Pushing Up against Too Much: Reading, Writing, and Witnessing Illness in the First-Year Seminar

A. Wallace
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Abstract

Nearly a decade ago, I taught a first-year seminar at Adelphi University that remains simultaneously my most challenging and my most rewarding teaching experience, both personally and professionally. I designed “Illness as Narrative: Bearing Witness to Cancer and AIDS” around an ambitious reading schedule, fusing trauma theory and concepts from disabilities studies with stories of illness. Although I have considered offering a version of this course at my current university, and I frequently teach many of the texts and theories in smaller doses within a semester, this intensive twiceweekly seminar required a uniquely high level of emotional stamina from the very start. On the first day, I asked the students why they had selected our class out of the dozens of options open to them. This is what I heard: “My aunt had breast cancer.” “My mother is a breast cancer survivor.” “I have cancer in my family.” “My dad has cancer.” “I was an HIV/AIDS peer educator in high school.” “My uncle died of cancer.” “My grandfather died of AIDS.” “My mother recovered from breast cancer.” “I work with an AIDS organization.” “My grandmother had cancer.” “So did mine.” “I am a cancer survivor.” “I have cancer in my family.” Days into the semester, students told bits of their stories of illness and disability, expanding both beyond the family circle and beyond cancer and AIDS: stories of friends who had serious physical disabilities, of a community allowing itself to forget a young man dead of AIDS, of a student living in fear of her family’s history of heart disease, of another student’s battle with anorexia. Over the course of our time together, the onslaught of pain and loss did not subside: that fall, one student lost a close friend, another’s grandmother died, yet another’s father was losing ground to his cancer. And days after the semester ended, one student went home to Florida to learn his mother had just been diagnosed with cervical cancer.
反对太多:阅读,写作和目睹疾病在第一年的研讨会
大约十年前,我在阿德尔菲大学(Adelphi University)教一年级的研讨班,这是我个人和专业上最具挑战性和最有收获的教学经历。我设计了“疾病作为叙事:见证癌症和艾滋病”,围绕着一个雄心勃勃的阅读计划,将创伤理论和残疾研究的概念与疾病的故事融合在一起。虽然我考虑过在我现在就读的大学开设这门课程的一个版本,而且我经常在一个学期内以较小的剂量教授许多文本和理论,但这种每周两次的密集研讨会从一开始就需要一种独特的高水平的情感耐力。第一天,我问学生们为什么在几十个可供选择的课程中选择了我们的课程。我听到的是:“我阿姨得了乳腺癌。”“我妈妈是乳腺癌的幸存者。”“我的家人有癌症。“我爸爸得了癌症。””“我在高中时是一名艾滋病同侪教育者。”“我叔叔死于癌症。”“我爷爷死于艾滋病。”“我母亲从乳腺癌中康复了。”“我在一个艾滋病组织工作。”“我祖母得了癌症。”“我也是。”“我是一名癌症幸存者。“我的家族中有癌症。”在学期开始的几天里,学生们讲述了他们的一些疾病和残疾故事,这些故事不仅局限于家庭圈子,也超出了癌症和艾滋病的范围:他们的朋友有严重的身体残疾,一个社区允许自己忘记一个死于艾滋病的年轻人,一个学生生活在对家族心脏病病史的恐惧中,另一个学生与厌食症的斗争。在我们在一起的这段时间里,痛苦和失去的冲击并没有消退:那年秋天,一个学生失去了一位亲密的朋友,另一个学生的祖母去世了,还有一个学生的父亲因癌症越来越虚弱。学期结束几天后,一个学生回到佛罗里达的家,得知他的母亲刚刚被诊断出患有宫颈癌。
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