Sunday, July 31, 2016

DREAMers' Lives Matter: Undocumented Students in Postsecondary Education by Nalani Goonetilleke



These are our children.  They grew up in our towns, they speak our language, they have worked and learned in our schools.  To leave them permanently exiled within their own world is not a policy – it is an abdication.                                                              
                                                                                        Eric Johnson


Indeed, as the current phrase goes, these undocumented students’ lives matter.  However, everyone has a different notion of what the American Dream entails.  For some it is the security of a white-picket fenced home with 2.5 children, but for newer generations it is often the opportunity to become an engineer, nurse, or even a doctor.  For undocumented students or DREAMers, this vision is often barricaded by federal and state laws that make continuing an education beyond high school a challenge within itself.


Undocumented students are classified as foreign-born students who came to the United States without the proper citizenship documents or entered legally as a nonimmigrant but remained in the United States upon completion of their terms.  Many of our undocumented students who are looking to pursue a higher education have lived in the United States most of their lives, came to the United States at a young age, are English speaking, attended primary and secondary school in the United States, and have excelled in high school.  Traditionally the laws have been peculiar.


The DREAM Act, known as the Development, Relief and Education for Alien Minors, was proposed in Congress in 2001.  It has continuously been reintroduced on the federal level but has not been passed.  The mission of the bill would permit undocumented youth to enlist in the U.S. armed forces or to pursue a higher education.  It would also work towards permanent resident status for undocumented children who were raised in the United States.  Although the federal DREAM Act did not pass, many states have their own version of the DREAM Act.  “At least 20 states have passed tuition equity policies for immigrant students, according to Tanya Broder, senior attorney at National Immigration Law Center.” (2015)  The state DREAM Acts are generally geared to supporting in-state tuition or eligibility for scholarships or state financial aid for undocumented students.  However, the qualifications are based on the state and the institution.  Upward social mobility for this targeted group would be the end result of the DREAM Act, but the legislature is resistant to passing it.  In the interim, another policy was established to alleviate some of the hardships that DREAMers face.


DACA, the Deferred Action for Childhood Arrivals, a policy that was established in 2012 by President Obama, supports deferred deportation to individuals who came to the United States under the age of 16 and are currently under the age of 31; there are also requirements that the individual must meet in order to qualify.  “DACA provides legal presence, but not legal status.” (2015)  Legal presence permits individuals to apply for employment, receive a Social Security number, and obtain a driver’s license.  This can increase their mobility economically and socially.  The policy grants a two-year period; however, the individual can renew if he/she still meets the requirements.  However, even in applying for DACA, the individual must openly expose their immigration status and contact information to the government.  Applying does not guarantee that they will be eligible. 


Laura Bohorquez contends: “The main difference is the DREAM Act would have given the community a path to residency and eventually citizenship… DACA is just work permit and protection from deportation.  It allows us to be able to work and afford our school, but it’s not a path to any type of status.” (2015)  Legal presence does not equate to legal status.  It is merely an acceptable way of being present in the United States.  DACA is a band-aid solution that essentially is enabling trouble. 


In Plyler v. Doe, the presence of minors in the education system also proved to be permissible. This 1982 Supreme Court case determined that all students in grades K-12 were guaranteed an education, regardless of their citizenship or residency status. (Perez 2014) This set the stage for undocumented children to have hope.  “According to the ruling, denying them that education would create a ‘lifetime of hardship’ for undocumented children and a ‘permanent underclass’ of individuals.” (Eusebio and Mendoza 4) The decision promised an education to all students, but this did not extend to a postsecondary education, where they could fulfill their dreams of becoming an engineer, nurse, or doctor.  Legally these students are required to attend school in grades K-12 but barriers are immediately in place once they work on continuing and advancing their education. 


My education progressed in the Freeport School District in Long Island from grades 1st through 12th.  The district’s demographics ranged from approximately 5% Whites, 32% Blacks, 2% Asians, and 59% Hispanics, with 17% limited English proficient students.  (Freeport School District) My graduating class at Freeport High School was filled with what I then believed to be students who lacked motivation because they did not continue their education beyond the high school diploma or GED.  In hindsight, perhaps it was a much more complex situation at hand.


It is my own experience that really evokes a distinct passion surrounding undocumented students.  Through my cousin Dushan, I have witnessed the personal struggles of an undocumented individual and the difficulties that he had obtaining a college education.  Dushan came to the United States as a child without the proper legal documents.  Growing up he experienced a life that was fully entangled into the American culture.  His parents worked to best adapt to American customs while encompassing our Sri Lankan heritage.  Upon completion of his senior year of high school, he, like his peers, strived towards a college degree.  He began taking courses at a community college because he was ineligible to receive financial aid.  During his time at the community college he excelled in all of his classes.  His parents were not able to keep up the college tuition expenses.  Unfortunately, a college degree became out of reach.  Twenty years later, he is a father of a high school senior.  He has high hopes of his son achieving the university diploma that he was unable to attain.  Perhaps the admission of Dushans’ son into college will be more accessible, simply based on his residency status.


College admission policies, tuition, and financial aid are three areas in which there are tremendous barriers for undocumented students.  These barriers do not make it impossible for the student but rather extremely difficult especially for a DREAMer who is already under difficult circumstances.  In respect to college admission, “there is no federal or state law that prohibits the admission of undocumented immigrants to U.S. college, public or private.” ("Advising Undocumented Students – Explaining Financial Aid | Education Professionals – The College Board”) However, on the contrary, each institution has different policies on admitting this demographic of students.  This policy can either work in favor of the student or be a great disservice to them.  Public institutions follow the guidelines of the state laws, giving them very little leeway to provide more access if the state does not do so.  Private institutions are autonomous and are not heavily-ruled or impacted by the government. 


Undocumented students are unable to receive federal funding for their education, which comes in the form of federal financial aid, work study and government loans.  They are often forced to pay out-of-state tuition rates regardless of them being in-state students.  Tuition for full-time enrollment can range from $15,000 to $40,000 per year.  More often these students are generally classified as international students, especially at private colleges and universities, despite any recognition of being a state resident.  International students receive significantly less aid.  The Institute for International Education (IIE) reported for the 2004-05 school year, it found that 80.9% of international students used payments extending from personal or family resources.  (“Financial Aid for Undergraduate International Students”) When classified as an international student, the undocumented student competes with students worldwide to fulfill the international quota at the institution.  Tuition at private institutions ranges from $80,000 to $200,000 over the span of four years.  Each state has different laws pertaining to funding and tuition for undocumented students.  Twenty states permit undocumented students to pay in-state tuition, including Florida and Utah.  States such as Alabama, South Carolina, and certain institutions in Georgia do not even permit undocumented students from even enrolling.  California, Hawaii, Minnesota, New Mexico, Oklahoma (certain grants), Washington state, and Texas provide state-based aid.  Illinois is the only state that has private scholarships for this population of students.  (Eusebio and Mendoza 2) Most undocumented students rely heavily on private scholarships which are still hard to attain due to most requiring one to be a U.S. citizen or a permanent legal residence.


Different states providing different levels of access to undocumented students create an uneven playing field for the undocumented community.  One student may have a more promising future simply based on the region that they live in.  States that provide in-state tuition or state-based aid demonstrate to their residents that they are willing to deliver more opportunities to future generations and future leaders. “In 2011, three states passed their in-state tuition laws including Connecticut, Maryland and Rhode Island.” (Rincon, 2016) In addition, “both California and Illinois passed laws to permit undocumented immigrant students’ greater access to such resources.” (Rincon 2016) California has the largest number of undocumented immigrants, representing 25% of all.  When states pass laws that are influential in determining the success of a prospective student, it impacts not only the student but it affects the family members, communities, the state and then the nation as a whole.  Breaking barriers to permit greater access to undocumented students has a profound effect ultimately on the nation.  The more that is invested into all millennials, the better equipped they are for the workforce, which positively effects our economy.


The state of California has tuition and financial aid policies that help undocumented students enroll at public institutions.  In addition, the costs are affordable and reasonable to the students.  On the other hand, states such as Georgia do not permit undocumented students to attend public institutions.  In the state of Missouri, there are constraints on tuition discounts and aid at state universities and colleges.  The state legislature of Missouri passed a law that undocumented students even with the DACA status were not eligible to receive scholarships toward community college tuition. (Gordon 2016) DACA recipients who qualify for in-state tuition increase the chance of pursuing a higher education because it becomes more affordable.  The affordability aspect makes college more accessible.  In addition, it increases the student’s persistence in completing their degree.


One of the continuing debates surrounds the issue of in-state versus out-of-state tuition:  Should longtime residents be charged in-state or out-of-state tuition?  “In February, the Georgia Supreme Court upheld the higher tuition when it ruled that the higher-education governing board could not be sued by immigrant advocates.” (Gordon 2016) The PBS article (Gordon 2016), states that at Georgia Southern University out-of-state tuition is $9,222 compared to $2,613, the tuition dollar for in-state residents.  In addition to the tuition debate, there is another debate surrounding DACA status for state financial aid: Should the student be eligible for state financial aid based on their DACA status?  State decisions largely contribute to this minority group transitioning into college.  Since undocumented students do not qualify for federal aid, when a state provides more financial assistance, more DREAMers become qualified to advance their education.


The “Repository of Resources for Undocumented Students” is a valuable source to students who are trying to get into a university. (Rincon 2016)  It provides information on selected state’s college guides, financial aid, scholarships, and support organizations.  The admission information focuses on available university guidelines and sample affidavits that undocumented students are required to complete.  The site contains information on scholarships and it further indicates the states that do provide financial aid.  Furthermore, the resource provides associations that work towards assisting undocumented students into higher education.  As previously illustrated, undocumented students are generally first-generation students, and therefore, the families often are not as knowledgeable about the resources or services available in order for these students to pursue a higher education. 


Additionally, this lack of familiarity extends to guidance counselors and support staff.  High school counselors may not be experienced in guiding undocumented students in how they can further their education, especially with all of the barriers that are dealt with.  The resources that are available are limited which only add to their limitations.  Educators, admission officers, and financial aid counselors need to be more familiar with the immigration laws.  These students need advocates as they navigate through an already perplexing system.  Once they are enrolled, administrators need to work on retaining the student.  Certain institutions have not updated their scholarship information on their website, which can deter students from even realizing that they are eligible to apply.


Throughout the history of higher education, each diverse group has experienced difficulties in breaking into higher education.  College initially began as solely geared for the elite.  From there different careers and jobs were added, which brought in and appealed to a different group of students.  This became a pattern in higher education; certain events were a catalyst to welcoming or embracing new students.  One very prominent time in history was the initiation of the GI Bill, which granted more access to veterans. 


Women and ethnic-minorities were once taboo in academia.  Today, institutions are filled with minorities of different backgrounds, gender, race, and disability status.  Higher education at one point was not an option for these groups of people; however, through time, college became more accessible.  It is with much hope that undocumented students will be able to attain greater access in higher education, so that they too can be just as remarkable and contribute to the collegial education system.  Obstacles for this targeted group carry throughout their educational experience.


With so many challenges being present for entering into college, many wonder about the challenges post-college.  There are opportunities available to undocumented students after they have obtained their degree.  Options include graduate school and various forms of legal employment which can consist of self-employed as an independent contractor, starting a company or working abroad.  In addition, in California DACA recipients can acquire their licenses in law, medicine, nursing and pharmacy.  A college degree determines and mitigates occupational status and socioeconomic status.  This population has been raised to strive for a better life.


According to the American Psychological Association, “There are one million children under 18 and 4.4 million under 30 living in America out of the estimated total of 11.1 million undocumented immigrants living in America….Nearly half of undocumented adults are parents of minors, many of whom are citizens.  There are an estimated 5.5 million children with at least one undocumented parent, 4.5 million of whom were born here making them U.S. citizens.” (“Undocumented Americans”) One million children under the age of 18 possess exceptional characteristics and have lived a life where they have triumphed adversity. 


“Brought to this country years ago, spirited across a border they were too young to comprehend by parents who wanted better for them, the children are beginning to understand their outlaw status.  They’ve begun to realize that our laws treat them as indefinite accomplices to a crime committed when they were toddlers.” (Johnson 2016) Living in a country illegally is not commended but often certain circumstances force families to choose that alternative in hopes of attaining a better life.  Once the student is here and has been educated through our system and adapted to our culture, how can we now make the “American Dream” so hard for them to reach?  Their family altered a certain lifestyle in order for them to succeed in the United States, but with obstacles in place, many of their hopes and dreams are put aside.  As Langston Hughes expressed, “what happens to a dream deferred?” (“Harlem – Poetry Foundation”) In examining students who are undocumented, each individual case is different.  However, many of these students come into the United States when they are younger and may even be unaware that they are undocumented.  Ironically, their immigration status may not be a factor that they are aware of until it is time for them to apply for college.  I hope this is not an answer to Hughe’s last line : “Or does it explode?” (“Harlem – Poetry Foundation”)


If we turn a blind eye to these students, then what it is to become of them?  Life with a college degree provides an entry way to a much better life; without a college degree life is significantly harder.  How can we expect those living in poverty and receiving government assistance to better themselves?  The Pew Hispanic Research Center, found that “nearly 30% of undocumented children live below the poverty line.” (Navarro 2013) A college education provides a life above the poverty level.  It is an entrance way to new opportunities, social mobility, and a better economic state.  If the DREAM Act were passed, students would be able to receive more financial assistance.  Although 30% live in poverty, that 30% would have boundless opportunities.


Consequently, the research reveals that undocumented students face an overwhelming number of adversities including “poverty, assimilation, language barriers, violence in their community or home environment, lack of access to health care, and mental health issues.”  (Eusebio and Mendoza 5) In facing a plethora of adversities, the pursuit of a postsecondary education is a major achievement.  The challenges that undocumented students face can also impede or impact their learning.  It has been shown that a great deal of undocumented students suffers from high levels of anxiety.  The frustrations and fears that undocumented students encounter on a daily basis include “isolation from their peers, the struggle to pursue an education, fears of detention and deportation, and the trauma of separation from family and loved ones.” (“Undocumented Americans”) 


The APA (“Undocumented Americans”) article further adds that this population is more likely to experience “racial profiling, ongoing discrimination, exposure to gangs, immigration raids in their communities, arbitrary stopping of family members to check their documentation status, being forcibly taken or separated from their families, returning home to find their families have been taken away, placement in detention camps or the child welfare system, and deportation.”  Having to deal with stressful situations on a regular basis plays a significant role on the individual’s emotions and behaviors. 


Many undocumented students demonstrate anxiety, fear, depression, anger, social isolation, and a lack of truly feeling as if they belong.  Undocumented individuals that have been detained or deported have a greater likelihood of possessing more emotionally disturbed characteristics.  “Researchers have found that they often experience in the short term, frequent crying, withdrawal, disrupted eating and sleeping patterns, anger, anxiety and depression.  Over time, these can lead to more sever issues like post-traumatic stress disorder, poor identity formation, difficulty forming relationships, feelings of persecution, distrust of institutions and authority figures, acting out behaviors and difficulties at school.” (“Undocumented Americans”) The feelings that these individuals have represent the traumatic real-life experiences that they have encountered.


Mental health is a major concern and a growing health issue with college-age students, which have been increasing over the years.  It is also linked to retention and academic performance. (Sierup 2015) Anxiety is the number one mental health issue amongst college students.  In addition to the previously mentioned persistent stressors that undocumented students deal with, there is also stress in just being a student.  The undocumented student is a minority and first-generation student.  There are so many expectations and pressures to succeed tied in with financial hardship and the traditional pressures that most students face.    


Depression is the second common mental health issue found on campuses.  College students are typically underinsured or uninsured and do not have access to mental health providers.  A psychiatric consultation ranges from $200-$600 and a psychological consultation fee ranges from $125-$300. (Seirup 2015) With the stress that this population already has plus the lack of access to healthcare, it is imperative that greater support be given to this population.  For the traditional college student, mental health is a huge issue, let alone for an undocumented student who is already struggling financially.


The benefits of a college education are limitless but as a nation we limit these benefits to those who fall under certain standards.  An undocumented student should not have a surplus of barriers just to advance themselves in society.  More education equates more opportunities.  Unemployment rates for those with less than a high school diploma are 11.2%, high school graduate 7.9%, some college 6.7%, and bachelors or higher 3.8%. (Seirup 2015)


Not only do students who graduate with a baccalaureate degree have a higher likelihood of being employed but they also earn more money over their lifetime.  The US Census found that the median earnings year round for full-time employment for individuals with less than a high school diploma $25,702, high school diploma $35,035, associate’s degree $42,419, bachelor’s degree $55,864, and master’s degree $68,879. (Seirup 2015) Financially the earnings separate college graduates from non-graduates but their also differences can be seen in their career, personal life, and their community involvement.  College graduates earn more money over their lifetime, earn more promotions, and have a less inconsistent job history. 


The personal life of a college graduate is generally filled with more developed relationships with people, fewer children on average, more involved in children’s lives, and stay married to the same person for a longer time.  College graduates are more likely to be leaders in their community, elected to public office, and enjoy the arts.  Traits or circumstances that college graduates are less likely to have would be unwillingly unemployed, use tobacco products, be swindled, be imprisoned, and become dependent on alcohol or drugs.  (Seirup 2015) The overall impact of a college education develops the individual’s knowledge, skills, increase self-awareness, understanding of the world of work, appreciation of lifelong learning, leadership roles, upward social mobility, and an increase in self-confidence and wellness. (Seirup 2015)


The benefits of attaining a college degree exceed that of not having a degree.  The positive qualities, attributes, and knowledge that is acquired during your undergraduate studies shapes and molds better citizens and individuals, undocumented students should not be counted out of these opportunities.  There is so much potential for success in their communities that needs to be evolved.  The lifelong effects of a postsecondary education truly cultivate an individual.  The college experience can shape a student’s attitudes and values.  HCAS Review of Research found that college influences a student’s view on “cultural, educational, sociopolitical, gender roles, religion, community and civic engagement.” (Seirup 2015)


It is at the institution that students are able to step out of their traditional element and onto new experiences.  Students are exposed to an array of events, people, and experiences which broadens their views, ideas, and actions.  For example, civic engagement during these formative years can also lead to greater community involvement post-college.  There is an increase in multicultural perspective, which results in an “increase in positive attitudes towards racial equality, tolerance, and preference.” (Seirup 2015) Furthermore, there is more value placed on “job autonomy, responsibility, and opportunity to use talents.” (Seirup 2015) The value of education is generally passed onto one generation to the next.  With undocumented students being the first-generation, it would promote a way out of poverty and into a more fulfilling life.


Today’s college or university places a strong focal point on diversity.  The enrollment and retainment of minorities as a whole has increased.  The Census Data has projected an increase in minority students and decrease in non-Hispanic whites by 2050.  (Seirup 2015) As minority groups increase on campus, presumably this will add to the volume of undocumented students as well.  Future administrators who are cognizant of trends will better prepare the institution in meeting the needs of the students they serve.  These groups of intelligent “DREAMers” have unique needs that administrators, support staff, and faculty members have to be willing to identify and effectively meet.  Multicultural competencies at colleges are significant; it shows the importance of being aware and knowledgeable of different cultures.  In working with undocumented students, it is key not to generalize and to be able to communicate amongst different cultures.  Demonstrating cultural sensitivity and appropriation brings a sense of comfort to prospective and current undocumented students as well as their families.  For many, this is the first family member to attend college in the United States; there is much pressure and uncertainty for both the student and the parents.  There are high expectations for the student to succeed.  If the institution in its entirety maintains a diverse culture and climate, then it will provide a better welcoming and sense of warmth to these dreamers.


The term “DREAMers” is frequently used to describe undocumented students.  A dreamer, deriving from the term dream, has various associations.  One of the most influential and memorable connotations is Martin Luther King Jr.’s “I Have a Dream” speech.  The remarkable and thought-evoking address describes a world in which people of all backgrounds are able to get along.  Not only does Martin Luther King Jr. envision a world of peace for all people but he states, “I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character.” (King 1963) Similarly, this notion of a dream, nonetheless the American dream, holds strong barriers to the present day dreamers.  They too are looking to attain the American Dream. 


Although the American Dream comes in different forms and ideas, it centers on the concept of equality for all.  Equality of all people shouldn’t be contingent upon citizen status or ethnic background, rather the drive or enthusiasm that each individual has that pushes them to greatness.  “By the content of their character,” Martin Luther King Jr., urged. (King 1963) Over fifty years later, this statement still holds significance in the minority population.  It is no irony that that joins the term DREAMers in both of the senses but rather the connection that is shared.


It was in the fourth grade that we learned about the terms melting pot and equality.  We were also educated on how people migrated to this country just to have equal rights.  Twenty years later, I am left perplexed by what I learned in the education system of melting pots and equality and how it does not seem to apply to everyone.  As an American citizen, I will presumably work on my American dream of the white-picket fence.  And for the DREAMerS, they will silently scream for equality and silently scream for a chance in pursuing their education, while maintaining high hopes of not being deported.  Although raised and educated in the United States, they still have not received their piece of the American dream.



Advising Undocumented Students. (n.d.). Retrieved July 31, 2016, from   

Eusebio, Catherine and Fermin Mendoza. The Case For Undocumented Students In Higher Education. 1st ed. 2013. Web. 31 July 2016.

Financial Aid for Undergraduate International Students. (n.d.). Retrieved July 31, 2016, from               Aid_for_Undergraduate_International_Students/

Freeport School District. (n.d.). Retrieved July 30, 2016, from            york/districts/freeport/

Gordon, L. (2016, April 7). Some states bypass Congress, create their own versions of the       DREAM Act. Retrieved July 31, 2016, from

Harlem – Poetry Foundation. (n.d.). Retrieved July 31, 2016, from

Johnson, E. (2016, February 21). The Moral Absurdity of Denying Financial Aid to       Undocumented Students. Retrieved July 30, 2016, from      Moral-Absurdity-of-Denying/235365

King Jr., M.L. (1963). "I have a dream.." (1st ed., p. 5). Retrieved from   

N. (2015, February 26). 5 facts you need to know about the DREAM Act. Retrieved July 30, 2016, from dream-act/

Navarro, L. (2013, October 1). More universities now admitting undocumented students.          Retrieved July 31, 2016, from

Perez, Z. (2014, December 5). Removing Barriers to Higher Education for Undocumented        Students. Retrieved July 30, 2016, from           ng-barriers-to-higher-education-for-undocumented-students/

Seirup, H.J. (2015). Attitudes & Values [PowerPoint Slide].  Retrieved from

Seirup, H.J. (2015). Career & Economic Impact Quality of Life [PowerPoint Slide].  Retrieved             from

Seirup, H.J. (2015). Educational Attainment & Persistance [PowerPoint Slide].  Retrieved from   

Seirup, H.J. (2015). Mental Health Issues: Impacting College Students [PowerPoint Slide].       Retrieved from

Undocumented Americans. (n.d.). Retrieved July 31, 2016, from   

Saturday, July 16, 2016

Just Another Loose Brick in the Wall by Kelsey Picciano

Homeostasis, the tendency of a system or a person to maintain internal stability and resist change, can get easily upset, especially in the change from high school to college. I definitely felt my homeostasis slip away on September 3, 2015, as I entered my first semester's composition class. The wildly gray-haired instructor with the observant blue eyes asked us to think of him as a coach or midwife and to call him KP, just like his writing clients do in the real world. He said looking at the backs of one another’s heads put us at a disadvantage, another example of how the education industry was “running game” on us, and invited us to arrange our desks into a circle so that we could see one another better. We wrote our names on tags we hung from our seats, looked around and introduced ourselves. After we read the syllabus aloud, he asked us to take ownership of the course, journal on our experience (75 pages!), get to know each other, author our own author-ity, discover our identities as writers and not mind a little homeostatic upset.

He may not have realized that his interrogation of everything had already threatened our homeostasis. As class ended, some shook their heads, rolled their eyes or huffed their discontent. Was he too unpredictable for the grade-centric, too participatory for the shy, too poetic for the more rectilinear among us? Although some called him a hopeless nut case, insane weirdo or serious whack job, I felt intrigued by his strange antics, irreverent disposition and passionate bursts of ideas. He wasn’t merely critiquing our conventional expectations; he was celebrating an alternative that would prove life-changing for me. So, over the next few weeks, I gathered the evidence, but his medicine proved useful only after I took to heart his diagnosis of our millennial generation’s illnesswe’re in peer competition; we fear being judged; we have weak attention spans co-opted by smart phones (“magic power devices” in KP-speak), computer screens, texts, TVso we are reactive, not proactive (Gordon, interview).

Regarding our inability to listen for long, he called the prompts we’d been given for writing assignments in high school can’t-fail, paint-by-number exercises that eliminated thoughtful responses in favor of predictable mediocrity. He delivered to us what service providers at Hofstra had delivered to him: We, having had no experience out of our homeostasis, could not make use of the university’s resources that we had already paid for (Gordon, class discussion). Hence, our first prompts, though activity-drivena) convince the class that one’s peer interviewee is an asset to us; b) experience a service at Hofstra, interview the service provider and convince us to participate in the servicecame with no written instructions. As one of our best writers put it, “At first I was frustrated with a lack of direction because growing up all we had was a sheet of paper with an assignment and we stuck to that, but with KP I discovered that there is more room to express ourselves freely without fear of being greatly penalized in our work. Not only does it allow for creative freedom, but it removes the stress from writing essays” (Solis). Ironically, his encouragement of our transcending convention rather than enforcing it granted greater capacity to express, as well as to entertain, new ideas.

He talked ideas often and he increased my attention span with his animated commentaries: a combination of playful asides and cliff-hanging transitions, puns and double entendres, song lyrics and poem quotes, jazz and jailhouse slang, exclamations in other tongues. His rapid-fire delivery burst our little high school bubbles, but I sensed another motive more sinister than shock and awe. His trust-your-gut-&-let-go-into-the-flow convo style invited us to treat language as a tool for discovery rather than a restricting set of rules that kept us in our places. He also caused me to reconsider strategies for conveying a thesis as well as new ways to interpret data. As Sydney put it, “When he first starts talking, there is that doomed moment of total uncertainty about where he is going, but after slowly internalizing his diverse ramblings into a coherent whole, it turns out that his ideas can be applied with great benefit to most aspects of our college intellectual life” (Chesworth). 

Like he predicted, we did need one anotheras study buddies, as readers of our journals, as peer reviewers and as writers capable of taking feedbackto repudiate the banking concept of education (Freire, 1) with a problem-posing method that engages us as peers. My heart opened while reading a blog post from his former student fresh from the Ivy League and a life-threatening coma who described KP “as being the weirdest person in the room in order to ensure that no one feels alienated by their fellow classmates” (Weiss, par. 3). His asking us to take him as he is meant that he wanted us to be ourselves and “quit frontin’.” Because of (or in spite of) his behavior, we learned to speak our minds and share notions that we may have otherwise rejected as below standard or out of orbit.

In essence, his wide-angle, learn-by-doing method suggests that we create room for all the possibilities, including the non-rational, intuitional and oddball notion. This involves an attitude adjustment about making mistakes or getting judged and leads to a more dynamic exchange of ideas. We students are allies to each other rather than aliens and one another’s greatest resource; the success of our peers is not a threat to our achievement within the class. Intellectual growth of those around us only encourages and evokes development within our expanding minds. Learning of the upmost importance occurs within our one-on-one experience, and it is the heart-to-heart, eye-to-eye conversations with our equals that provide us with life lessons that will extend further beyond our schooling years. Developing close interpersonal relationships facilitates the improvement of our skills as writers and thinkers. As a service to one another, KP asks us to critique the work our peers have presented and to offer praise when praise is due as well as offer solutions to what is problematically expressed. Not only must one be honest and tactful but also be willing to change one’s mind without fear of failure, which is particularly relevant because, preceding our university experience, we were tricked into becoming slightly different versions of the ideal student in order to get accepted by our dream college. We lost our individuality without any recognition of it even happening. Now that we have become acutely aware of this loss, we must regain the original and unafraid voices that we rightfully possess.

Nothing has stimulated this unlearning/re-learning process for me like discussions following reading assignments. From the parable of the Chinese farmer to the Gestalt vase/facial profile image, from Chuang Tzu’s butterfly dream to Lawrence Kohlberg’s levels of moral development, from Plato’s “Allegory of the Cave” to Alan Watts’ The Book: On the Taboo Against Knowing Who You Are, from Walt Whitman’s “Song of Myself” to John Smitanka’s “A Reflection on the Purpose of Higher Education,” from Gloria Anzaldua’s “How to Tame a Wild Tongue” to Susan Faludi’s Backlash, from Malcolm X’s “The Ballot ot the Bullet” to Martin Luther King, Jr.’s “Letter from Birmingham Jail” and Thomas Frank’s eye to contemporary university life alongside Roksa and Arum’s “Life after College,” I better sense reality’s multi-dimensional threshold. Talks about Taoism, Buddhism and other meditation-driven philosophies have inspired me to research ideas that had previously seemed bizarre, but I can now confidently say I identify with.

Having grown up in a strict, conservative household where I was constantly spoon-fed beliefs that I had to follow, I wouldn’t have even thought to reach beyond the Roman Catholic, predetermined, obedience-driven mold bestowed upon me. When I thought of school or church, it was the image of a machine filing in students and turning them out as plastic, uniformly faced learners from the music video by Pink Floyd, accompanied by the words: “We don’t need no thought control … all and all, you’re just another brick in the wall” (Pink Floyd). Now, for the first time in my educational career, my point of view is not limited by my mother’s fear-based, overbearing restrictions. I have expanded my ways of thinking and have been met with enthusiasm by my classmates. Having intellectually grown as an individual due to this inimitable character, I now understand what was meant by the comment: “With KP, you will do more than just learn” (Anonymous). 

Works Cited 

Anonymous. “Paul K. Gordon at Hofstra University –” N.p., 25 May     2015. Web. 28 Oct. 2015.

Chesworth, Sydney. Personal interview. 27 Oct. 2015.

Freire, Paulo. “The Banking Concept of Education.” 4 Feb. 2004. Web. 5 Sep. 2015.

Gordon, Paul Kirpal. Class discussion. 3 Sep. 2015.

Gordon, Paul Kirpal. Personal interview. 6 Oct. 2015.

Pink Floyd. “Another Brick in the Wall (Part 2).” The Wall. 1979. CD.

Solis, Lola. Personal interview. 27 Oct. 2015.

Weiss, Jared, “The Power of Belief,” Taking Giant Steps Blog, 23 Nov. 2015.

Wednesday, July 6, 2016

Paul Hoelen's Photography Meets Peter Handke's "Song of Childhood"

photo by Paul Hoelen


Song of Childhood

by Peter Handke

When the child was a child
It walked with its arms swinging,
wanted the brook to be a river,
the river to be a torrent,
and this puddle to be the sea.

When the child was a child,
it didn’t know that it was a child,
everything was soulful,
and all souls were one.

When the child was a child,
it had no opinion about anything,
had no habits,
it often sat cross-legged,
took off running,
had a cowlick in its hair,
and made no faces when photographed.

When the child was a child,
It was the time for these questions:
Why am I me, and why not you?
Why am I here, and why not there?
When did time begin, and where does space end?
Is life under the sun not just a dream?
Is what I see and hear and smell
not just an illusion of a world before the world?
Given the facts of evil and people.
does evil really exist?
How can it be that I, who I am,
didn’t exist before I came to be,
and that, someday, I, who I am,
will no longer be who I am?

When the child was a child,
It choked on spinach, on peas, on rice pudding,
and on steamed cauliflower,
and eats all of those now, and not just because it has to.

When the child was a child,
it awoke once in a strange bed,
and now does so again and again.
Many people, then, seemed beautiful,
and now only a few do, by sheer luck.

It had visualized a clear image of Paradise,
and now can at most guess,
could not conceive of nothingness,
and shudders today at the thought.

When the child was a child,
It played with enthusiasm,
and, now, has just as much excitement as then,
but only when it concerns its work.

When the child was a child,
It was enough for it to eat an apple, … bread,
And so it is even now.

When the child was a child,
Berries filled its hand as only berries do,
and do even now,
Fresh walnuts made its tongue raw,
and do even now,
it had, on every mountaintop,
the longing for a higher mountain yet,
and in every city,
the longing for an even greater city,
and that is still so,
It reached for cherries in topmost branches of trees
with an elation it still has today,
has a shyness in front of strangers,
and has that even now.
It awaited the first snow,
And waits that way even now.

When the child was a child,
It threw a stick like a lance against a tree,
And it quivers there still today.
photo by Paul Hoelen