rooms across the city, families converse in sixty tongues.  But, while at home a family might chat in Creole, Cantonese or Khmer, on the streets of Cambridge they must get by in English.

Since January I have been piloting an online English class for students, sponsored by the city and a local non-profit.  Whereas the majority of immigrants seeking to improve their English can choose from a buffet of in-person classes, family-care obligations or jobs with long hours prevent many from enrolling. They have had to make do on their own – often sweeping up only a dusting of phrases.

We are designing our online program for such students – a mother with a third son still in a stroller and a young man who works long shifts as a dishwasher in a home for the elderly.  They are determined women and men who scrape together hours from around the edges of long workdays, meal preparation and diaper changes to sit in front of a computer and study the future tense.

America has long run on the determination of such immigrants.  Already I have acquired over twenty such students. 

I meet my students only once.  After they enroll, classes exist only in a virtual universe.  I watch their progress from afar, edit their writing as they submit it online and send along emails of encouragement.

My students are of all ages and their stories are as diverse.  A woman younger than me, newly married in her home country, arrived only last month; an older woman has lived in Boston for over a decade, working in cancer research and sending her daughter to Boston University.

I have many mothers in my class.  The youngest bring their children to our initial meeting – a young boy with a Thomas the Tank Engine hat, an infant with big black eyes swaddled in puffy down.  Some speak of jobs they had back in their home countries – they were kindergarten teachers and religion teachers and computer engineers. 

I am vividly reminded of when I first landed in Thailand over three years ago.  I knew only the number of words and phrases that could be crammed into an hour crash-course.  Life in that first month was distilled to the basics: how to successfully order soup with pork balls, how to tell a bus driver an address, how to haggle for a mango in the market. 

Foreigners do not often make an effort to learn Thai, which became an unanticipated boon for my own stumbling progress in the language.  Everywhere drivers and vendors encouraged my limited Thai with smiles, listening as I mangled their tones and distorted their words.  They were patient and coaxing and on more than one occasion put down a spatula to provide an impromptu Thai lesson right there on the side of the road.

I would suspect that my students have not had a similar experience on the streets of America.   We are perhaps, as a nation, not always so patient with new immigrants, not as forgiving, not as disposed to set aside time to listen to and encourage a stranger’s halting English. Rather than be excited that an immigrant can speak some English, many people take those skills for granted.

 A woman arrived at our meeting last week pushing a stroller. A round-faced boy with ruddy checks and a firm grip peered out at us.   I begin these meetings with simple questions: “Where do you live?” “When did you come to the US?” “What country did you come from?”  A student’s English level is quickly apparent and I correspondingly steer the conversation into different streams of nuance or simplicity.   Even the most basic questions were beyond this woman’s ability.  After five false starts, she handed me a cell phone and I dialed her husband, whose English was impeccable. And yet, despite lacking even rudimentary English, she had found her way to the center: she had navigated the streets and the buses. She wanted to learn.  A week later I was following her slow but steady progress online as she practiced each successive lesson.

Friday, January 10, 2014

The Thane and I

Recently Published on the Folger Shakespeare Library Blog Making A Scene

The large dented cauldrons of spicy green curry, red curry and duck soup were cloaked in hovering fog and steamy air of the monsoon season.  It was evening at the Gate Market in the heart of the old city of Chiang Mai, in Northern Thailand. As I slurped a bowl of noodles so spicy it induced tears, all I could think about was Macbeth.

Three days fresh from college graduation, I had boarded a plane bound for a one-year teaching fellowship at the prestigious Chiang Mai University.  Growing up, my favorite musical was Rodger’s and Hammerstein’s The King and I, the story of Anna, hired by the King of Thailand to tutor the royal children. I was forever singing the lyrics to Getting to Know You, beginning with Anna’s declaration that “When you become a teacher, by your students you’ll be taught.” Now, heading to classes as a young teacher, I could not help but think of Anna.

By day I guided a hundred and fifty university students in my elementary-level English classes through the intricacies of usage between “say” and “tell”.  But, I wanted something more: I wanted to teach theater.  So, I approached my colleagues in the English Department with an ambitious plan. The students in the university’s English Club staged an annual play in English – Cinderella last year.  Hesitantly, I proposed to direct Macbeth – my favorite Shakespeare ever since I played the First Witch and Macduff’s doomed son in a 7th grade production.  The department was dubious – the language would be too difficult.  I persisted.  Auditions were set.

But our real challenge was not the play’s language, but its content. In one of the last countries with a revered king, I was preparing to stage a regicide.

While monarchies worldwide have become nearly obsolete, the Kingdom of Thailand’s ruling line remains robust.  King Bhumibol Adulyadej, or Rama IX, has sat on the throne longer than any other current ruler.  He is the great-great-great grandson of the famed monarch who had hired Anna.

Arriving in Chiang Mai, I discovered that The King and I was banned. The king is endowed with near-divine status, and is protected from slander by strict lese majeste laws: Anna’s irreverence to the king crossed the line.  Adapting Macbeth would not be as simple as robing Shakespeare’s characters in traditional Lanna-style sarongs.

I found that Thai students were reluctant to engage in open political discourse. In college classes in the U.S., I had been inspired by the boundary-defying nature of theater. I wanted to draw my students into political discussion, to have them think critically about the parallels and differences between East and West.  Yet it was crucial we remain respectful of the monarchy and of Thai cultural traditions.

We began adapting Shakespeare.  Macbeth, the Thane of Cawdor, and the other thanes would be Thai politicians. The ghostly apparitions would be conjured through Thai shadow puppetry.  The witches became street children, who sell jasmine garlands at night across Chiang Mai. 

We erred on the side of caution.  We nixed the colors red and yellow, being too closely associated to the two rival political parties, and opted for a neutral orange. We modified the traditional Thai sword on our poster, because it resembled the weapons favored by the monarchy.  When I suggested that the play end with Macduff placing a foot on the severed head of the Scottish tyrant, the actor, an otherwise modern and outspoken junior, refused.  In Thailand the head is the most sacred part of the body.  The feet are the lowliest. I dropped the idea quickly.

In the jungle gardens of the university, we discussed modern politics – twenty college students debating thanes and politicians.  One girl brought up corruption, relating how she had been offered bribes for her vote in a local election.  Another girl drew an analogy between the recently ousted Thai prime minister and Macbeth. After one rehearsal, a student caught me on the way out: “I hardly ever have these discussions with anyone but a few close friends.”

The night of the first performance arrived. The lights dimmed on Thai rock music, and three street children ran giggling onto the stage, asking: “When shall we three meet again?” 

The following Monday, I met with my freshman English class who I had assigned to see the show.  I asked them to identify the Thai elements in the production – expecting such responses as: the attire, the puppetry, the traditional Thai greetings.  

One girl raised her hand: “Macbeth’s final speech.”  She was referring to Macbeth’s final soliloquy: “Tomorrow and Tomorrow and Tomorrow, creeps in this petty pace from day to day… Life's but a walking shadow, a poor player…It is a tale told by an idiot, full of sound and fury, signifying nothing.”

Confused, I pressed her to explain. “He’s describing the teachings of the Buddha.” Macbeth had finally realized the insignificance of his vaulting ambition – a first step toward enlightenment in Buddhism. I was dumbfounded.  I had read Macbeth, studied Macbeth and acted in Macbeth – never once had I drawn the parallel.

Miss Anna had gotten it right. I had set out to teach my students Shakespeare.  But, in the end, by my students I was taught. 

Tuesday, May 7, 2013

In Memoriam


Reposted from The Boston Globe Opinion's page: 

Two weeks ago my 2nd grade teacher quietly passed away.  From what I’ve since learned he had taken a personal health leave from my elementary school where he has inspired and nurtured first and second graders for the last thirty years.

He had long battled depression, and last week chose to end that battle.  But as a student of his long ago, I would never have guessed he was unhappy.   He always smiled in the classroom.

As students, specifically seven-year-olds, our teachers exist for us within the confines of the classroom.  They spring into being with cheery smiles and a bounce in their step as we stow lunch boxes and head to morning meeting.  They retreat again at 3 o’clock with the lines of carpooling parents and yellow school buses.

For me, my teacher Jim was always summed up simply – a sketch by a seven-year-old mind.  He was tall but not imposing and grew a bushy beard.  He always smiled.   He favored flannel and wore Birkenstocks no matter the weather.

I have recently discovered these contradictions of the classroom as I have returned to school, this time as a teacher myself.   While students might fail to conceive of teachers outside the classroom, I now know for us teachers – our students are never far from our thoughts.  My students do not cease to exist with the school bell, rather they continue to run wild in my thoughts late into the night as I agonize over the girl who struggles with a math concept or the boy who can’t sit still for five minutes straight.

In the classroom we as teachers are the sounding boards and documentarians for our students’ lives – we hear about the birthday party plans, the antics of a younger sibling and last night’s fried chicken.  We hang up our lives, our worries and our concerns and cloak ourselves with those of our students.

At seven, I was just the same.  On a recent foray to the basement I unearthed a cardboard box filled with relics of 2nd grade.  Jim had us write every day.  I have uncovered fifteen manila journals filled with elaborate and atrociously spelled stories detailing trips to relatives, to friends’ houses, describing home cooked meals and depicting colorful baseball caps we once bought on vacation.

We all were eager to share our everydays – just as my students are now. 

And Jim always listened – listened with such intensity that each of us came away feeling that our stories and our lives were remarkable. When my youngest brother was born in November, I brought him in at three weeks old for show and tell.  When Passover came in April, Jim was invited to our Seder. 

Teaching made me appreciate the duality of a teacher’s life.  My own teacher’s death last week made me realize how I saw my own teachers the same way.

Looking back I am ashamed to realize that I knew very little about Jim. 

The only thing I do know definitively was that Jim loved nearby Punkatasset Pond.  Year after year, every first and second grade class spent an afternoon at the pond, poking at the water’s edge and exploring the surrounding trails. I remember building tree forts out of sticks and catching tadpoles in mesh nets.

Even years later when I returned to the school to visit my favorite teachers, my conversations with Jim continued to center around me – what classes I was taking, what art or what writing I was engaged in.  For me Jim, as well as all of my teachers, continued to exist within the confines of school.

My second grade teacher was not a famous person; his obituary when it runs will be modest.  But I think it is worth pausing to consider the devotion of great teachers.  Almost everyone has had at least one – men and women who listened to you, supported you and made you feel special.   Like great parents, great teachers have a herculean ability to maintain two completely separate lives – successfully hiding personal struggles in order to show only warmth and support for the students they teach.  Theirs is a selfless commitment to the lives of others.

Jim was one such teacher – always there to listen, with complete and absolute focus, to the adventures of a seven-year old, always there with a smile, and always wearing Birkenstocks – no matter the weather.

Sunday, March 3, 2013

7 O'Clock News


I woke up early on the day I left Cambodia.  It was the monthly cleaning in the dorm and I had offered to help.  I found myself scrubbing the kitchen tiles at 6am – back and forth, back and forth.  My students were wide awake, and playing music while they worked.  And while I scrubbed I could not help thinking back over what I had observed while living in Cambodia and pondering what lay in store for these young women who hoped to become doctors and lawyers and businesswomen.

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The weekend before I left Cambodia I traveled south to visit the home of one of my students.  She lives in Kampot, one of the southern provinces near the Vietnam border.  It is a province that was once famous across Europe for its pepper, but whose plantations were decimated during the Khmer Rouge.   My student is studying to become a midwife, but toying with switching to international relations.  Her parents are bakers; they bake a thousand baguettes a day.  

We spent Chinese New Year with her family: kneeling and lighting incense and sending up prayers in the perfumed smoke and sharing a feast of stews and noodle dishes -- eat more, eat more -- prepared by her mother.

The New York Times reported that in the northern forests of Rattanakiri and Mondolkiri Chinese Companies are illegally logging teakwood and rosewood from protected forests.  Last April a leading Khmer environmental activist was shot dead following an encounter with local police.  America’s National Public Radio recently reported how early this September a local journalist who had exposed a connection between local military officials and the foreign companies was found chopped to pieces in the trunk of his car.

In my final week I make a round of my favorite markets and sought out the older women who had conversed with me as I practiced my rudimentary Khmer. 

There was the grandmother with the broad smile who sat on used styrofoam boxes and sold me mangoes and pomelos.  There was the mother who sold dried fish, who had promised to find me a Khmer husband and had given me a curl of brilliant red dried snake and who, on learning I was leaving, packed up some of her best sausages from Siem Reap and refused to accept a single 1,000 riel note.  There was the grandmother who sold jewelry and who always sat me down to converse and who made me practice the Khmer words for earring and necklace and bracelet.  For her I printed out a picture I had taken of both of us months back.  I have been told by a friend that the picture now hangs on the wall of her shop.

The BBC reported that Khmer journalist and radio host Mam Sonando has now been imprisoned for the third time.  A longtime critic of the ruling party Sonando’s radio program is widely considered as one of the few strong voices for democracy.  In this most recent arrest, Sonando was charged with inciting a separatist plot in a provincial community that protested last spring against a rubber plant company accused of illegal land grabs. The protest led to soldiers firing into a crowd and the death of a teenage girl.  Late this fall Sonando was tried and sentenced to 20 years in prison.

One night during my last week I went out for soup and BBQ with one of my students.  For the past month-and-a-half I have been working with her on the art of public speaking.   In the middle of January she competed in the final round of a British sponsored public speaking competition in front of an audience of two hundred.   In the upstairs kitchen of the dorm we had practiced possible questions: How could you address the issue of prostitution?  How could you increase tourism in Cambodia?  Should women become leaders? Between questions, we fell into discussions about the future.  She is a law student with aspirations to work in the public sector.   Next year she will study in America, having won a scholarship. Afterwards, she plans to return home.  There is much she wants to change.

With national elections on the horizon in July, a series of laws are being brought before parliament. The Cambodia Daily – one of two English language newspapers – has been covering the developments: One law would prevent parties from “insulting” each other – effectively curbing criticism of the ruling party.  Another law would prevent lawyers from talking to the press without the approval of the Bar Association.

On the Wednesday before I left, the women at the dorm threw me a farewell party.  There was a boom-box and a table heavy with sodas and curry and platters of peppered meat and sliced green tomatoes.  

These girls -- who are usually so studious; who wake up at 5:30 to clean and to buy groceries and to cook; who then study, attend class and come back and continue studying -- tore up the courtyard with their dance moves.  We danced and we danced and we danced: Gangnam style, Bollywood, Call Me Maybe, Traditional Khmer, Korean Pop.

Over the Chinese New Year, early this February, The Cambodia Daily reported, two hundred military and police personnel from Phnom Penh flocked to the mansion of a prominent Senator’s wife, who lavished the armed forces with traditional red envelopes filled with cash “gifts.” “We are military forces and we are also assistants to her,” said one waiting officer. “We always help with whatever she needs help with.”

In our weekly news discussions my students talked about the case of the red envelopes.  It was 9pm and the mosquitoes were out in full force.  The girls were in pajamas, but there was no yawning.  Everyone had their books open, their pens out and were busily scratching notes.  Two of the girls presented a researched history of the senator’s wife.  They highlighted her connection to a major company in charge of land seizures taking place across the country.  As the clock hands closed on 10pm, they debated.  No solutions were devised before the girls dispersed to last-minute exam studying that stretched late into the night.

According to the Cambodia Daily, late one Sunday night in January a truck driver was transporting chilies on the north side of Phnom Penh.  He was stopped by two veteran policemen at an unofficial roadblock who demanded a 2,000 Riel bribe (the equivalent of 50 cents).  The truck driver refused.  When he attempted to drive away, the police threw rocks at his mirror.  When the truck driver got out to inspect the damage, the policemen shot him in the chest before fleeing the scene.  The truck-driver’s wife and sister rushed him to a local hospital, where he survived to tell the story to reporters.

On Valentine’s Day the girls and I drove to a park in the center of the city where a crowd was gathering.  For weeks now we had been practicing the moves to the One Billion Rising flash mob dance – a dance performed all across the world on the 14th to raise awareness about violence against women.   The song had been on constant repeat in the dorm as the women danced.  We were wearing identical black shirts with our logo in red and white, on the back: a heart composed of handprints around the Khmer word “Stop Violence.”

The Cambodia Daily reported that last spring a 60-year-old woman was set alight by her husband in Kampot province.  Fifty percent of the woman’s body suffered burns that day.  Months later some of the wounds are still oozing and infected.  Her husband, a long time soldier was never charged.  The police said that no complaint had been filed against the man and noted that he was ill: his hands had been burned in the process of burning his wife.

The Phnom Penh Post published a story about the most recent attack on a tourist, which happened over Chinese New Year: the naked body of a twenty-five-year-old French woman washed up on the shores of the main river in Kampot.  Lacerations were found on her head and body; rape has not yet been ruled out.  The police have no suspects or leads.   I was staying barely two miles away, in the sleepy center of town, when the murder must have taken place, but I did not learn of it until I read the newspaper the following morning, safe in Phnom Penh.

The night before I left, my students and I went on a boat cruise down the muddy Tonle Sap River.  We bought spiced lotus seeds and sweetened iced teas.  The sun was setting, tinting the water orange and yellow and red and gilding the swooped roof of the Royal Palace.  We spread out along the rail, chatting, laughing, taking silly pictures.    My students are so busy studying that rarely do they relax enough to have an adventure: only half of them had ever been on the river before.  As the sky darkened there were more pictures and a little dancing on the top deck.

For the 40th year in a row, the US-based Freedom House, which assesses the state of political rights and civil liberties in countries around the world, ranked Cambodia as “not free.”  2012 has not been an encouraging year for the country.  The New York-based Human Rights Watch and the international Reporters Without Borders both highlighted a decline in both political freedom and human rights.

I left Cambodia on a Sunday.  Normally I would have said my goodbyes at the dorm and caught a tuktuk alone, riding out through the bustle and the dust to the airport.  But my students would have none of that.   A dozen women insisted on accompanying me to the airport, my own personal escort.  None have ridden an airplane and only a few had even been to the airport before – to greet a returning aunt or uncle.  

At the airport they arranged themselves on the benches.  There was an hour before the check-in counter opened and despite my assurance that they need not wait, they stayed with me.  We talked and laughed and reminisced about the Shakespeare we had performed and the puppet show we had attended. We took pictures: group shots and funny poses.

Then it was time for me to pass through security.  There was a last round of hugs, final goodbyes.  I waved as they walked back towards their motos -- to drive back into the city, back to the dorm, to studying, to classes and to constructing their futures.  I waved until I could not see them anymore, then I hoisted my backpack onto my shoulders and turned toward my flight. 


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