Last Thursday, I had the unusual experience of giving a paper at an academic conference. The event was about the future of English studies, and I was there because of a call for papers put out in association with Wasafiri magazine, a British publication championing international contemporary writing. I suggested that I might speak about my work with embracing not-knowing in reading, which forms the basis of my Incomprehension Workshops and forthcoming book, Relearning to Read. The organisers liked the sound of this, and so, last Thursday morning, I found myself joining other speakers and delegates in the gracious surroundings of York’s Guildhall for the start of the three-day event.
The University of York’s Professor Helen Smith opened proceedings, saying that she felt the event was about survival and finding positive ways that the field of English studies could continue. As an English literature graduate myself, I was a bit taken aback – surely the subject couldn’t be in so much trouble?
But as the discussion opened up and academics from universities across the UK began to speak, it became clear that there are many challenges facing those teaching English literature, language and related disciplines today. From the declaration last year that the English GCSE isn’t fit for purpose and the increased testing of performance all through school, to the encroachment of AI on students’ work practices, the sector seems increasingly restricted and hobbled.
The main issue, as several of the people sitting near me said, was a lack of joy in the classroom these days.
This made me sad. For me, reading has always been about joy. I was eight when I decided that I wanted to study English literature at university, having been entranced by L.M. Montgomery’s Anne of Green Gables. Reading was magic, it seemed to me. I couldn’t imagine a better thing than spending three years reading stories. How miserable to think of today’s young readers having all that pleasure squashed out of them.
Still, when I thought about it, I could recognise what was being said. Last year, I ran an Incomprehension Workshop at a sixth-form college near where I live in Folkestone. It being World Book Day, I started the session by asking participants to write down how they would complete three sentences:
- Reading is…
- The world is…
- Stories are…
At the end of the session, I invited students to read out what they’d written. One said this:
- Reading is boring
- The world is crazy
- Stories are exciting
It was clear that something of that disconnect the university lecturers were describing had happened for that sixth-former. Although they still felt the power of stories, this had somehow become separated from reading for them. Books were not the source of connection and electricity they had been for me.
I hope my panel helped propose some ways in which that gap might be rebridged. Titled, ‘Incomprehension and Living Between’, it opened with Turkish writer and translator Elif Gülez reading from her memoir about the culture clash she experienced growing up. The extract was powerful and resonated with the small but highly engaged audience, showing how personal narrative can cut through barriers and make experience live in other minds.
Then, I spoke about incomprehension and how I try to foster a spirit of play in my work with this. I was particularly touched when one audience member said afterwards that the demonstration I had given had taken her back to the wonder of reading like a child once more.
Lastly, we were joined remotely by Indian academic Gokul Prabhu, who delivered a fascinating paper on ‘Queer Opacity in Translation’ – considering how the attempt to make things legible and understandable may sometimes work against the spirit of a text, and how translators may sometimes need to leave gaps and jolts in work that does not intend to make its meaning plain.
There was a marvellous electricity in the room, and this carried on into the afternoon, in a session on teaching creative writing, chaired by poet Anthony Vahni Capildeo, whose work-in-progress memoir I read as my Trinidadian pick back in 2012. The panel featured four writers who all teach at UK universities: J.R. Carpenter (University of Leeds), Joanne Limburg (University of Cambridge), Juliana Mensah (University of York), and Sam Reese (York St John University).
They were honest about the challenges facing the industry and sector, but so full of enthusiasm and powerful insights that it was impossible not to be encouraged. I was particularly struck by Carpenter’s statement that a poem ought to unfold in the same way that it was gathered up, although, as Mensah observed, this idea is faintly terrifying when I think about the chaotic nature of my own creative process!
I came away heartened to think that the academic branch of the field I love has such people working in it. And grateful that so many of those labouring under such pressure at the UK’s universities felt it was worth taking three days out of their hectic schedules to consider how better to foster and share a love of reading stories.
I also felt a renewed energy for and commitment to the possibilities of embracing not-knowing and incomprehension too. More soon!
Picture: ‘Municipal Offices and Guildhall, York, North Riding of Yorkshire, England’ by Billy Wilson on flickr.com