Last term, I wrote about something I was doing with my theatre class. It was a consent-based model of participation and assessment, which I use in all my classes but make physically explicit in my theatre class. This term, I think the compositionist in me was feeling left out; so I’m going to focus on something new I’m doing in my English 102 class. At LAGCC, this class is Writing Through Literature.
I’ve long been an advocate of fan fiction as a form of potential community building. Additionally, I think fan fic can be a radical reclaiming of who gets to create the narratives we tell ourselves. Emotions — the grief of straight cis white able-body-minded men writing everyone else’s stories, as well as the sheer joy of recognizing ourselves on the backs of dragons — drive the fan fiction writing process. So, too, does a sense of social justice and the thirst to be included that marginalized creators feel deep in our bones. Historically, fan fic is a genre created by and for marginalized authors who don’t otherwise see ourselves in dominant narratives.
And if fan fiction is about joy, about community, about justice and representation and improving our writing skills while flexing our inclusivity muscles, why, then, should it not be practiced in our writing classrooms?
So, this term, I’m having my comp students write fan fiction of Nikki Giovanni’s poem “Poem for a Lady Whose Voice I Like.” I have never seen them all take to an assignment with such fervor, and it is, so far, amazing. Letting them analyze the poem and engage deeply with Giovanni’s text and subtext while being able to craft their own original stories has been an absolute revelation thus far.
Why am I including this as an anti-ableist, inclusive practice, though? Because emotional inclusivity and emotional access to classrooms is, I believe, just as necessary as any other form of access. Are all my students fan fic readers and writers? Nope. Have each and every one of them expressed excitement about the idea that they’re allowed to craft their own tales as a valid way to analyze literature? Have each and every one of them found that suddenly, their chosen forms of expression — and through this, their chosen forms of learning — are sanctioned and encouraged and rewarded in the classroom? Yep. Yep, they have.
And to me, that is every bit as anti-ableist as it can come, especially when we consider the sheer amount of young people who experience depression and anxiety who are engaged in fan fiction reading and writing outside of the classroom.
My assignment is on my course blog, and you can peruse it for yourself; and, perhaps, even draft a little fan fic of your own!
Jenn, this sounds fantastic! I like your focus on “emotional inclusivity” and “emotional accessibility”.
Looking forward to hear more about it!