Saturday, November 14, 2009

Caroline Howard Gilman: A 19th Century Southern Mother Writer


Help us to be the always hopeful
Gardeners of the spirit
Who know that without darkness
Nothing comes to birth
As without light
Nothing flowers.

Bear the roots in mind.

--May Sarton

Vines almost trip me. Running wild, out of control, they grow into the pathways and around the bases of many of the headstones. The garden keepers have pulled them off the church walls, but they have let these stray elements be. Lush flowers I can’t name fill the air with the sweetness of soon-to-be-honey, their colors startling against the gray of the stones. Branches reach across the barriers between beds and tumble into each other. Fertile. Rich. Full. Not to be contained. This is no English style garden, with tight little rows and manicured hedges. The churchyard next door, belonging to another denomination, seems sterile by comparison.

This is the churchyard of my new church, the Unitarian church on Archdale Street, and I’ve just moved here. I love this old graveyard, one of the oldest in Charleston, one of the oldest in the country. I walk the paths behind my running daughter as we wait for the service to begin. The sound of church bells stops me, ringing loud in the stillness. They seem almost an insult to the quiet of the place where dead lie. I look up at the headstone right in front of me.

Caroline Howard Gilman.

I can’t breathe. Caroline Howard Gilman. She’s here.

In some corner of my memory, I knew that she was married to a minister of this church. But that corner seems so far away, back in graduate school, years ago. When I was primarily a scholar. When I camped in the rare book room, reading nineteenth century women writers. When I lived the life of the mind. I tried to remember what I had learned about this woman writer whose body lay in the ground in front of me.

She published a magazine. For children. For adults, too? “The Rosebud,” I think it was called. She also published another one, for women, with the goal of educating and enlightening them. She published three novels, too. Hmm. I can’t remember the titles. “Recollections of a Southern Matron?” I do remember that she became one of the most famous southern antebellum women writers. My friend Cindy Stiles did her dissertation on her. I chose a different southern woman writer from the same period. But my brain, like a hard drive too full of junk, is accessing information slowly.

I reach out and touch the stone. Tall, with big letters, it towers over the others. Marble makes a cage for a large urn, cold to the touch. Hers is only one side of the stone. Her husband is on one of the other sides. Her daughter on another. The marble is smooth and weather-worn, the letters not as deep as I imagine they once were.

She designed this garden, I remember. This controlled chaos was her invention. Born in Boston, she came from the nature-orientated, freedom-loving land of the liberal Transcendentalists to live in conservative Charleston. She may have had to give up living among such intellectuals as Ralph Waldo Emerson, Henry David Thoreau, and Margaret Fuller. She may have had to change the way she dressed, acted, and talked. She may have had to learn to be quiet amid those whose politics she found offensive. But she brought her garden with her. And I am standing in it. I spin around, trying to see it through her eyes, this spot of land that her imagination shaped. All I can see is beauty.

I catch up to my daughter and take her hand. My daughter brought me out of the world of libraries and moldy books and obsessing about the past. She brought me out of the ivory tower, into the now, and into a life of doing. She helped make me whole. And I am here now, starting over, in a new town, trying to make a life for her and me that will be rich. Full. Fertile. Like this garden.

I lead her back to the Gilman plot of earth. And I tell her about Caroline Howard Gilman. I want her to know who made this garden she loves so much. I want her to understand that our church has strong foremothers as well as forefathers. I want her to know that regardless of where she goes, or what she does, or what accommodations she must make, she can grow her own gardens, whole and lush and fruitful.

And now I want to share that story with you. I want to share this story with you because she helped me understand better how to live as a liberal in the conservative South.

Caroline Howard Gilman married Samuel Gilman in 1819. The UU website reports that Samuel Gilman served the Archdale Street Church, the only Unitarian congregation in South Carolina, for almost 40 years and became a central figure in Charleston's social and intellectual life. This plaque was placed here to honor him, and his portrait hangs over there. His wife played a major role in the development of the church, just as most ministers’ wives do. In the early nineteenth century, women didn’t have many careers open to them. Gilman built a career for herself in the role of the minister’s wife, using that special relationship with the divine as justification for doing what other women could not. Women writers were not socially acceptable, and Gilman herself shared those feelings earlier in her life. “When one of her poems appeared in her school newspaper without her permission she cried that she was "as alarmed as if I had been detected in man's apparel!" (http://www.librarycompany.org/women/portraits/gilman.htm). However, she later began to see how her writing could serve a higher purpose.

Gilman became part of a long tradition of women who used their positions as servants of the divine to become writers. Enheduanna, the high priestess of ancient Ur, who wrote the first poem we have found in any language, “The Exaltation of Innana,” around 2500 BC, gained the access to education and the power to publish through her religious status. The Buddhist nuns who wrote the Therigatha in 600 BC, the first anthology of poems in any language, claimed “marriage” to their religion freed them from the traditional roles of women in India. Hildegard of Bingen, a writer and composer in the 10th century AD in the area we now call Germany, debated the pope and won, claiming that the visions she received proved that her special relationship with the divine allowed her special status in her community. Julian of Norwich, an anchoress of the 12th century AD, who wrote extensively about religious and philosophical concerns, used her status as a holy woman to publish. Caroline Howard Gilman joined these women and more when she started a publishing career with her role as a “sanctified woman” protecting her from cultural censorship.

But there was something going on in Gilman’s time that was different. She was not an isolated woman forging a place for herself in the public realm with the justification of “but I’m spreading the divine word.” Gilman was part of a cultural movement that eventually brought women out of second class status and into full citizenship: the rise of domestic ideology.

Women of Gilman’s generation still heard echoes of the words of Abigail Adams, who wrote to her husband John Adams in March 1776: "I long to hear that you have declared an independency. And, by the way, in the new code of laws which I suppose it will be necessary for you to make, I desire you would remember the ladies and be more generous and favorable to them than your ancestors." With the rhetoric of freedom all around them, women of the age couldn’t help but wonder – is that freedom for me, too? Enough women began to ask that question that a new rationale for keeping women civilly dead had to be invented. And this is how it goes.

The cult of domesticity told women that they were more moral than men. Women, then, need to be the one to raise the children, and they must be protected from the dirt of public life so they can remain pure for this sacred duty. The home needs to be a place where dirtied men can come in from the filth of the public word and be cleansed and make whole. Women can go that, and it is women’s duty to be the educators of the nation. Therefore, women shouldn’t have legal rights, shouldn’t be citizens, shouldn’t handle money because they, too, would become dirtied and unable to do their duty properly.

Women took this idea and ran with it. They reasoned, “So if we are more moral, as you say we are, then why can’t we turn this whole nation into one big home and use our influence for the good of all? We absolutely should. It’s our sacred duty to educate our nation.” Gilman, then, was one of many women of her time, such as Margaret Fuller, Elizabeth Peabody, Lydia Maria Child, Caroline Lee Hentz, and Harriet Beecher Stowe, who took seriously, as sacred, their roles as moral educators of the nation. Thus, we see the rise of the reform movements with women leaders, such as prison reform, abolition of slavery, and universal suffrage. Gilman had her own vision of reform that she promoted in her writing.

She sought to educate women in the importance of their roles by publishing magazines for children (which would be also read by the mothers in their roles as educators) and directly for women themselves. She made the middle-class housewife a hero with a significant contribution to make to society. Scholar Stephanie Robinson says “Gilman contributed significantly to the cultural phenomenon of domesticity in the early nineteenth century. While domesticity shifted the criteria of female worth away from wealth and title and toward inner character and ability, Gilman also delineated a new system of measuring female worth: housekeeping..” (http://libres.uncg.edu/ir/uncg/f/umi-uncg-1314.pdf) To Gilman, the whole nation was a house, and women were its best housekeepers. She participated in a wave of publications that taught women how to be the keepers of the home, both real (her own home) and metaphorical (of the nation).

She also saw herself as a mediator between the north and the south. One scholar reports that “As the tensions between North and South increased and the nation braced itself for conflict, she refused to cast her lot with either side, and focused instead on the shared values and cultural institutions that she believed could unite the divided states. In the 1830s she published Recollections of a Housekeeper and Recollections of a Southern Matron, domestic novels set in the North and South respectively, to illustrate the similarities between northern and southern households and the ability of domestic, maternal sentiment to transcend regional and political differences.” (http://www.librarycompany.org/women/portraits/gilman.htm). What could unite the country was a shared vision of housekeeping. And her voice sounded large in the years leading to the Civil War.

Now, you may wonder, “Why have I never heard of this woman?” And I can tell you why.

Remember that she was a northerner in a southern city, this very city that would eventually lead secession and the Civil War. To survive here, she made accommodations – and one of them was her support of slavery. Her husband, Samuel Gilman, never publically supported slavery, nor did he speak against it. He remained silent on the issue in public, through supported it in private by owning house slaves. He saw Unitarian congregations decimated across the south when ministers took an anti-slavery stand. So, he let his wife make the public accommodations. She is reported to have been an ardent supporter of slavery. And when I first found this out about her, I wanted to stop studying her and turn my attention to someone more worthy, say the Grimke sisters. They were from Charleston, but fought against slavery. They faced the same social pressures as did Gilman. Yet, they did not make similar accommodations. They, I thought, were much more worthy of my energy. I thought as many feminist scholars thought. We have plenty of forgotten 19th century southern women writers who were abolitionists. Why reclaim one who supported slavery? But I stopped myself.

As a UU, should I shut someone out because she had a view different from mine? Not very UU of me, is it? So, I decided to keep studying her, even if it did challenge my sense of right and wrong, to see what led this woman to be who she was.

Amd what I found surprised me. She was like many other southern women who made public statements in favor of slavery: this support was not consistent or firm. For example, Cindy Stiles reports that she published in one of her magazines, a letter from a supposed northern tourist in which the tourist asks “If all the slaves are so happy, why does Charleston need so many soldiers to stop slave rebellions.” Gilman often attributed anti-slavery rhetoric to other speakers, but published it nonetheless. In allowing different voices to be heard in her publications, she showed some ambiguity toward the institution.

Also, I learned how slavery fit into her view of the domestic sphere. She saw herself and other southern women as the moral guardians of not only their husbands and children, but also of their slaves. She rationalized that slaves were part of the sacred domestic union that she promoted throughout her writing, and thus, were uplifted through their contact with these sanctified women. She saw problems with slavery, but she honestly believed she was part of reform movement helping make slavery a better institution from the inside out.

Does any of this excuse her pro-slavery stance? No, of course not. But does it mean we can’t read or learn about her now? I think we can’t ignore the very human failings of people who came before us. We have a tendency to ask too much of our heroes. So, yes, Gilman was flawed, but I can’t ignore all the good she accomplished despite that flaw. And, through Gilman, we can see a lesson for us today.

Like Gilman, we also live in a time of sectional conflicts, but now it’s less about regions and more about red state, blue state. And we are in the thick of it. You and I are here as part of a liberal religion in the heart of the south, and we have drawn attacks, like the gunman in Knoxville TN who killed UUs because they were UUs. We live in a city that openly mocks many of the values we hold dear. We live in a state that banns the marriage of gay partners our church performs. We are, like Gilman, in a land where we must make accommodations to survive.

For example, I believe that the gay rights movement is the civil rights fight of our generation. And I don’t want to pay the karmic bill that comes with discrimination. But if you go out into the parking garage right now, you won’t see a gay rights sticker on my car. I’ve considered it, and decided against. I teach gender in my classrooms, and that includes getting my students to discuss gay rights and asking themselves the question, “are these human rights?” But I do that through raising questions, not making assertions. The assertions would be inappropriate in a classroom. But they wouldn’t be on a bumper sticker. I am not pleased with myself to confess I am afraid. I am afraid my car will be keyed. That my daughters and I might be targeted for attack. That, oh my goodness, I might be called a lesbian. I know where I live. I know what might happen. It takes incredible political and social courage to come out as a gay person. It also takes a bit to come out as a gay rights supporter. I know my flaws.

So generations from now, will I be judged by how I made accommodations to the time and place in which I lived? When I think of it this way, I am even less likely to judge Gilman. Instead, I seek to put judgment aside and simply learn the lesson her story has to teach. We can create beautiful gardens that people love for generations, despite our personal flaws. We can use our words to improve the lives of women, children and families. We can make good in the world, even if we aren’t always on the right side of history. However, I also learn that we should be aware of the accommodations we make to fit in, to stay safe, to thrive in a place where our morals are not shared by the majority. And I, for one, am inspired by Gilman to question those accommodations and to challenge myself to have more political and social courage. Hey, maybe, just maybe, I’ll make myself strong enough to put that bumper sticker on my car, to speak more openly, to come out as a gay rights supporter.

And, hey, I think maybe I just did.


A sermon given at the Unitarian Universalist Church of Charleston, SC, on October 26th, 2009

Monday, October 05, 2009

Creative Writing Course this Spring


GET PUBLISHED
Take English 238.001
Creative Writing

You will write. You will edit. You will design and layout a literary magazine and student anthology. You will network with professional writers. You will learn about different literary professions. You will become a writer.





• Course Type: Traditional
• Location: Trident Technical College Main Campus
• Prerequisite: English 102
• Tues/Thurs 9:45-11:10

If you attend a different local college, no problem! This course will transfer. Also, if you want to take this course but you already have a degree, you can enroll as as a non-degree seeking student. Come join us!

Tuesday, August 04, 2009

Report from an Undercover Agent

I received a comment here on the blog asking for my recommendations for improving our schools. I can certainly oblige.

I spent the last four years as a high school teacher. I feel like I’ve spent four years as an undercover agent in the K-12 education system. And I am happy to report to the rest of you.

However, I can only speak of my own experience. I was lucky to be teaching at a fine K-12 private school. I taught public school teachers in professional development programs, and I heard plenty of horror stories. Thus, I saw that my work life was easier than the average public school high school teacher. I was fortunate to teach in a good school, one that was working well.

My main points of comparison are college teaching and private high school teaching. And I can tell you, high school teachers in general have a different life than college professors. Before I taught high school, I taught college courses at institutions ranging from small community colleges to UC-Berkeley, one of the top public universities in the nation. I held a tenure-track position at Marshall University as an English assistant professor for five years, served on faculty senate, and started a woman’s studies program. But no job I ever had was as difficult as high school teaching. I know college professors work hard. I did. But, sorry, college professors, high school teachers gottcha beat. Big time.

Meeting all students every day of the week changes everything. At my school, the norm was five courses a day out of seven periods. One period for planning. One period for study hall. The time of instruction was from about 8 am to 3 pm. I arrived at 7:30 and was required to be in my classroom until 3:30, though I rarely left that early. Thus, I spent most of my eight hour work day in front of a classroom or supervising students.

I was fortunate to have course release time because of administrative duties. But those duties took far more time than the course release, and I often ended up team teaching with new colleagues, substitute teaching in other classrooms, and picking up courses left behind by departing colleagues in addition to my regular duties. Thus, I had more contact hours with students each day as a high school teacher than when I was a college professor.

I did more work during the hours normally set aside for family and me. One planning period a day wasn’t enough to prepare for all my courses. Sometimes I was teaching four different courses in one day. Thus, I needed to do most of my daily prep and grading work after my 8 hour work day. Leaving at the 3:30 bell was discouraged, not officially, but through the culture. I needed to be in my classroom to be considered working. So, I stayed late. But it still wasn't enough. My home life, then, was more rushed, as I had to help my daughter with her homework, cook dinner, spend time with her, get her to bath, read a book with her, and then put her to bed. By that time, I was exhausted, and I still had work to do to prepare for the next day.

Tight scheduling limits basic human functions such as eating and going to the bathroom. Because high schools don’t want students wandering around between classes, they don’t want teachers to either. I had only a few minutes once the bell rang before a new class arrived at my door. But since I was required to supervise the students in the hall and as they arrived to my classroom, going to the bathroom between classes was tough. I could ask another teacher to cover for me as I ran to the bathroom, but then that teacher didn’t get to take a similar break.

And for lunch? About 35 minutes. I didn’t have enough time to go out, get away, and take a break. Instead, I had to eat in my classroom or eat in the lunchroom. Also, for a week about every four weeks, I supervised students in the lunch room; thus, I had to eat standing up while hundreds of high school students ate theirs. Without a full lunch break, my day felt frantic.

As a college professor, I was accustomed to the working lunch. I would plan lunches most days of the week with colleagues, which gave us time to collaborate on projects, but also gave us a space in which to get to know each other, to develop a team mentality, to give and receive informal mentoring. I missed that kind of daily contact with my colleagues. I also missed the chance to go away from campus, to be with only adults, to have a break from routine. Even though I was busy, I didn’t feel frantic. I moved about my day with more calm, more precision, more focus because I didn’t feel so rushed all the time.

The pattern here? High school teachers have more student contact hours with students than do college professors.

That is all right and good, you may say. Teachers get paid to teach, don’t they? In high school, the belief is: if you aren’t teaching, you aren’t really working. Not so at the college level. College professors spend less contact hours with students. In fact, the majority of a college professor’s workday is spent not in the classroom. So what are they doing the rest of the time?

For a minute, think about other professionals. A trial attorney doesn’t spend all her time in the courtroom. She spends most of her time preparing to be in the courtroom, developing relationships with clients, collaborating with other court officials, and managing the business she owns. She bills for the long hours spent preparing for the short time in front of an audience. She is working, even when she is not in the courtroom.

Think about others. Surgeons don’t spend all their time in the operating theater. Surgeons spend a great deal of time preparing to be in the operating theater so that when they go in, they can perform the best job they can. And we are happy they do.

In the world of sports, we don’t expect an NBA player to play games for most of his work day. We expect him to practice, to condition, to collaborate with teammates, to prepare so that his performance is spectacular on game day. The same with actors. Actors spend more time rehearsing than they do in front of an audience.

Teaching is like all of these professions. Standing in front of a classroom is a performance similar to going into the courtroom, entering an operating theatre, stepping onto the court, and acting up on a stage. Like these professionals, a college professor has time in the workday to prepare for the performance.

As a high school teacher, I had less time to prepare for my courses than when I was a college professor. I had less time to comment on student papers. I had less time to collaborate with colleagues. I had less time for one-on-one student conferences. I had less to keep up with current developments in my field. I had less time to read or write or research. I spent most of my time with groups of students – not preparing myself for them. With less prep work comes less focused and organized classroom work. I did not have the time to prepare that fine- tuned lecture or writing workshop. I did more teaching that was in the rough draft stage. I learned the idea of "bell work," which is seat work designed to keep students occupied. I learned to plan less in a day so I could get through the day.

Our K-12 system would do better if we followed the college model of giving teachers more time to plan and prepare for their courses.

But the college teaching model isn’t practical for high schools, some might say. Yet, this is the model used in many K-12 schools elsewhere in the world, particularly in Europe. The standard in European countries is for teachers to be in the classroom three periods out of the total seven in the day. Thus, the majority of those teachers’ days are spent preparing to meet the students. And European K-12 age students consistently out perform students from the United States on international tests. Some studies report that European students perform better because their teachers are better prepared. They are better prepared because they are given more time during their workdays to prepare. A few professional development days a year just doesn't cut it. Daily professional development is better.

Our higher education system doesn’t face the criticisms of our K-12 system. An American university education is prestigious in the international community. And the main difference between the workdays of college professors and high school teachers is time given to prepare. I've read that many colleges are pushing for professors to have more contact hours with students. They shouldn't mess with something that is working. Yes, they could save money by having more students taught by fewer professors. But when the quality goes down, so does the enrollment, and that's money, too. Higher education needs to stay the course and continue to treat professors as professionals.

Preparation time makes for good teaching, whatever the level. Low preparation time is the primary reason our K-12 school system tends to not perform as well as other international school systems and our own higher education system. And if we want our schools to improve, we need to think of teachers not as supervisors of children, but as professionals, like doctors and lawyers, who need time during the workday to prepare to do their jobs well. We need to believe they will do the prep work they need to do when not supervised. We need to trust them. Treat teachers as professionals, and you will get better education of US children.

Don't get me wrong -- there are many areas where colleges could learn from K-12 schools. But that is a subject for another post. This is merely my recommendation for improvement. I know other professors and teachers and administrators will have their own ideas. I would love to hear from you all. What do you think will improve K-12 education?

Wednesday, July 29, 2009

Calls for Submissions from ARM and Demeter Press


Demeter Press

Mothering and Hip-Hop Culture
Abstracts due by August 1, 2009

Moms Gone Mad: Motherhood as Oppression and Resistance
Deadline for Abstracts: August 15, 2009

South Asian Mothering
Call for Chapters
Deadline for Abstracts: November 1, 2009

ARM Conferences and Panels

Mothering and The Environment;
The Social, The Natural, The Built
October 22-25, 2009
Deadline extended to July 15/09

Embedded Conference
A (M)otherworld is Possible: Three Feminist Visions The Motherhood Movement Matriarchal Studies The Gift Economy

Mothering and Migration:
(Trans)nationalisms, Globalization, and Displacement

February 18-20, 2010

Being and Thinking as an Academic Mother: Theory and Narrative
NEMLA 2010
April 7-11, 2010 (see earlier post)

October 2010
Motherhood and the Economy;
The Economics of Mothering

NEMLA Calls for Submissions about Mothering

41st Anniversary Convention, Montreal, Quebec - Hilton Bonaventure, April 7-11, 2010

The 41st Annual Convention will feature approximately 350 sessions, as well as dynamic speakers and cultural events. Interested participants may submit abstracts to more than one NeMLA session; however, panelists can only present one paper (panel or seminar). Convention participants may present a paper at a panel and also present at a creative session or participate in a roundtable.

Abstract Deadline: September 30, 2009

Please include with your abstract:

Name and Affiliation
Email address
Postal address
Telephone number
A/V requirements (if any; $10 handling fee)


Being and Thinking as an Academic Mother: Theory and Narrative

While previous books and panels have examined being a mother academic from narrative or "lived experience" and others explored mother academics' experiences from a theoretical perspective, this panel will incorporate both narrative and theory. The panel will explore how both research and narrative can inform contemporary understandings of academic motherhood and will strengthen the dialogue among academic motherhood, intellectual ideas, and narrative. Please submit 200-300 word abstracts to D. Lynn O'Brien Hallstein at lhallst@bu.edu.

Literary Motherhood in the New World

This panel seeks submissions of 200-400 words which focus on the relationship between a mother and her children and/or the social role of the mother in the New World in both racialized and non-racialized contexts. Submissions from literary works which draw from the New World-North and South American mainland as well as the Caribbean-are welcomed as are works which draw from both the colonial and postcolonial periods. Please send submissions to Kate Caccavaio at caccavai@msu.edu.

The Adoption Memoir

As the forming of families through trans-national adoption has radically increased over the past decade, a new genre of memoir writing has emerged. This panel will examine the Adoption Memoir as a cultural expression of the need to interrogate this new form of family making, and its impact on the family members and society. Papers can be on single or selections of memoirs, from all viewpoints (adoptive parent, adoptee and birthparents). Literary, socio-political, psychoanalytic, feminist and global-economic approaches welcome. Lindsay Davies at lindsay.davies@nyu.edu

Monday, July 27, 2009

Tarnished: True Tales of Innocence Lost

We want your true stories about your loss of innocence. Have you ever asked, “is that all there is?” When did you first realize that you were no longer a child? What happened to make you realize that life wasn’t always beautiful, and how did you handle it? When did you lose your romantic notions of fairytale love? What happened to change the way you view the world? Each of us has a moment or experience that changed everything and you may have a story that we want to publish.

Guidelines

All essays should be nonfiction narratives, written in the first-person. Focus on one or a few selected events in your life; do not send rants or political speeches. Stories should be titled. Essays should be between 1000 – 5000 words, double spaced, paginated and word-processed. No funky fonts, please.

Please include a brief bio (1-3 sentences) at the end of your submission.

Deadline: March 1, 2010

Please send your submissions to: white@lifesabitchbooks.com

Writers chosen for the book will be contacted by May 1, 2010. Their selected stories will be published in an anthology to be released fall 2010. Each contributor receives two free copies of the finished book, will be included in publicity promoting the book and will be invited to read at literary events associated with the release of the book. Books will be available on amazon.com and our company website.

Robot Hearts: Twisted and True Tales of Seeking Love in the Digital Age

We want your true stories of dating and mating in the 21st century. Have you had a funny, strange or horrifying experience with online matchmaking services? Had a cybersex encounter of the weirdest kind? Conducted your relationship mostly online?Been victim of a text-message break-up? Whether you’re living happily ever after or continue to be digitally dumped, you’ve got a story we may want to publish!

We are looking for thoughtful-yet-humorous nonfiction pieces that focus on the uniqueness of trying to make a human connection in this digital age. We are interested in the ideas of love and technology intertwined, for better or for worse. Is dating now so very different from the days of our ancestors? Does courtship still exist in the world of instant-everything? Have ideas of romance changed even within your lifetime? Has technology enhanced or intercepted your chances at a loveconnection? Has progress gotten in the way of your more primal instincts? The world wants to know!

Guidelines

All essays should be of the true and personal nature, written in the first-person. Focus on one or a few selected events in your life; do not send rants or political speeches. Stories should be titled. Essays should be between 1000 – 5000 words, double spaced, paginated and word-processed. No funky fonts, please.

Please include a brief bio (1-3 sentences) at the end of your submission.

Deadline: Dec 31st, 2009

Please send your submissions to: red@lifesabitchbooks.com

Writers chosen for the book will be contacted early in 2010. Their selected stories will be published in an anthology shortly thereafter. Each contributor receives two free copies of the finished book, will be included in publicity promoting the book and will be invited to read at literary events associated with the release of the book. Books will be available on amazon.com, bookstores and our company website.

Visit www.lifesabitchbooks.com

Saturday, July 25, 2009

Changing the Blog Name

Four years ago, I left college teaching for high school teaching. Many of my friends thought I had made a bad choice. I didn’t then, and I still don’t. We all have different needs at different times in our careers. High school teaching, with its substitute teachers and regular schedule, suited me in a time when I was single-handedly raising a kindergartener and caring for a mother going through cancer treatment. I liked going to the same school with my daughter. I liked really knowing my students. I liked working with people dedicated to making children’s lives better. I liked being able to take scheduled days off to take my mother to cancer treatments. However, now that my mother is cancer-free and living on her own, and my daughter is entering the third grade, I am ready to return to the professional venue for which I was trained: the college classroom.

I’ve been hired at a local community college, where a large number of the students are first generation college students, and a number of those are single mothers. I am excited about working with all the students, but I feel I can offer something a bit special to single mothers. I know how hard it is to be a single mother, but I also know that single mothers can succeed as students and professionals. I know single mothers can make their lives and the lives of their children better. I know because I’m doing it. And I want to help other single mothers do the same.

I think, now, I can be in the academy as a single mother and a professor, when years ago it was more difficult. The book Mama PhD has made a difference in the lives of professor moms in the years since I first published Mothering in the Ivory Tower. Now, I hear reports from the front lines that suggest mothers and fathers are more accepted and supported in academia. I saw children in the offices of my new department members (something a former Chair of mine had discouraged in a memo ten years ago). My new Chair left a meeting saying that he had to take his children to the orthodontist. And I’m pleased to report that this department hired me knowing full well they were hiring a single mother. Hopefully, then, I won’t feel compelled to perform childlessness as I have in the past. I will be able to be both a single mother and a professor.

Since I am changing, I am thinking it’s time for the blog to change, as well. So, you’ll see a new title here. You’ll see more writing about my work life. You’ll see more speculating on the nature and scope of our educational system. And you’ll see me continue to explore the life of one single mother as she lives, works, and loves.

Monday, June 22, 2009

Call for Submissions

I have found that as a single mother, writing long pieces just doesn't work. I don't have long blocks of time. So I've had some success publishing short pieces, and here is a call for submissions for all you writers who, like me, keep it short!

Thin Threads® - The Moments that Made the Difference.

Kiwi Publishing invites you to contribute a true story, article, or anecdote that will bring hope and happiness to all those who realize the possibility in each moment, and the unseen miracles that arise from overcoming what seem like detours & setbacks. By sharing our special moments; surprising, loving and inspiring, these stories will touch people around the world and help them become open to the possibilities in every moment.
Thin Threads® Stories is a book series that embraces the best of the human spirit - the heart and instinct in each of us that leads us toward becoming who we were meant to be. These Thin Thread stories are a collection of moments, events or decisions told in personal story form, each showing how the course of our lives can be redirected for the better. The stories encapsulate our human desire to tell our own stories and to read and relate to others through their stories.

We are currently collecting stories in the following categories:

1. Thin Threads of Business& Career
2. Thin Threads of Compassion & Giving
3. Thin Threads of Recovery & Survival
4. Thin Threads of Holidays & Celebrations
(including Romance/Valentines Day)
5. Thin Threads of Teachers & Mentors
6. Thin Threads of Teens & Young Adults
7. Thin Threads: The Legacy Project – featuring fathers, mothers, grandparents
8. Thin Threads of Patriotism & Courage
9.Thin Threads of Achievement in Sports & Fitness
KIWI is looking for true, inspirational stories; 1200 words or less, that will make readers laugh, cry, or sigh. Stories should be positive, universal, and non-controversial. The "point" or "message" should be evident without preaching. No essays, commentaries, tributes, philosophical or biographical pieces will be accepted.

Each story must contain the following elements:

1. Be Real - non fiction
2. Capture the essence of a thin thread event
3. Evoke an emotion from the reader

Check out their website for more information.