Protest class
continued from page 1
protest speak to the course’s sub
ject more than a classroom setting
ever could.
But Farjah and other students
described the change of venue as
an uncomfortable situation that
forced a single set of beliefs on
them.
Normally, students in the social
inequalities discussion sections
arrive for class and take a five
point quiz and receive another
five points for attendance. On
Monday, students from two dis
cussion groups arrived and took
their quiz like normal. The gradu
ate teaching fellows in charge of
the class then announced they
were moving to Johnson Hall and
roll would be taken there for the
other five points.
Freshman sociology major
Jamie Morris said the new venue
was both distracting and off the
subjects of the class. She said that
with protesters and administrators
walking around, people weren’t
paying attention or asking many
questions.
“People looked really uncom
fortable and were just asking ran
dom questions. There wasn’t
much discussion,” she said.
The GTFs from the two sec
tions, Ann Strahm and Jey
Strangfeld, said they believe the
protest relates to and enhances the
class themes.
“The purpose of a large lecture
hall is passive learning, and the
smaller discussion is for more ac
tive learning,” Strahm said.
“We’re talking about issues deal
ing with social inequalities, and
it’s happening right here on our
own campus.”
The lecture for the class holds
252 students and each discussion
group has 28 students. Strahm
said students were free to leave the
discussion on Monday and
Strangfeld added that some stu
dents did leave.
“I wanted to give them a chance
to see that real life events connect
to our own reading,” Strahm said.
Farjah said she could see a con
nection between the themes of the
protest and themes in the class,
but they were too close to the
event to have a real discussion.
“If we were in the street or on
the sidewalk across the street, that
would have been fine. ”
Undeclared freshman Molly
Lohkamp said she believes her
discussion should have remained
completely in a more neutral
classroom. Many courses ranging
from history to math have taken
time to discuss the protest and
worker rights since'the protest be
gan on April 4, and some profes
sors have suggested students talk
with the protesters after class.
But Julia Fox, the professor for
the class, said she thinks a class
room situation is not a neutral
place and can be just as distracting
as the protest.
“Professors who decide to dis
cuss inside the classroom aren’t
neutral ... they take a position
too,” Fox said. “Ask how distract
ing class is because [students] are
laughing, giggling and answering
cell phones.”
Not all students disagreed with
their GTFs. Freshman education
major Hope Siler said Johnson
Hall was an appropriate place to
discuss social issues.
“The protest is a real issue peo
ple are putting their lives into,”
she said.
Overall, Strahm said she thinks
the discussion at the protest was
more animated, and students ap
proached her afterward to say it fos
tered unpopular ideas even more
than the classroom setting would.
“I don’t get paid to ideologically
manipulate a student,” she said.
Both Strahm and Strangfeld
said the students may have been
uncomfortable at Johnson Hall be
cause they have become too accus
tomed to a classroom setting.
“Students are taught to be pas
sive and not to question — they
are not taught to sit and debate is
sues,” Strahm said. “Perhaps they
were uncomfortable because they
haven’t been taught to debate.”
“If students felt uncomfortable,
imagine the people at the point of
production,” Fox said, referring to
workers in overseas factories.
“Understand how [the workers]
feel when they raise their hands to
ask questions and the factories are
armed garrisons. ”
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