Archive for September, 2008

Stone, scissors, paper: censorship dilemmas

This is a long, rambling post. (Made possible by a Saturday evening to myself, with the spouse and junior  out and doing . . . uh . . . whatever sons and fathers go out and do together.) But there is a point to the rant (sinister agenda and all that!) and I will make it by and by.

You have been warned. So bear with me.

A colleague and I were sharing our travails of childcare yesterday when she said, almost accusingly, “It’s easier bringing up sons today than daughters.” (Background filler: She has one daughter and I have one son. And that makes both of us experts all right on bringing up children!)

Is it?

The other day when the kid and I returned  home, he from school and me from work, he found my education certificates strewn on my desk.  He scanned them eagerly  for telltale red marks. (What were Mommy’s grades like, huh? ) And then his attention was drawn to something else  my premarital surname. “Hey, these certificates have your name wrong,” he yelled.

So there I was, in the sticky situation of having to explain a) why women’s surnames change; b) the patriarchal bias in such change; and c) my choice without confusing him in the process.

[Digression: Some of us south of the Vindhyas  write surnames as initials before the given name. My surname initial remains the same even after marriage, something I've exploited to avoid using my marital surname. And since I always write my name with the initial,  my son never knew the  difference.] 

“So you changed your name?”he asked.  I toyed with the idea of explaining to him that in a world, a system, that is inherently patriarchal, some women  choose to lose some battles to win the war. OK, retrieve jaw from floor. What I actually said was, “Yes da. I chose.”

“Hmm. It’s a good thing, ” he said reassuringly.  “Otherwise, how would you decide which surname to give me? ”

“Which would you have preferred?” I parried.

He looked at me carefully and then, averting avoiding my gaze, said, “You got your father’s name, didn’t you?” I sighed and conceded defeat, wondering darkly whether boys were born men.

I’ve watched my mother raise three daughters and I don’t find bringing up a son any easier. I’m always tormented by dilemmas about how much I should tell him; whether I’m inflicting my ideological demons on him. Sometimes I choose to tell him and sometimes not. Am I, then, censoring? Or exercising judgment?

Reading to the kid is another site of conflict. If he had his way, it would be Tolkien/Rowling/R.L. Stine/Astérix & Tintin every day. Thankfully, the spouse indulges him on these ones. Much male bonding (read plotting against the only woman in the house) happens during these sessions, which I try to counter with Indian stories and stories by Indian authors (not the same thing, alas!) a Sirgun Srivastav, a Vandana Singh, a Ruskin Bond or a Sukumar Ray.

His favourite Indian stories, however, are from the epics. He loves them. All that intrigue and those wars  who wouldnt?! In fact, the number one reason the kid loves his visits to his grandparents is the wonderful stories of Krishna and Rama that they tell him. In this department at least I’m no match to my mother and mother-in-law.

So what’s my grouse? Why can’t I just please the kid like any well-behaved Mom? Well, I try my best, but I’m always on eggshells when narrating these stories because of my own views on them. What views? Vijaya Dabbe puts it succinctly:

Be fearless.
Never worry.
As long as you don’t
lift up your head
men will surround you, guard you
as if they were your eyes.
In case
a Ravana or a Dushyasana is born,
in case they drag you off
and tug at your sari,
there will always be
a Rama or a Krishna,
brave men
who will grant you
superabundance of clothes,
make you pass the test of fire,
and twirl their mustaches.

 

(Translated from the Kannada by Tejaswini Niranjana.

Source: Women Writing in India. Vol II.Ed. Susie Tharu and K.Lalita)

 I’m always on the horns of a dilemma: Should I simply narrate stories as is, for the pleasure their narratives provide? How much should I “colour” them as I see fit? Should I give ”meta-explanations” to make him see the views they propagate? Of course, the multi-layered complexity and malleability of the epics themselves, and their different versions, make re-interpretations, re-tellings and different perspectives possible. But you must remember that he gets the ‘authorized versions’ from formidable sources  two grandmothers. 

And I know, only too well, a grandmother’s hold  I was brought up on a diet of these stories, too, very engagingly narrated by my grandmother.  Come nightfall and the three of us, my sisters and I, would troop into my grandmother’s room and plonk ourselves down, with our pillows, beside her. And she duly enchanted us  with stories of gods and demons and beasts from the epics and puranas (with the moral clearly spelled out in the end, of course ) and with the poems and songs of Avvaiyar, (famous female poet of the Tamil canon; lived in the 13th century CE and wrote for children) elucidated with stories drawn from her own life and the lives of those around her.  Whatever the merits of these stories, their worldviews, we were spellbound   a spell broken only by my father’s stentorian voice calling out, “Enough Amma ! Let the girls sleep. They have to go to school tomorrow.”

 I survived those stories, so I suppose my son will, too. But I am a more troubled and confused story-teller than my grandmother. I have fewer convictions than her. And far too many dilemmas.  Sometimes my censoring scissors snips through the stories, cutting and rearranging. Sometimes the  kid blunts the scissors with his boisterous delight in the story. And sometimes the bewitching narrative envelops us, him, me and my dilemmas. Like that beautiful story of Aswathama and how his mother showed him what milk is. 

Whether it’s the stone, the scissors, or the paper that triumphs, my dilemma remains: When am I censoring? And when merely exercising judgment?

What is censorship? Is there a blanket definition? Professor Stanley Fish has a fascinating post on censorhip  over at his blog. He makes a semantic distinction between ”the colloquial sense of the word [and] the sense it has in philosophical and legal contexts.”

According to him, censorship in the colloquial sense occurs when we refrain from writing or saying something that is inappropriate/hurts someone/ may have adverse consequences. This “self-censoring” he says is not really censorship but ”civilized behaviour”.

On the other hand, economic decisions are “judgment calls”, not censorship. So organizations disciplining employees for something they said or did, or the police preventing someone from saying or doing something at a public place because it might disrupt law and order,  or a newspaper refusing to report something because of the negative impact it may have  all these are “judgment calls”, not censorship. Such actions are taken for purely economic or legal purposes, to avoid loss or harm to the organization or entity concerned. It does not impose a blanket ban because, to continue with the examples alluded to, the employee can always quit and join another organization, people can always look for some other forum to protest, and another newspaper might take up the story. 

Government censorship, which prevents someone or something from saying or doing something anywhere, at all times, alone counts as censorship. So if the government were to ban a book or a film, that would be censorship. If a publisher chose not to publish something or if a theatre chose not to screen a film, it is not censorship but an economic decision.  

It’s a thought-provoking distinction, but what perhaps Fish ignores, and which many of his commentators have pointed out, is the nuanced manner in which power actually operates in society. When a big publisher like Random House refuses to publish a book about the Prophet’s child bride (the incident that sparked off Fish’s post) will any smaller publisher come forward to publish it?  When the MNS in Mumbai goes on a rampage, pulling down English signboards, will ordinary people dare to resist? Yes, legal and police support can always be availed of, but how many would want to go down that thorny path? ”Judgment calls” by organizations can have devastating effects on individuals simply because governments are not the only forces that operate in civil society.

How does censorship work at the individual level? Do individual choices professing ”civilized behaviour” have cumulative effects on entire generations?

And where do we stand in this spectrum of censorship  my grandmother and I? She who sugar-coated inconsistencies and contradictions in the stories she narrated because “the moral” justified everything; I who seek alternative versions or choose to modify and ”explain” stories whose  weltanschauung  I’m uncomfortable with. Or are we both exercising judgment, indulging in civilized behaviour?

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Of stone-throwing and dilapidated buildings . . .

In class last week during a course on Speech Communication,  a student wondered about the role of physical noise (sounds, objects, etc., that distract and therefore affect communication) in our classrooms of yore when students sat under a tree and listened to their guru with all of Nature as backdrop. Well, noise or no noise, it was probably infinitely safer back then! At least they didn’t have parts of their building suddenly collapsing on them.

 Like it did on Saturday in a college on the outskirts of Hyderabad, killing one student and injuring several others.

So what’s new? School and college buildings have been collapsing with tragic regularity all over Andhra Pradesh.  Undoubtedly it’s a shocking and distressing incident, but as if to prove that one death is news and several just statistics, the media and the government have gone into a tizzy over the incident. The Chief Minister has ordered the inspection of all private colleges in the city and the tabling of a report thereafter.

Hey-lo? Now this is what I call stone-throwing by people in glass houses. Except that we’re talking dilapidated school buildings here, and other people  children  are getting hurt. The management of this college is guilty of criminal negligence  no two opinions on that. But I’m dumbfounded by the government’s disparagement of conditions in corporate colleges. 

For one thing, the Neerada Reddy Committee submitted a scathing,  extensive report on these conditions last year. What happened to the report? Why hasn’t action been taken on it?

For another, what about government school buildings? Yes, go ahead and inspect all private colleges. But shouldn’t that favour be extended to government schools as well?

This picture of a government school (from Kalpana Sharma’s article on primary education in India in last Sunday’s Hindu)  is representative: 

 

 

 

 

 

A lot of government schools are little better than this. Like the ZP school in Madhapur, in the heart of Hyderabad’s “Hi-tech hub” — a stark contrast to the sprawling, luxurious buildings around. 

When basic sanitation, ventilation, space, and safety are compromised like this, how can we expect children to be in  any frame to study? 

As Sharma rightly asks in her article:

When we can contemplate investing in nuclear arms and energy, in highways and airports, in oil fields and mines, in industry and the market, can India not build schools?

 Government schools in Hyderabad beg the question: if governments can invest in swanky airports and countless SEZs, why can’t they spend on decent buildings for schools? Why do we repeatedly elect such governments back to power? What is happening to the taxpayer’s money?

And we hear all the time of plans for more and more universities, Centres of Excellence, IITs and IIMs. Depressingly ludicrous. What is the point in investing in higher education when the base of the pyramid is rotten and tottering? Will any government have the sense to redirect at least a part of that funding to primary education?  

 

 

 

 

 

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A word on The Last Lear

Kitschy renditions of Shakespearean soliloquies, a meandering, dialogue-heavy script, a Bachchan  who hams, gaps in the narrative, subplots that don’t gel together that’s what every Gita, Sita and Rita will probably see in the film. 

However, I loved it — every minute. And no, I’m not being contemptuous of Gita, Sita and Rita.

Not that I’m a great fan of Rituparno Ghosh (Raincoat, Choker Bali and Antar Mahal were headache-inducing) or of Amitabh. No. The only reason I went to see the film, and dragged the spouse along too, was that it was Indian and in English.

I’m not a film critic and I don’t write on things I’m not knowledgeable about, so this is not a review in any sense.  It is just a record of what I felt after the film.

As we waited for the 10 o’ clock MMTS (that’s Hyderabad’s version of the local/suburban train) at Begumpet, we dissected the film, hubby and I. And the first thing we commented on was how light-headed we felt. Remarkable, considering that an Indian film (Bollywood, Tollywood, Everywood … ) leaves us either with a headache or with a heaviness of breath induced by its unabashed, soul-wrenching melodrama. But here we were, after watching an Indian film, and, well, untouched. Oh we enjoyed it all right, being aficionados of Shakespeare  and of metanarratives on cinema.  But somehow we felt distant, uninvolved. 

Now I’m sure there might be cinematic reasons we felt that way, but I wonder if it had to do with the language. For instance, there was something oddly disconcerting about three women emoting about their men in English. ”The language of our intellectual make-up, but not of our emotional make-up,” as Raja Rao famously said?

I’m sure most reviews of the film are/ will be about how there’s nothing in it for the average Indian; “It will leave him untouched.” etc. But what’s wrong with that? What’s wrong with watching a film dispassionately, for what it is, a work of art, and coming away light-headed?

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Dots and dashes

For reasons beyond my comprehension at any rate, punctuation is not one of the many useless things our kids are drilled in at school. Ergo the ridiculous situation of having to explain punctuation to an undergraduate, or, worse still, a postgraduate class. And among punctuation marks, the dashes are virtually unheard of. 

So while my students often look perturbed when I pontificate on commas and colons, when I mention the em-dash, or its lesser known cousin, the en-dash, (with the admonition that they are not hyphens) I’m setting myself up for manslaughter. Woman-slaughter. Person-slaughter. Heck, slaughter — period.  (A young woman once wanted to know why I’d made repeated personal references to my monthlies in her writing. The references — “Period required”. Seriously.)

So anyway, here’s  a poetic exposition of em-dashes by Emily Dickinson.

“Hope” is the thing with feathers—
That perches in the soul—
And sings the tune without the words—
And never stops—at all—

And sweetest—in the Gale—is heard—
And sore must be the storm—
That could abash the little Bird
That kept so many warm—

I’ve heard it in the chillest land—
And on the strangest Sea—
Yet, never, in Extremity,
It asked a crumb—of Me.

(Acknowledgement: Thanks for reminding me of this poem, Mr. Singh.)

I think Dickinson takes a fair bit of poetic license with the em-dash there! Using the poem to teach em-dashes would probably result in  confusion worse confounded.

Quite like Lewis Thomas’ delightful essay on punctuation: Notes on Punctuation.  

Ze best. The catch is, to get the humour in the piece, your punctuation has to be spot on. It’s for those who know, not for those who want to know. To use it to teach punctuation would be a classic case of ‘let them have cake’. 

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Received wisdom II

Some thoughts from Teachers’ Day …

(A day when students I don’t even know wish me and give me sweets. And I clear my throat and fiddle with the hem of my dress not knowing what to say … because I haven’t been a teacher long enough, just three years, to really feel like one. Will I ever feel like one?  Is there such a feeling?)

 

I’ve come to the frightening conclusion that I am the decisive element in the classroom.  It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humour, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or de-humanized.

(Haim Ginott)

Antidote to the above:

The secret of teaching is to appear to have known all your life what you learned this afternoon.

(Anonymous)

Another antidote:

Without education we are in a horrible and deadly danger of taking educated people seriously.

(G.K. Chesterton)

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