a pedagogical statement

an open letter

Dear students,

 Let’s switch to first person. Hi, my name is Mike Mena (pronounced ‘meh-nah’). You can call me Mike. The title most meaningful to me is ‘teacher.’ But, to be perceived as a ‘teacher,’ well, that must be earned.

The ‘maestro’ in MaestroMikeMena.com has a double meaning. To my musician ears, maestro might mean ‘conductor,’ and it can be applied to any person who gets up to direct what is going on. To my Mexican American ears, capital ‘m’ Maestro primarily means ‘teacher,’ a title that must be earned and maintained. A title that can be revoked.

ethical commitment (1)

I will not take for granted that I have earned the title ‘Maestro’ from some people.

I had a difficult time in graduate school, on my best days I felt ‘average,’ but most days I felt on the verge of tears. I was told:

i have imposter syndrome.

Those were not my words. It’s what I was told.

I was trained to feel like an imposter. My imposter training was relentless: from explicit attacks, to barely perceivable exclusions. But, they added up, the tiny moments. They build, they built. Eventually, all those tiny moments of feeling bad began to make sense:

i’m not as smart. i should quit. i want to go home.

I knew each moment wasn’t my fault. But, I was told otherwise:

i have imposter syndrome.

But, those were not my words. Never again.

i have imposter syndrome.

My imposter training was all about ‘academic language,’ the linguistic register that produces the space we call the school, the campus, and the academy. I arrived to graduate school without ‘academic language,’ or, at least, I was continually positioned to appear so. What I discovered is my academic language does not sound like what is expected in the classroom. I did not speak with jargon, with technical flourishes, nor did I lace my speech with common academic phrases. But to be clear, academic language has nothing to do with words, but social positioning. And, crucially, it had to do with the confidence to assert an idea so forcefully that it sounded ‘right’—it felt ‘right.’

I founded the YouTube channel, The Social Life of Language because I wanted to learn from someone like me: a person of color that sounded like me.

ethical commitment (2)

I will speak with you in your language to the best of my ability.

My favorite teachers let me know their word was not to be taken as scripture, but as perspective.

My favorite teachers acknowledged that their contribution to the field would one day be left to me and others to continue.

This is my letter to you: my students and my students to come.

your student too,

mike

 

a teaching demo

Gloria Anzaldúa is always present in my video pedagogy. This video covers the theoretical lens Anzaldúa named “linguistic terrorism,” which is found in Borderlands/La Frontera.

My teaching videos are meant to be viewed before reading an original text. They employ story-telling, graphics and sound effects, rapid-fire video editing, but also moments of rest that are housed in wit and humor.

These videos are not overviews. The goal of each video is to equip readers with a nuanced understanding of one or two central keywords to a text.

Videos are designed to direct reading, establish relevance to students’ daily lives, and get the extra jargon out of the way for a deeper critical engagement with the original text.