California State University, Dominguez Hills
University of Wisconsin, Parkside
Latest update: April 18, 1998
Faculty on the Site.

Much has changed since we returned from the November meetings of the American Society of Criminology. At that point, we thought we had understood the role of narrative in interpreting social justice and the role that technology might play in that task. We were excited to see new ways of making narrative work within a learning system, and we were excited to see that it made a difference to our students. All three of us work in small commuter universities, part of larger and well respected state systems. To make changes at that level is to offer new tools to the 21st Century.

We are still excited. We still believe the tools work, and can help to break down old patterns of injustice through our learning system. But we are sobered even as we see the glimmer of success. And it is perhaps well that we should be sobered.

1. Goals and Objectives

   1. To understand the "supervised" in this "administered society"
   2. As Freire says to lead the "disposessed" to think critically, and to value their own voices, and to raise them
   3. Chose to do this as teachers because that is where a love of learning landed us all.

2. Theoretical Background
   1. Much in learning theory on how we know. Bruner, Vygotsky, Burbules, Women's Ways of Knowing, Illich, Neill, and so many others, all the literature that recognizes that knowledge is not a jewel to be protected for the few, but a "way" that needs to be mastered by all.

   2. Intersectionality - the recognition that no one any longer has the leisure of "one right way." That critical theory and reflexive theory are essential to recognizing our own knowledge limitations. Craig Calhoun says this well.

   3. The role of public discourse. Habermas and Calhoun. Habermas' fear that we have lost the skills of public discourse. The heavy focus on cognitive discourse - what is rational in a world that has the injustices built in, in the name of sovereignty.

   4. The role of narrative. Virtual Faculty. Context. The dilemma of positivism is that science turned out to not be god. Like all of us, science must await an overview, and must recognize its own built in limitations. To count and not to hear the story is to practice denial as delusion. Each tool has its place, but we have given far too much sway to objectivity and far too little to a self-reflexive and more sober view.

   5. To metanarrative or not to metanarrative - how quickly can we communicate it in ways that will build the discourse skills on which we must rely? Calhoun's suggestion: "Somewhere between Habermas' s Syclla and Derrida's Charybdis."

3. The Chosen Application

   We chose to try to reach the "ordinary" public. How did we define it? We started from non-traditional. That seemed to define the student populatin we were dealing with. First in family to attend college. Most functional, most achieving oriented, so often most stable member of family to whom everyone turns in crisis. Yes, those qualities create good students. They also create enormous personal burdens. Soon there were non-traditional students everywhere. Like affirmative action, Americans may not approve of it, but they certainly want a piece if it is to be.

   Characteristics we sought:

   1. Academic potential - smart, though usually not "disciplined" in following arguments in traditional positivist manner. creative, capable of figuring out solutions to the system, to problems. angry, emotional swings from sure they're smarter than everyone to knowing that they know nothing - the result (our theory) of continuous refusal by the system to grant them the ascriptive status of being worthy of being listened to. Surest way to kill a revolutionary.

   2. discourse potential - we needed to inculcate a respect for learning that went beyond merely pushing back the frontiers of knowledge. We needed respect for discourse and narrative generally. We needed to create paths for them around the certainty of hate. Hockenberry and codes of silence - good source.

   3. we figured this included everyone. either you're going to create knowledge, or use it. Hopefully both. All your life.

4. The stories we Heard

   1. The fifteen minute study period
   2. A different kind of logic
   3. The office is open from 9 to 5
   4. If your job interferes with your classes, get another job
   5. Distance - by carrier pigeon Lack of equipment - L..A. Times article by Pomona professor, Laurie Schrage, Professor of Philosophy at California Polytechnic University, Pomona
   6. By the way, what's your name? Discourse can be taught.

5. The Conclusions We Drew

   Access can be created through learning. We can teach the public the skills of discourse, the skills of disciplined argument, of disciplined listening, which in good faith accepts the responsibility of aiding the less articulate to find adequate ways of expressing validity claims.

   But beyond the access directly established through learning, there is still the problem of national and international access to resources and the humanist choices that will be made in dividing the resources and in protecting the community. We now speak openly of the crime of manslaughter being extended to corporations for the willful toxic pollution of our environment, when the pollution results in death to our citizens. When do actions which harm the community become crimes? in our public discourse? Who will bring these validity claims?

   How do we teach these skills beyond the educational institution?

   Mix of tools for the fifteen minute study period which is the one we're likely to have for much of the life-time learning that will have to fit the interstitial moments of discretionary time.

   Issues of outreach. Issues of value, and the human values that provide access.