Storytelling and Identity - Fall 2023

we are made of stories

Category: Daily Class Notes Page 3 of 6

Class Notes 10/3/23

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On October 3, 2023

In Daily Class Notes

Started class by submitting our Mid-term Community Self-Assessment before doing our mindful minute. Discussed the assignment briefly, mentioning how reading the self-assessments might influence the way our class works in the future.

Professor Dolson passed around a sign-up sheet to schedule an individual meeting to discuss the self-assessments one on one. Prof. Dolson will bring along a sample of a past self-assessment to show what kind of writing she’s looking for.

Next Assignment:

Find one source from Richmond’s Unhealed History, listed in the endnotes and numbered chronologically, and do more research on a source Campbell used in the book that you’re interested in. We will be meeting with a library instructor, a requirement for all FYS courses, who will help us find our way around the library. Then we will find two more sources not used in the book that make us curious. Then, using these sources, we will create an annotated bibliography. We will talk more about the annotated bibliography when the library instructor is here. Try to come to class on Thursday (10/12) with your fist source, physical copy if possible, but online sources cited in the book are fine too.

The class took time to read each others prep notes. Professor Dolson says that she really enjoyed the way the prep notes reference prior in-class discussions and to other classes which discuss related topics. We also talked about that the way the class is taking the reading very seriously, which is a really good thing. We also mentioned that it’s really difficult to read content that is very serious, horrific, and that there are resources and strategies that can keep us from being overwhelmed, mention in Prof. Dolson’s blog post linked here.

Chapter 4 Discussion: 

Kaylee talked about tobacco economy, mentioned how some tobacco farmers prioritized growing tobacco instead of food to feed themselves. Ana mentioned that this is an example of how a want for profit can cloud one’s judgment, which also related back to the importance of cotton and the demand for slaves it caused, showing how the desire for profit can compromise our morals. Brice and Julia both discussed how important tobacco and the kind of economy it caused laid the foundations for how Virginia grew and how the demand for labor drew people into the colonies (pg 61-62). It was also mentioned how England incentivized people to travel to the colonies by offering land grants for people who paid for their own journey or the journey of others. Prof. Dolson mentions contracts discussed on pg. 29.

Nick J. mentions that although there were some people who came to the New World to pursue the three G’s (God, Gold, Glory) most settlers were rejects from England. He also brings up the point that it’s probably a bad idea for England’s social rejects to go to the New World and try to establish a colony. Prof. Dolson mentioned that the colonies seem like they weren’t really planned well, and wonders how the people of the Virginia Company thought about establishing the colonies.

Kristine mentioned how reading about the way people were classified in colonial Virginia based on their blood, introducing the word “white” to Virginia law. She related this back to another one of her classes where they discussed how having any African American ancestry automatically made one “black”.

Prof. Dolson mentions the quote from John Smith on pg. 60, which we read together. The quote talks about how Jamestown fell apart because everyone was too focused on planting tobacco, planting tobacco everywhere they could, compromising their infrastructure. Prof. Dolson asks why this tunnel vision might have come about. Julia says that it’s possible they were intending to sacrifice short term comforts for long term economic gains. Haven also mentions how many settlers were second or third sons of families, thus wouldn’t inherent any land, and were trying to pursue economic gain. Haven also mentions how the lack of a family structure in the colony due to a lack of women might have led to this lack lack of structure and support. Brice brings up that not having to provide for a family might have also led to settlers changing their priorities. Kaylee brings up the idea that since a lot of the settlers were poor or criminals, they might have jumped at any opportunity to make money.

Prof. Dolson mentions how the Virginia Company distributed land to certain settlers and established the head-right system. We take a look at the endnote associated with this info (endnote 124). It’s from the Henrico County Historical Society, and is a description of a property granted to a man named Thomas Harris. Prof. Dolson talks about how land has been passed down from one owner to another. This all said to point out how land grants from the king made the people who succeeded in growing tobacco even more wealthy, which probably played a big part in the development of the social order in the colony, such as tenants, bondservants, and apprentices.

“Individuals are always reacting to the things around them”.

Prof. Dolson mentions how people of different races were set up in different roles with different opportunities and rights. 90% of the population lived in bondage, 10% controlled all the land. Campbell uses this to lead into the discussion of Bacon’ s Rebellion. Nick J mentions how Bacon’s army was initially united by anti-Native American sentiment that shifted to anti-Great Man settlement. he also talks about how the hate for the class system united people in the colony of all races, which if the rebellion had succeeded might have led to a different standard in the colony. However, because of its failure, it may have led to the separation of races and a more racially oriented system.

We discuss how the Great Men’s power was threatened, leading them to make laws discriminating against African American people in an attempt to prevent rebellions, restricting travel, restricted large group gatherings (including marriages and burials), and that a black person was not allowed to raise their hands against any “Christian” person. This led us into a discussion about how important religion was to early settlers and how the term “Christian” grew into using “white” to increase racial discrimination. Prof. Dolson mentions how race is a construct of the time in which people live.

On page 110, Ana mentions a quote relating back to the idea of “King Cotton” dictating the necessity of slave labor. Ana also asks about the location of the historic slave market in Richmond, Prof. Dolson says that we will be visiting the location in person at a later date, and says that it is close to the James River.

Prof. Dolson also mentions how she really liked how Will L. said the history of Richmond “bleeds through” to show us the painful history of Richmond. Will also talks about how his prep note brought up Confederate quotes scrawled across a bridge in Richmond while they burned the city to keep it out of Union hands during the Civil War.

 

Julia sniffle count: 49

Daily Class Notes 9/28 – Wesley

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On September 29, 2023

In Daily Class Notes, Wesley

Review – Tuesday

2 minutes free write. What do you remember about Professor Julie McConnel’s visit.

Some juvenile offenders never leave Richmond, as college students, we can’t imagine live in one place forever, and have no outside experiences. Living in one place making them have no idea of the outside world – this may lead to some extreme behaviors.

Then professor Dolson points out that traveling can open new possibilities, and significant changes can occur when young individuals are exposed to novel experiences.

One student perceives that from this conversation, we need to recognize our own privilege deeply in our heart – our social circle making us unaware of their experience.

One student mentioned micro elements and macro elements. Being in different places and being exposed to different people can greatly influence the formation of their personalities and values.

The idea was exposed: for some people, books and TV video games are the only way to see the outer world. It is difficult for people to make sense of what the real world like in these ways above.

The lack of privilege among young people, which hinders their access to higher education and other resources typically available to individuals, is not a problem of their own making.

Professor Dolson concluded that the system is continually evolving, driven by our collective efforts to bring about positive change. Individuals, in turn, construct narratives about what the world is like and explore the possibilities. With each new experience, whether gained through reading books or interacting with people from diverse backgrounds, we gain a deeper understanding of the world. She also said, while modern technology allows us to connect with others online and hear their stories, physically visiting new cities, mountains, and unfamiliar places is more powerful.

Our imagination can be a powerful tool for crafting new narratives. It encourages us to ponder the realm of possibilities and enables us to create fresh stories based on our unique experiences.

Then we wrote a card for the law professor to express our appreciation of sharing her experience to us.

We discussed a concerning issue: lawyers who defend young people are not well-supported by the state. They’re paid only $120 per case, and it seems that the government doesn’t provide much help for these kids. While we recognize that everyone has a right to legal representation, it’s troubling that those without money often can’t get a proper lawyer.

Then we discussed about the Book – Richmond’s Unhealed History.

During our class discussion, we had the opportunity to review each other’s preparation notes. One significant point that emerged was the experience shared by Anna. She recounted that whenever the topic of Native Americans was raised at her high school, the Wi-Fi mysteriously got blocked, and numerous teachers were even fired for discussing Native American history. This particular experience generated a lively discussion, with everyone in the class sharing their own experiences and perspectives on the matter.

We also discussed the varying approaches to teaching Native American history in different regions. For instance, in Texas, the curriculum explicitly covers Native American history. Some students even have dedicated classes taught by teachers with firsthand experience living on reservations. These classes provide insights into how Native Americans live within broader society.

In contrast, there are cases where Native American history is scarcely mentioned or entirely omitted from school curricula. One student noted that in her school, Native American history was a substantial and important part of her history class, akin to an Advanced Placement (AP) history class. It was surprising to learn that in other people’s schools, the history of Native Americans was not taught at all.

Professor Dolson encouraged us to consider how much trust we place in the stories presented in this book. The book is essentially a collection of personal narratives, arranged in a storytelling fashion along a historical timeline.

To support these stories, the author uses various techniques, such as including quotes and primary sources. The inclusion of endnotes suggests that the author conducted thorough research, which follows the traditional approach to learning and thinking. Essentially, the author combines existing knowledge to create fresh insights and understanding.

The book commences with a narrative that back to the era when foreign nations first set foot on this land. Its introduction is crafted around a symbol, an associated date, and a vivid portrayal of the landscape. In tandem with this, the professor added their insights regarding the visual aspects.

A particularly intriguing facet explored is the reaction of Tsenacomoco’s residents upon encountering an unfamiliar symbol, which led them to ponder the physical appearance of these newly arrived individuals. This perspective underscores the differing viewpoints between those who approached the island and those already residing along the shoreline.

The author gathers insights from different sources and uses them to form conclusions, all while expressing his unique identity as an American. For instance, when discussing the English arrival, historical accounts might say they came to cooperate, but the author, speaking as a scholar, uses his own words to argue that they were not being truthful.

Professor Dolson stressed the importance of being mindful of the author’s intentions while reading. We can decide whether to agree with those intentions or not, but it’s crucial to be aware of them. We can stick to some details to understand the intentions of characters.

This brings us to the realm of emotions. Professor Dolson mentioned, “Sometimes my feelings are triggered, evoking memories and connecting different aspects within us. The stronger the emotion, the more resonant and noticeable it becomes.”

A student agreed, “We can imagine what is happening – because it is so detailed.”

Next Week: Accept Commitment again, and evaluate which one you are doing well, which one you will improve.

Notes for Class 9/26/23

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On September 26, 2023

In Daily Class Notes, Kaylee

We started our discussion by going around and saying our name and the name of the person whose story (from WOWO) that we are focussing on.

Julie McConnell represents youth and adults who were first arrested as juveniles. Before law school, she did a lot of work with the Virginia ACLU and inmates on death row. She was a public defender and prosecutor, and now she teaches in the law school here at the University of Richmond.

For first-time youth offenders, the case will most likely stay in juvenile court.

2nd offense: If found guilty of a felony it will stay on the child’s record for life. Misdemeanors can be expunged after 5 years of good behavior

  • Some jurisdictions will charge the children as adults, while some try to keep the case in juvenile court.
  • If it was a non-violent crime, less likely for incarceration.
  • Children charged with grand larceny can be allowed out on an ankle monitor but for violent crimes, the ankle monitor is not an option.
  • For a 16-17-year-old, it is up to the prosecutor whether to try the person as a juvenile or an adult.
  • There are ways to dismiss charges after a period of supervision if the juvenile is young enough.
  • The juvenile equivalent of jail is juvenile detention.

The individuals that we will be working with are in the post-sentencing stage. Most are serving 6-month sentences

  • 5 months are served in the center.
  • 1 month is served back at home but with a lot of supervision and stipulations.
  • Many projects in Richmond. Culture of conflict between projects, and it carries into adulthood.

Brain science plays out a lot in the real world

  • Science proves that the vast majority of people in the justice system age out of violent tendencies by their mid-30s.
  • Early intervention is crucial, and it makes a huge difference.

Julie: Meeting our class can help the youth we’ll be working with. Interacting with people who have gone down a different path can create new positive role models and aspirations.

Family Therapy is key to youth rehabilitation

  • Kids are held accountable.
  • The parent needs to be held accountable as well.
  • Many of the children don’t know their father

Show up for the people we’re working with

  • If you say you’re showing up, show up.
  • Don’t over-promise.
  • Accept them, and be mindful that they are intelligent.
  • Take advantage of the chance to learn from them.
  • It’s going to take time to build trust and understanding with them.
  • Be encouraging, and don’t assume that they are bad people just because they are incarcerated.

Policies shift between governors and presidents

  • Large ideological shifts.
  • Grants outside of the current ideologies often won’t get funded.
  • There is a current focus on higher sentencing.
  • Value in diverting cases away from court, in some circuits this is now banned

 

Q & A:

  • Answer to Ana’s Question: Reaching out to the youth’s schools can be extremely beneficial when mixed with therapy because many solutions are right there in front of them. Connecting the youth with low-cost or no-cost extracurriculars can be very rewarding as well. Opening their eyes to options outside of video games or troublemaking is important.
  • Answer to Will L’s Question: Julie and her students went through Azeem’s case and helped him to be granted a retroactive sentencing and eventually he was paroled. Julie and her clients visit clients, get to know them, and help them with their cases. She works with 10 students who each work on about 2 parole cases a semester.
  • Answer to Professor Dolson’s Question: Once incarcerated there is no right to legal help, so the work that Julie and her students do is truly amazing. They do the work pro bono, and the going rate for a parole case is about $20,000. There is a racial disparity in the justice system, and pro bono work in Virginia is low.
  • Answer to Julia’s Question: Students working in Julie’s clinic get a lot of credit, grades, and volunteer hours. But there is no monetary compensation.
  • Answer to Angelos’ Question: Funding for these programs comes from various Virginia contracts (Department of Juvenile Justice mostly), families sometimes pay, and all clients are on Medicaid.
  • Answer to Wesley’s Question: Restorative justice helps balance the focus between the victim and the perpetrator. Putting yourself in someone’s shoes gives the opportunity for greater understanding. The system is not very focused on reconciliation, unfortunately. The system should be more victim-centered. This could lead to a decrease in crime. It helps with closure.

 

Daily class notes 9/21 reply

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On September 25, 2023

In Ana, Daily Class Notes

Class reply 9/21

For me, being the only student who was unable to be at the lunch with Terence, Kelvin and Dave Coogan hearing it from different perspectives other than the class notes was very interesting

  • We opened with comparing Dave and Professor Dolson’s teaching styles. It seemed that Coogan seems to have more of an intense role within the teaching process, and although this can be helpful, it can also lead to feeling like you are being hovered over and are not as able to have your own ideas.
  • Professor Dolson seems to teach with more of an aim of having you be able to learn how to do something on your own, and working through the process with you more than just assignments without much guidance.
    • also that Coogan was adamant about ideas that Professor Dolson could be doing for our project next semester, but Prof was telling him thank you for the ideas but not necessarily going to use them
  • When professor Dolson asked about any discomfort during it all, everyone seemed to have picked up on the same thing.
    • Kaylee discussed what she had said, and explained that her question about social services sounded insensitive because of the way it was conveyed, and also because there was no context to the situation.
      • That if possibly she would have told him she grew up in a similar situation it would have been different, but an assumption was made about Kaylee’s life due to stereotypical misconceptions
      • I really appreciated Kaylee’s willingness to share her story and trust in us to do so.
  • Julia also mentioned the way Coogan acted around Terence and Kelvin. I perceived this as Coogan continuing to sort of be more of a “helicopter teacher” with them and treat them more like children. But also it could just be because they have a good enough relationship to a point that can healthily have that dynamic.
  • Social services conversation
    • that Terence did not necessarily think that the services provided by social services were inadequate, just that he didn’t like the connotation that came arround it, and the assumption that Terence’s family NEEDED social services, that it was offensive coming from the outside.
      • we then discussed how it felt when someone insulted a member of our family, how it was offensive and felt targeted towards us, even if it was correct.
        • an example, I was not sure who but someone had the opportunity to tell police that a family member was abusive yet choose not to.
  • We discussed how the University can effect people of color/visitors, how one can already feel discomfort when they are not welcomed or represented on campus. So Prof does everything she can to try to make them feel welcome, even though inherently it can be hard to manage
  • How Prof shared her personal story of how she is a mother and food is how she helps to take care of and welcome others, this lightened the mood with Terence.
  • Question to international students with american culture
    • Angelos mentioned Greece being more homogenous, and how more diversity within the United States left room for a lot more assumptions/stereotyping different groups
    • Wesley mentioned how the culture of China and US are very similar, and that life styles are very similar
      • I also thought it was funny, when Wesley said they were similar I noticed Chang looking at him in suprise
    • My mother was also an international student from Colombia, and one of her biggest cultural shocks was the sense of time, organization and generally the culture of people being a lot more intense in the US
  • How story telling can be messy or uncomfortable, but that being authentic is when genuine connections begin to form
    • makes me think about my job back home, I solely worked with children and what I enjoyed about it so much was how authentic kids are, and that they would never try to lie or cover something up, or be embarrassed of something because of social expectations like you do as you grow up
      • creates the most genuine connections
  • How the beginning of the printing press led to the end of oral story telling, and that it had its strengths and its weaknesses
  • Later we discussed class focus, and reflection questions that Will posted that we answered the end of class

Class Notes 9/21/23

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On September 21, 2023

In Daily Class Notes, Will L

Differences between Prof. Dolson’s teaching style and Dr. Coogan’s

  • Dr. Coogan – more rigid, get an assignment, turn it in, get feedback, and rework.
  • Prof. Dolson – more of a flow, not specific

At what points did the discussion feel awkward?

  • Kaylee – when she asked about social services.
    • Terence asked if anyone had been in a similar situation as him, and he noted that there were no black people in our class. Kaylee actually did grow up in a similar situation to him, she wasn’t asking from an outside/above perspective but actually, she just wanted to hear his opinions because 
    • Context plays an important role when asking these questions
  • Julia – witnessing the dynamic between Dr. Coogan and Terence and Kelvin, him “shushing them.”

What did Terence view as bad with social services?

  • Its just so different of a service now vs. when it could have affected him.

What is the assumption/cultural views about white women when it comes to black men?

  • Bad things can happen, for example, the woman calling the cops on a man just watching birds.
  • Karen – a stereotype and narrative in our culture
  • Prof. Dolson and her friend on parents telling them what to do if they ever got lost.
  • “If you get lost find a policeman” vs. “go and find an older woman.”
    • Completely different scripts
  • Prof. Dolson was having a hard time making Terence feel welcome because he took what she was doing as hovering. She told him however that she is a mom, and she makes people feel welcome by feeding them, and he started laughing and understood why she was doing what she was doing.

When we share a personal story, it sets a different tone and a different level of trust.

  • It allows for a different kind of conversation.

Family

  • Your family is still your family.
  • They put out things about their family exactly as it is
  • Nick – if someone calls out one of your family members since you identify so closely with your family, it then feels like they’re calling you out.

Identity – your family is such a big part of your identity, and once you start college you get away from that part of your identity and you get a chance to view that part from a different perspective.

Do you (international students) have thoughts/questions about American culture?

  • Angelos had a bigger culture shock coming here compared to when he went to Singapore when he was sixteen
    • He saw a lot of ignorance and privilege, which led to a lot of assumptions and stereotypes leading to his culture shock
    • Greece is much more homogenous, whereas people in the US feel they are already diverse simply because they are around different cultures
  • Wesley doesn’t consider himself a typical Chinese, he uses a VPN to access information that a lot of Chinese don’t; ways of entertainment are different, but lifestyles are very similar between the two cultures.

When we were telling our stories from our childhoods in the first week, the goal was to get to know each other and create a level of trust. We’re going to go back to that with our memoirs, 

  • Personal storytelling – We are going to “work up” one of our stories, we will pick one of our childhood stories and expand on it

Realness

  • Mitch – Since they chose what to put in their story ten years ago and now, we got to hear from them in real life with no filter it was so much more real, and even their talking about it couldn’t be everything they wanted to share.
    • You can only say so much, but they were so animated and loud
  • Javier – They commented how much more there was to their lives, but they kept them out because they didn’t want it to become embellished.

What was important about having the opportunity to tell their story and then come talk to us?

  • It’s real it’s messy, uncomfortable, and sometimes funny; you feel good when you make a connection
  • We are so privileged that when reading written text, we can lose the power of oral storytelling
  • Looking for shaping and impact → close textual analysis
    • Why is that an academic discipline? 
      • Brice – It helps you to connect your own world and personal experience/perspectives to other things
      • Mitch – science is much more rigid whereas English is a lot more interpretive, free form, less boundary
  • WOWO was a nonfiction memoir
    • It is a memoir, it is a book, but it’s not a novel because it’s not fiction
  • In the past priests were taught to read so that they could pass down the knowledge of the bible or religious text so they would tell the stories and interpret them for the people
    • When the printing press happened people could get the book for themselves and have their own interpretations but people also stopped telling the stories orally
  • Collegiate Gothic

Our class focus going forward:

  • Focusing on language and our interpretation of stories
  • Learning from experience, peers, writing, and reading
  • Our portfolios will be process portfolios
  • Several pieces where we’ll quote ourselves about a certain quote.

Reflection Questions:

  • Look at the number next to my name in the blog, how many times have I written to the blog? What were those like? What are some other opportunities to contribute to the blog that I will have in the future?
  • Have you gone back and read the class notes yet? If so when? How might it be helpful to read them?
  • Have you read other people’s prep notes? Is that something you would want to do? What would be the effect of doing that? Have you commented on someone else’s prep note?
  • Thinking about the assignment instructions for the analysis essay how many times did you read them?
  • Thinking about the content of the class, what interests you the most? Is there something you might do to pursue that further?

Class Notes 9/19/23 Response

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On September 19, 2023

In Daily Class Notes, kristine

The introductions in the beginning were a great way to break the ice and get to know one another on a human level.

  • Even though the conversations we would later have were serious, these introductions helped us see one another as people who may enjoy the same things (ex: what we like to do on a sunny day)
  • Helped us realize that none of us in the class come from the Richmond area, unlike Kelvin and Terence. This is significant because we are not familiar with this area, so that’s one reason some of us decided to take this course.

Terence’s curiosity about why we decided to take this course, and what this course is really about, resonated deeply with me because some of us might not have really thought about this before, the why.

  • In this way, we also got to share with Kelvin, Terence, and Dave that we chose this course as a way to engross ourselves with this unfamiliar territory, not just as an “easy A” class.

When Terence said not to minimize these stories’ events, I found myself realizing that this happens all too often in the news and other forms of media. In this class, I hope we do not become desensitized to these real, raw stories.

Learning about Terence and Kelvin’s original goals of this project offered a new perspective from the book compiled by Dave. We are somewhat aware of Dave’s original goal from the text, but we do not get to hear about Terence’s, Kelvin’s, and all the others’ motivation to start such a project.

Kelvin spoke of how we can all relate to adversity. Although not everyone’s idea of adversity is the same, the overall concept of adversity evokes the same feelings of hopelessness and despair. This connects us all as human beings.

When Dave spoke of how his Prison Literature class has expanded beyond prison, he discussed how history plays a role in today’s criminal justice system. Offering this historical perspective allows us to think about how these injustices stem from real events in the past.

  • He also discussed how people in the system were neglected. By viewing the system in a broader perspective, we can begin to piece together why the system is the way it is.

When Terence spoke of how ideal situations can differ for certain people, it opens up a whole new can of worms regarding what we grew up with.

  • We have different perceptions of the ideal situation because we grew up in different conditions, ones that we grew used to and that would later color our perceptions of what is ideal.

Upon learning that it is more difficult for Kelvin to write now as opposed to in prison was interesting.

  • When you’re in prison, writing might feel like the only thing you can do in that situation because it’s a tangible way of coping with your current environment. It might feel like a form of productivity, working towards a way to move forward.

When Terence brought up the definition of “habilitation” rather than “rehabilitation,” I realized that I had never actually heard the word used without the “re.”

  • You don’t really consider that form of the word unless you experience something that evokes this consideration.
  • It seems like something to spend an afternoon Googling

Overall, this visit was a surreal experience because it’s not everyday you get to meet the authors of a book you’ve read. It’s not just a book either, it’s a book full of real experiences that should not be brushed aside as minimal.

 

Class Notes – 9/19/2023 (Visit by Dave, Terrence, Kelvin)

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On September 19, 2023

In Daily Class Notes, Javier

Start: Introductions of the people:

  • We discussed our names, where we are from, and our favorite thing to do on a Sunny day.
    • Ex: Name, location, and favorite thing to do on a Sunny day.
    • Kelvin, from Richmond, loves to go to the playground and play basketball, watch basketball.
    • A lot of us like going on walks. As well as bikes.
    • A few of us love reading outside as well. 
  • Professor Dolson explained the project that we’re working on later in the Spring.
  • Terrence is wondering about why we’re here, how we’re going to go about this– and why it matters.
  • We’re learning from their stories and ultimately going to learn to share stories. Asking Terrence, Dave’s and Kevin’s advice about the process.
    • We’re going to eventually start learning about Richmond’s Unhealed History. 
    • Immersing ourselves in the local and real stories of people who are a part of t he community.
    • With this in mind, Terrence says to not minimize what we hear from the story. It’s not fictional, or fairy tales, it is the real experiences that people have gone through. 
  • Original Goal: Take a bunch of stories and staple them together to distribute, akin to a simple Magazine.
    • Became more complex over time. It is a serious matter to learn someones life story, Dave’s initial idea was insufficient for the intensity of what the class wanted to share about their lives. 
  • What were Kelvin and Terrence’s Goals?
    • Terrence: Identify with Self. – Simple. He’s been married, divorced, homeless, been to college and the military– and now is incarcerated. What does he do to move forward? Kelvin came to him and explained the project, and Terrence (being a former law student), was supposed to be on the other side of this. 
      • He was a nerd. No guidance. And experimented, and on his own trying to find his way, he went to the project to find an element “What do you do now?” 
      • Getting the thought process elevates and accelerates the process of how to handle Dave’s questions and project. 
      • Terrence could’ve written a lot more, and extraordinarily. Could’ve shared so much more. However, his experience wasn’t something to glorify but to help him heal and move forward.
      • Answered questions: Who am I? Where do I come from? What are my goals? How did I get to where I am?
      • To be vulnerable enough to share that openly with others, beyond just stapling together– but something to reach someone, even just one person. 
    • Kelvin: Original goal was to tell the truth and give back to others. The truth is relatable. 
      • Originally when they talked about the process, Kelvin wanted to write the truth so people can relate to it. Some people’s truths are different from others and we can all relate to adversity. 
      • Choose the right facts or components of truth in order to share. 
  • Get in touch with a “version” of yourself. Terrence was struggling with himself, and that caused him to make decisions that were not as kind to himself as he would treat others. 
    • Elements of regret. “I don’t wanna do that” “Why did I do that” 
    • He hopes that others like us won’t have to have that experience. Hopes to be a voice or sound box to warn others from following down the track and prevent them from making self-destructive decisions.
  • Prison Literature: Now a larger-scaled 75 student lecture that has become a focal point for many different interests.
    • NOt just about Prison but about the things that lead up to prison.
    • Some literature include materials like Malcom X and other people who wrote FROM prison. 
    • Takes into account Jim Crow, the history of Slavery, Martin Luther King’s letter from jail. Historical lenses. 
    • Evolved to go beyond Prison but the conditions that lead to Prison. People who struggle with addiction, discrimination, exclusion and other similar factors. People with mental health issues. 
      • Why have we neglected so many? In the system; those who struggle and are neglected by the system. Look beyond just “oh crimes were committed” – look at the bigger picture, what brought them to where they were?
    • Has expanded into a program even after Dave’s story. A legacy. Involved into what happens AFTER everything. Stories still continue.
  • Their ideal situations are different from other ideal situations. Terrence was an adult when his “enterprises” began. 
    • Terrence was very content with his childhood.
  • Do they think that social services, whether younger or older– might’ve changed the direction of their lives? Did social services lack in that regard or would it have made a difference?
    • Product of Environment – Can’t say whether it lacked thereof or was a problem for him (Kelvin) – but that he didn’t do what he was told to do. 
      • “I was a damn asshole, I was stupid. My mom didn’t have it the best, but she let me know what was on the other side.” (Kelvin)
      • “You’re looking at a different age and time in history. (We’re talking 60s) – Almost 40-60 years ago. Huge difference. Coming through a history of intolerance and you have nothing – here comes civil rights in America – (not globally) and go to try to get a job– the civil right is then trampled upon.”
        • “How are you gonna feed these kids so they can have a future?” (To Terrence’s Mom) – Government comes up with a program: Social Services. Do as the Puritans did, go in “there” and “assess”
      • Doesn’t take away from the life of the person in that situation. Doesn’t make it any less than living in Cape Cod or other situations. – Feeding children so they can have a future. 
      • World is more inclusive now as it “has to be” – If the world wasn’t forced to change would it be different? 
    • Book Recommendation: The Careless Society (John Mcknight) – John was one of the architects for the social services they talked about. One of the issues with a government-program to alleviate poverty, you end up creating consumers of the service. Doesn’t fill the need of the community. 
      • Power of Community is underutilized: We don’t look at the assets of individuals or achievements of individuals to say the only way yo get out of it is for an agency to get out of it is only at BEST ½ right. 
      • What obligation or capacity does the state have to offer a service that can help a state encourage people to avoid crime, poverty, etc.? 
  • What forms of “writing” manifest – in terms of the present…
    • (Insert laughter from Terrence and Kelvin)
    • Kelvin is behind in his writing, he is occupied with life but Dave’s been telling him to write. It’s been a while. When he finishes writing, he knows what he writes will help him move forward.
      • Right now it’s like “looking at a wall”
      • Really easy writing when he was in prison because he had nothing to do EXCEPT right. He’s trying to get back into it. 
      • Stan did it to regurgitate his past.
      • Kevin did it to reflect on his past.
    • Terrence says that Dave’s project is a continuous flow. To share their stories with us, is more than just being an example. 
      • All have different stories but all ended up at the same place. 
    • More varieties of kids in the detention center… Has a more rehabilitation approach. However, the current correctional has not let volunteers in to work since before COVID. 
  • Habilitation: 
    • What does it mean? 
    • What does the word mean? How can you habilitate or repeat what hasn’t been established in the first place?
  • Stanley: The Preacher
    • He was already interacting and ingrained in an element of “faith” when the story and process began, it just deepened through the process.
    • “I can get through this whole thing with just this…” (Holds up the Bible)

9/19 Lunch Questions

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On September 19, 2023

In Daily Class Notes, Wesley

Kelvin: How did you avoid being influenced by your family?

Kelvin: When you went to the Idlewood Avenue saw people there had an extravagant lifestyles, why did you  “Never said to myself, yeah, I got to live that and have those things”? Did’t you feel unbalanced?

Kelvin: You love your family, and you are also optimistic about your life, have you ever want to bring your family a different life?

David Coogan: While writing the book “Writing our way out”, what does it brought you?

Class Notes Response 9/14

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On September 17, 2023

In Daily Class Notes, Will L

Reading the poem about compost was very visual, some parts more than others. It gave me memories in different senses, one of them being my sense of smell and one of them being my sense of touch. When the poem was taking about fire and the compost pile itself, I could imagine the smell of fire as well as the compost pile because I have worked with compost before. I could also imagine the feeling of the corn husks, when it described what went into the compost pile, as my family husks and eats a lot of corn in the summertime.

The relation between burning and compost was interesting as we noted that they both bring about something new.  I noted that decomposition reflects that the only absolute in life is death. Everything that was put in the compost came from different places, but they all meld together to form something new. Angelos’ point was very interesting, he said, we are similar to compost, being made of several things for example: our experiences, relationships, families, etc., the combination of this all helps to shape us as people. Essays are also similar in a way because of their parts: the introduction, thesis, body paragraphs, and conclusion. The thesis is what eventually brings an essay all together, kind of like heat in a compost pile as it all relates to the thesis.

Next in class, we shared our compost heaps, about the person’s story we were most intrigued by, with a classmate. For me and my partner we both decided to write about Kelvin and so we noticed similar quotes. We also noticed similar themes shared by our person as well as other people’s stories. To finish class, we did briefly cover our future meeting with Dr. Coogan and Kelvin and we were tasked with creating questions to have ready to ask, as it is more awkward to sit in silence than ask an “uncomfortable” question.

9/14 Class Notes

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On September 14, 2023

In Daily Class Notes, Nick G

In preparation for class today we created a quote compost heap for one person’s story we were most intrigued by.

We then began class by reading a poem and closing our eyes. Our goal was to visualize the words of the poem as we listened. This visualization helped us to connect the words of the poem to our memory and create a deeper meaning behind the poem.

We talked about the comparison between compost and fire. Decomposition takes time but eventually, the result of the process is useful soil. Fire is the same concept, breaking things down and ultimately creating new life. The only difference is that fire is quick while decomposition takes time. 

Will made a good point about how decomposition is proof of there being no absolutes in life besides death. All of the things in the compost came from different places but all ended up decomposing in the same place. However, this idea of death is not negative, but rather positive since it gives way to new life.

Angelos also made a good point about how we are similar to compost in the sense that we are comprised of many different things, such as our experiences, relationships, families, etc., and the combination of all these factors forms us as a person.

We also talked about the different components of an essay including the introduction, thesis, body paragraphs, and conclusion. We went into more detail about the thesis and how our evidence throughout our body paragraphs should all tie back to the thesis.

We then paired up and discussed the compost heaps we created about the character of our choice to compare similarities between the different characters or maybe common themes.

We ended class by briefly covering the plan for meeting with Dr. Coogan and Kelvin.

 

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