Treme

I finally got a chance to sit down and start watching Treme this week. It took me a while, but Natsuki was at her folks for the week and I don't have enough money to pay my gym fees, so I figured it would be a good chance.

I am going ahead and writing this as a half-assed post now since if I wait until I have time to give all of my thoughts I won't come out with anything until the last episode of season 5 in which NOLA Actual takes off into space with Kermit Ruffins sparkin' a J off of the exhaust.

First, let me single out the Times-Picayune's superb "Treme Explained" which is an essential companion to the show, even if you know the city well.

The Wire touched a special place in my heart, not just because it was exceptional television, as almost everyone acknowledges, but also because it was an homage and a eulogy for the great city of Baltimore that had impacted me so much as a kid visiting there and as a proxy for Richmond which I lived in the worst neighborhoods of as a young adult. It seemed to be about people I knew and spoke in a language that I understood.

Treme is a thicker stew as I already find myself loving it and yet have to question whether my affection for New Orleans is just a hackneyed reaction to a real tragedy. An effection maybe. I am definitely on record before the storm of declaring my hate for the city and my lack of a desire to be there. That is true, and looking back, I feel justified. Growing up on the Gulf Coast, New Orleans was like the brother that I didn't want to share the back seat with. However, it turns out, if said brother was torn from your home and unable to be found, you would miss them terribly and want more than anything to hold them close. Let me explain. I have been going to New Orleans since I was a little kid as my Godfather and his family are from Slidell. They live in a house on stilts in the swamp and say thing like "butta" and "watta" and eat cabbage even with worms crawling out of it. They are Cajuns; sturdy and round. We used to drive into the city for Mardi Gras and I can remember rolling through Algiers in the early '80s with a pistol on the front seat. Country paranoia or shameful reality, the city loomed. We would still stand on the parade route and soak in the sights and the sounds most of all. In Northwest Florida the doctors all have Carnival paintings on their office walls and are members of a Crewe that they bought or influenced their ways into. Hippies drive over to get high at Jazz Fest and rednecks to get drunk on Bourbon. Punks? New Orleans had nothing for us except for kids who enjoy playing at being homeless. So I tired of New Orleans. It was a rich fantasy and a drunk's toilet. At 15 they wouldn't let me check into a motel that I had reserved and so I spent all day at the fairgrounds after a downpour in a flooded muddy field with 90,000 other music fans trying to pull pizza boxes out of the garbage to sit on. New Orleans was parking lots and underpasses and interstates and gas stations with bullet proof windows where men with bottles in bags lurked just outside of the brightest lights. It was one wrong turn from being in more trouble than you felt like being in and panhandlers getting it in their head that you weren't poor just because you were white. Or white panhandlers thinking you might give up some change since you were young. It was being stuck all night, tired in Jackson Square while GG Allin played one of his last shows and his fans came out and made fun of us for not looking like them. That New Orleans never did much for me. The one where the police might kill you instead of the criminals.

Of course there were other times like when I went to see Bela Fleck in a park and Pensacola and Rebirth opened up. It was probably the best live music I have ever heard, but it was tennis tanned, khaki-shorted doctor's wives who lined up to dance behind them. There was also the empty, sunny New Orleans on the day after Christmas at Cafe Du Monde. Row after row of buildings making neighborhoods, full of people who knew each other. There was running into Winona Ryder in a used clothes store and finding a Crucial Youth record in a bin on some back street in Iberville.

Let me be specific, I didn't resent New Orleans for being dirty and poor and dangerous. I resented it for being idolized by people who didn't have to endure its dirty and poor and dangerous. Under those circumstances, it is no wonder that New Orleans doesn't love outsiders and tourists. Nowhere on the Gulf Coast does. We don't in Northwest Florida. Just give us your money and get back on the bus heading North. But New Orleans has done better than the rest of us in keeping its soul. It has had to be hard and cold at times. Making outsiders feel like they are on the outside, anyway, good for them.

And then my friends lived there. And then the storm came. And I won't lie and say there wasn't a part of me like Bill Clinton who cried on 911, partly because of the awfulness and partly because it didn't happen when he could have done something about it. Florida, so ready for the hurricane, so prepared will never be remembered for how it handled the big one. New Orleans will be loved and strangled and almost destroyed and certainly vilified for how it lost. So now, like the bother of a stolen child I can only love it while I still hate driving around under the interstate and the neighborhoods that can go from bad to worse and hearing about how drunk somebody got on Bourbon.

Back to the show itself. It makes the point that The Wire couldn't and that is more complicated in New Orleans anyway: The city is fueled by and unique because of the culture of the lower-classes who live there and are unwanted by the power structure except to the extent that they bring tourist dollars to the city which is fueled by and unique because of the culture of the lower-classes who live there and are unwanted by the power structure except to the extent that they bring tourist dollars to the city..... and on and on.

So far, the music has been exceptional and the amount of times that I have said "Hey, there's _______ where I saw_______ play." has been enjoyable. With few exceptions it has felt real to me, but I am only a visitor. There are lots of dynamics that I would like to see discussed but the scope of the show is limited and I think that is to good effect. There has been no game changing character like Omar Little to appear yet, but this is a different kind of show. Khandi Alexander is wonderful and has a real kind of strength. I have also enjoyed the Delmond Lambreaux character showing a very real divide between "serious jazz cats" and their feelings about the city's vernacular canon. Also, mad props for showing Galactic going off at d.b.a.

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The Warning

Not posting in two weeks seems egregious. If only I knew that I wasn't posting while I wasn't posting, then I probably would have posted. Nevertheless.

A warning came down from the company. I don't listen to my company, ever, so it really doesn't matter. They say that the Board of Education has a way of seeing what everyone who uses the internet at school is looking at so that we should be careful and only use the internet for school related purposes. Hmmm. While I don't doubt that being able to remotely track a computers history, or even being able to watch a screen in real time is a reality, in fact I know it is, let's examine the reality of the situation.

I work at a school with at least 73 teachers. Right now five computers that are connected to the internet at the computer station are open and running. In addition we have about 25 laptops that are available for teachers to use at their desks and WI-FI that runs through the whole school. Add to that teachers personnel computers at their desks and the numerous teachers that use their iPhones off of the WI-FI. That is one school around 43 or so in the school district. Are we to believe that one person employed full time could even keep up with the activity at this school? Are we further to believe that they could interpret what was actual use and what was useless. I sometimes mail other teachers using Facebook to ask about lesson plans. I sometimes use Gmail and ask about school and then an unrelated question or two. Sometimes when I am using Wikipedia to research a grammar point I stray off topic but end up learning more that I talk about in class. Some teachers use the computers to watch basketball. Then again, they are basketball coaches. Are we really to believe that one person can not only see all of this information but also analyze it? Is there a team of 40 or so people just doing this at the school board? If so, does the money wasted there not eclipse, by far, any productivity lapses by internet surfing teachers? I suppose my real question is; Why they gots to play me for a stupid?

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Economics 1010101010101

I think that this article is well in the right of it. I was fortunate in my choice of college departments in many ways. One of which was that the thinking on economics was deep and varied. Often people treat economics as if it were math, even though it just involves math. Economics also involve human psychology and morals. Next door to my department was the business school, which had a monster of a new building paid for by alumni. I was somewhat repulsed by it, although to be fair it had a nice atrium. Occasionally I ventured into their basement to use their vending machines which, unlike their economic thinking, were more varied and complex than ours. In the basement study are hung pictures of Vince Lombardi employing people to win, although in a vastly different context. The people from this business department probably weren't stupid, but when our paths did cross I found their thinking on economic issues, among other things, quite oversimplified and robotic. Not that they were ignorant, but that they had been given lots and lots of very shallow information.

To extend the shovel analogy, mightn't it also be that a wealthy person could buy up all of the shovel supply and offer to rent them out at high rates to the poor people who couldn't afford them? Always keeping the shovels a step out of their grasp. Or, isn't it also likely that the same individual or conglomerate would offer to sell the shovels to poor people during storms, but on a loan payment basis and at a high rate of interest? Therefore to make their rent and other needs for the month, poor people would be forced to buy the shovels to dig out of the snow and then be saddled with payments for an object they won't always be in need of. Maybe the same or another individual could get them in debt on fans in the summer and rakes in the fall and allergy medicine in the spring. All things that the rich would have in abundance and chide the poor for not making do without. That is economics too. What if a neighborhood of poor people decided to go in together and buy one shovel for the neighborhood and set-up a rotation of shovelers to free everyone from the snow at a low cost? What if the powerful shovel interest influenced lawmakers to ban these kind of organizations and a PR firm to taint them as socialist? It sounds absurd, but it isn't far off of reality. Keep in mind that we have seeds that are sold to farmers that intentionally won't generate new seeds so that the farmer has to buy seeds again the next year. We have underprivileged homeowner organizations like ACORN destroyed through the media and congress. These are economic issues. I could go on and on, and I am sure you could to. It just goes to show again that knowledge of something is not mastery of it, or even complex understanding.

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The JET Issue

I must be back to work because we are back to Debito Arudo columns. This one is especially applicable however. As a former JET who would cut off a pinky to get back on the gravy train that gave me envelopes full of tax free cash, a subsidized apartment and a seemingly endless supply of badusi, you might expect me to be a vocal advocate for the program. Well.... Then again as a frustrated educator who believes that Japan should throw its English program out with the bathwater and into the sewer you might think I would be calling for torching the program....not really. There is more I want to talk about in this article than the survival of the JET program. To sum up the topic quickly, JET brings some rotten people to Japan. It brings a lot of lazy people and drunk people and immature people. It is also responsible for everything I either have or don't have, most of my friends and surely my marriage and everything that came along the way. It is, in the end, a great tool for soft power, placing people with Japanese sympathies in various positions all over the world. Don't give that sentence another reading. But, it does that too.

The real issue here is what Debito has to say about English learning in Japan and the fact that he is 88% correct. And where he isn't correct he isn't exactly wrong.

The point is made that many JETs aren't trained English teachers. This is very true, and it could be a problem if they were often called upon to be teachers. Sadly, this is usually just a cudgel for Japanese teachers to ridicule them with (do you ridicule people with cudgles?) even though the teachers have very little real training themselves, especially in teaching English. Most teachers that I have encountered are still stuck in the grammar translation method of teaching, which disappeared along with Latin classes in the West. If they were asked, though, most teachers wouldn't even know that this is the method they were using. They would just think of it as teaching. It might be hard for you to picture a class in Japan, but just imagine it as somewhere between algebra and Latin, being written on the board and described by someone who has a loose grip on the subject to students who have neither clue nor interest. It is amazingly counterproductive.

On my first day as an ALT the superintendent of schools told me "Please tell us how to make our education system better." That was nine years ago and no one has listened once. I had a conference with all of the English teachers this year and typed up a list of what we should concentrate on. Everyone thought it was great that I could write in Japanese, but nothing has changed.

One thing that has changed is that the teachers are no longer as dead set against ALTs as they used to be. Some here and there are and there are still a lot of stereotypes and generalizations ingrained in the school system as a whole, but most seem more accepting these days. I am still often told, however, that there used to be "some problems" with an ALT in the past. I sometimes ask "You mean like the problems with Japanese teachers?" Which could mean the one who was selling drugs in a hotel room, or the one who was caught in the school pool with the girl's soccer team or the one who was drunk driving or the one who killed the kid in judo class and on and on. But as we know, these are different things. Japanese people operate as individuals and foreginers are a monolith.

This is not just a bitter jab, this has to do with a failure of the overall system. As Arudo correctly points out, "Now add the back-beat of Japan's crappy social science." Agreed and super agreed. I have often said that non-Japanese are not here to teach English we are here to teach Japanese. How do I mean that? We are here to reinforce how English and foreignness are separate from what the kids in class are learning to be, Japanese and Japanese. The prevailing Japanese view is that nationality and ethnicity are fundamentally inseparable. We can engage in cultural exchange but only in so far as it is illustrating differences. That is where I rock the boat slightly. I usually try to point out in class that I don't understand what "gaijin" means and that we grow up eating rice too, we just have more kinds. My most repeated phrase is "I don't know, it depends on the person." Which seems to be almost ungraspable, even to adults. I don't know what Americans eat for breakfast, because I usually don't go to my neighbor's for breakfast, much less a stranger's house. I can only answer for my family. That kind of thing. In this atmosphere, it is very hard for kids to see English as something that they can do just as well as anyone else learning a language. English is crazy and separate and bears on them very little.

I would be remiss if I didn't mention the fault I find with television in the whole dynamic. I blame Japanese TV for many things I find repellent. This is not to single out Japanese TV in the world, but to single it out in Japan. What you need to understand is that TV in Japan has about 4 channels, so everyone is pretty much watching the same thing. These channels are all populated by the same people, as the same 'talent' are on every show, every day in Japan. Non-Japanese show up from time to time but they fall into two general categories, comic relief and strange gaijin. If you struggle awkwardly in social situations and misuse the language, like Bobby, you are comic relief and beloved. If you speak Japanese fluently and have an opinion, you are strange gaijin. Maybe there is a small third party of those fluent in Japanese that play the game well and talk about how great Japan is and how there are no problems anywhere like this muppet, who I used to have an email exchange with and now makes me scour in shame. But maybe I am not being fair.

In any case, in this environment, the kids see most things in the context of the TV that is on at their house constantly, they struggle to view ALTs as teachers or even as adults. They are assumed,by both teachers and students to be the comic relief. This isn't said explicitly, but it is reinforced constantly. At meetings, it is usually coached as "ALTs are here to expose the kids to English so you should have upbeat and fun classes." Or by teachers as "Today the ALT is here, so let's play a game." I once taught at a school where I was told, "Our image is that foreigners smile a lot, so you should smile more." I never went back. I was told at my school now, "Your job is to stand there and smile and speak English." This was a large fight. I have many more stories but I am sure I have had it relatively good.

In the excellent, "You Gotta Have Wa" by Robert Whiting, which I consider and essential text on Japan, the author illustrates the practice of bringing average or failed American baseball players to play in the Japanese league. Their role is to continue to be average, be hyped as saviours and then to be blamed for all of the teams struggles and then be sent packing and told they are great disappointments. I think a lot of that is what has been going on with ALTs. It is easier to talk about the problems with them and their lack of certification and how they use the internet at work than to look at the internal problems weighing down the halfhearted attempts to teach English. It is easier to invest your hope in someone and then send them home like you burn your good luck charms at the end of every year.

The only place where I think Arudo gets it partly wrong is his image of the Japanese classroom. It might still hold true some places, but most I have worked in, failure isn't punished at all. Not even enough in my opinion. Answering, "I don't know, I don't speak English." Is often acceptable and the height of humor. "This is Japan." Is also a popular one. Failure is not only accepted it is expected. As I have asked many times, "What happens if you show up to a Japanese school and fail every test and never turn in your homework? You graduate."

It is a large issue that I could write on for a while, but debating JET is just another why that Japanese education can avoid debating itself. Last question: Of all of the board of education, school-wide and English teacher meetings I have been in over the years, how many times has a native English teacher been asked, "What can we do better?" Do I even have to tell you the answer? Zero. Do you think the cowboys ask the rodeo clowns how to ride a bull?

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Further Adventures in Edumucation

Here is a stat the surprised me. As much as I take issue with aspects of the Japanese education system, I never thought that funding was one of them. The amount of funding directed at me, sure. I would like to see these stats laid out more, to see if there is anything behind them or any other way they can be read. I always think of Japanese schools as rolling around in money and just being dingy as a style choice. The part at the end about high private spending rings true, however.

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I Give

I used to front on Cee-Lo. I even had a line in a song that declared, "Cee-Lo, you look like your butt 's soft, is that how you really sing or did someone cut your nuts off?" Which in a fairer world would go down in rap history, but that is a selfish digression. Like millions of others I enjoyed Gnarls Barkley, but I gave most of the credit to Danger Mouse, who I had always been sweet on. However. However, Cee-Lo, you have done it. You have turned the tide. Me who hasn't liked anything he has heard in forever decree this day: F'ing masterpiece my friend.





He is killing it, in case you didn't notice. This is one of those moments I miss having a radio show and being out of my mind over a terrible person so I could just play this over and over.

Speaking of music, Ed recently reminded me of Brother Ali whom I had liked and forgotten about. He is quite good.

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It is Feeling Cold and Hot

Back at school with broken air conditioners and little to do except grade papers that are either blank or make little sense. I often bemoan the state of English education in Japan and then I always forget the examples. Here I am back at school grading the kids summer reports on retaurants in their neghborhood and I am clutching a hndful of examples. Here are two. And kkep in mind that they are two of the best, the most comprehensible. Most kids didn't even bother.

1. Restaurant name is Coco's. There is Nakashingai. Best food is package ware hamburger and caramel christean. Those is very delicious. Those is wester food here. Package ware hamburger is brand-new. So, it is delicious. Caramel christean is caramel ice cream and caramel sauce. It is feeling cold and hot! -end-

2. The parfait is dellcious. The glass in the drink bar is beautiful. Atmosphere is good. It is early for a moment to come. European food specialty. You only have to go to go.

These are 3rd year students who have had English class everyday for 2 and a half years. These two are in the top 95% of the essays I read. Do you understand why I think we should stop doing English in Japan. What is the point if this is the result?

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