What motivates me as a teacher is my love for the students. I am
excited about the material
and I am excited to see them learn; I bring this excitement into
the classroom because I
recognize that ". . .excitement [can] co-exist with and even
stimulate serious intellectual
and/or academic engagement" (hooks 7). While teaching this
course, I find that my desire as
a teacher exists mostly in the form of a desire to translate or
re-create an experience for my
students which I underwent during the fall 1995 semester as a
graduate student in an electonic
culture course. I want them to experience the power of reading
for, designing, and creating a
hypertext which attempts to reveal some of the political
unconscious. I want them to go
beyond a mere awareness of social constructedness, to address the
gap in current theoretical
speculations about subjectivity pointed to by Taussig when he
remarks that
not enough surprise has been expressed as to how we
nevertheless get on with
living, pretending--thanks to the mimetic faculty--that we
live facts, not fictions.
(xv)
I think this issue is most significant. . .
back
