awej 5 no.4 full issue 2014

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AWEJ Volume.5 Number.4, 2014Pp.353-364Rites of Passage in an English Class: Auto-ethnography and Coming of Age stories inCross-Cultural ContextsGregory StephensUniversity of Puerto Rico-MayagüezMayaguez, Puerto RicoAbstractThis essay draws lessons from implementing a new Freshman English curriculum in a MiddleEastern university. Three inter-related areas of emphasis are outlined: 1). Universities as a rite ofpassage; 2). Auto-ethnographies as an effective means for students to reflect critically about andnarrate their own coming-of-age process (or movement between worlds); 3). Stories fromComing of Age around the World were used to model relevant themes in the coming of ageprocess, such as diversity and gender. These included stories from the Middle East and theCaribbean, such as ―The Veil,‖ ―The Women's Swimming Pool,‖ ―Shoes for the Rest of MyLife,‖ and ―Man-Self.‖ Here I will concentrate on two stories in which gender roles and therewriting of scripts are foregrounded (―Man-Self‖ and ―Shoes for the Rest of My Life‖). Asubsequent paper will develop a comparative perspective on teaching two stories set in theMiddle East (―The Veil‖ and ―The Women's Swimming Pool‖).Key Words: rites of passage, auto-ethnography, coming of age stories, Middle East, FreshmanEnglishArab World English JournalISSN: 2229-9327www.awej.org353
AWEJ Volume.5 Number.4, 2014Rites of Passage in an English Class: Auto-ethnographyStephensPrologueThis essay about implementing a new Freshman English curriculum at a Middle EasternUniversity draws on personal experience, as well as composition theory. The use of ―I‖ in thisessay is grounded in current scholarship about the utility of sometimes including personalexperience, or defining positionality, especially in intercultural contexts where the researcher‘ssubject position unavoidably shapes the dynamics of the research. 1 This was certainly true in mycase, as a North American tasked with teaching American English to Muslim students in aconservative kingdom, yet warned to excise all references to potentially controversial themessuch as ―freedom‖ which appear routinely in American culture.When I began restructuring Freshman English at my university in the Persian Gulf regionin Fall 2013, I had two different arguments in mind. In the U.S., debate about the role ofliterature in composition, and the value of the humanities in higher education, had been shortcircuited.While teaching writing in the U.S. 2008-2012, I watched support for the culturalcomponent of English writing courses evaporate. Part of this was a result of a political witchhunt: conservatives held it as an article of faith that Humanities and social science professorswere conspiring to indoctrinate students. 2 Working with largely conservative students, I knewthis notion was laughable. Still, students were worried about their job prospects, so they wereopting for courses like Professional Communication or Technical Writing over literature andcultural studies courses.The second debate, in the Middle East, was bipolar. There was a determined effort toAmericanize higher education, yet many administrators—often Arab-Americans recruited fromthe U.S.—were terrified of offending local sensibilities. Humanities faculty were told to adhereto U.S. ―benchmarks,‖ yet we were also pressured to strip culture from the curriculum.Administrators arrived in the Middle East already shaped by U.S. higher-ed culture wars.English, psychology, political science, and anthropology were under attack; only STEM subjectsdeserved funding. 3 An animus towards the humanities and social sciences was strengthened bythe conservative Middle Eastern context. Yet experience teaches language and critical thinkingcan‘t be taught without culture. My students were learning English through American movies,YouTube, and social media. But their vocabulary had huge gaps, and they were emerging from acultural context that repressed critical thinking. Most students could not write a coherentparagraph, faculty agreed. A consensus emerged between faculty and administrators: studentsneeded so much work in basic vocabulary and reading skills that actual researched writing wasgoing to have to be deferred.I was tasked to redesign Freshman English, emphasizing basic reading and writing skills.That syllabus was implemented in the Spring of 2014. What follows is a reflection on my effortsto implement a curriculum for ESL students meant to spark critical thinking in cross-culturalcontexts for multinational students soon to enter a global information economy.PART ONE—University Life as a Rite of PassageIn the first week of the semester students were introduced to the idea that their time in theuniversity is itself a rite of passage (Hanson 2013). When they take ownership of this concept, itcomes alive for them, and they apply it to their first assignments--a personal narrative in the formof an auto-ethnography, and analyses of short coming of age stories.Rites of passage are choreographed initiation rituals (Bell, 1997, p. 152) that mark a transitionfrom one stage of life to another (Turner 1967; 1973). They can mark many sorts of transitions—Arab World English JournalISSN: 2229-9327www.awej.org354
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