Curriculum & Instruction
1 Comment The Thing I Can’t Not Do
I can do a lot of things. I bloody well should, considering how old I am. I can read sideways, upside-down, and in several languages, though not all at the same time. I can do a tidy dive and a messy cannonball. I can make about fifty different kinds of soup. I can sing harmony to every Christmas carol. I can make a baby smile from across the room. I can give good advice, and I can keep it behind my teeth when that’s the better choice.
There are plenty of things I can’t do as well. I can’t play video games (even the nicest ones give me anxiety attacks). I can’t read just one book at a time. I can’t keep a tidy house. I can’t balance a checkbook. I can’t fall asleep without white noise. And of course, there are all the things I can’t do anymore because while the spirit is willing, the flesh is very weak: eat spicy food without regrets, walk or stand for more than an hour, stand up or bend over without groaning.
There are, however, a few things I can’t NOT do. You know, the things that, try as I might, I can’t purge from my behaviour. They’re like reflexes: able to be suppressed with effort, but it feels unnatural and unsustainable. For example, I can’t not move. No matter how still it looks like I am, some part of me is moving just a little bit, even just my toes flexing inside my shoes. (It’s a neurodivergent thing.)
I can’t not swear. Yes, I’ve tried, and yes, I have good control over the when/where/who of it all. But curse words are an essential part of my vocabulary, and I can’t fully express myself without them.
And I can’t not speak out when I see injustice. I’ve tried that too, but it’s just impossible for me to ignore the pain and suffering of others and try to do something. I’m partial to marches and protests and community organising, but I know every shared petition or resource has the power to change the world, even if only for one person.
Most of all, though, I can’t not teach. When it’s not my job as a university lecturer or teacher aide, I find other ways to teach people new things. I train volunteers in activist skills like phonebanking or de-escalation. I demo card games at conventions. I show people how to use the self-serve kiosk at the airport or McDonalds. I share unsolicited informative asides at the museum or bookstore or a cultural attraction. I sprinkle conversations with my family with relevant facts or topical insights. Not all of these are met with the enthusiasm I’m looking for, but I persist. Sometimes, they just want me to pass the salt, not tell them that the word ‘salary’ comes from the Roman practice of paying its soldiers with the stuff.
My chronic inability to stop teaching is directly related to my inability to stop learning. I’m constantly reading and listening and absorbing information in any format I can find, on more topics than you could imagine. I take year-long correspondence courses in other cultures and languages. I consume audiobooks and podcasts while I drive and cook. I watch documentaries and video essays while I stitch and fold laundry. And what I understand and find interesting, I immediately want to share with others. It’s not that I feel like I’m a better vector for learning than other sources of information–I just need to share my enthusiasm for knowing things. I’m like a missionary who’s seen the light, except I’ve seen so many lights, and maybe just one of them will illuminate something for someone else and help them find a thing they’ve been looking for. My sermons in this ministry most commonly end in the words “Isn’t that cool?” or “So now you know!”
All of this is to say, I started a graduate diploma program to get my certification as a high school teacher at age 50. There are some who would say I’m finally getting around to what I should’ve done straight away, and they’re not wrong. Looking back, it seems like I was fated to be the kind of high school teacher I most admired: the ones who loved their subjects, who loved their students, and wanted to help each of them find the thing that would reveal something about themselves or their world. All my time in grad school was ultimately about trying to become a professor who would do those things, and I was doomed to failure when I realised that university jobs are more about politics and independent research and the publication and grant-writing hustle than teaching. My favorite jobs have let me do the core job of enlightenment: lecturer, audiobook narrator, radio newsreader, teacher aide and tutor for students with learning differences.
So here I am, full circle and halfway to becoming a high school teacher in Aotearoa New Zealand. I’m concentrating in History, Social Sciences, and English, but with my educational background, I’m eager to try my hand at Classics, Media Studies, and French too. I’ll never be able to work more than part time because of my cursed, haunted, chronically in pain body, but I know I can create the kind of space where students walk in the door as their whole selves and walk back out understanding something more than they did before. I can be the kind of teacher who creates a safe space where some fragile and misunderstood kids might relax and bloom. And most of all, I can go to sleep at night, knowing I can wake up and do the thing I can’t not do all day long.






Last Sunday, I attended a training for white folks who do racial equity work. The organizers called it “Solidarity Training,” and that’s as good as anything, but what it really meant was this: “How not to be a racist asshole as you try to improve things for people of color.”
Toward the end of the training, Ricardo announced that he would be distributing cards. I could see the little deck in his hand, but I had no idea what he meant to do with them. A surprising, somewhat unnatural ripple of excitement spread through the crowd, though; I wondered if they knew more about the cards than I did. When I got mine, it had a piece of art on one side, with a slogan from the disability rights movement: “Nothing about us, without us, is for us.” On the other side were some check-in questions to help us stay grounded when we feel compelled to act in a racially charged situation: “Why do I feel an urge to act/not act?” and “Who will benefit from my action/inaction?”