My husband and I have a little riff between us, where if one of us says a “mood” word in a sentence (such as ‘I’m feeling disgruntled / listless’, etc) the other will say something like ‘Yes, but what does it feel like to be gruntled? Or listful? (I know, you probably have to be there for it to be funny.)
Funny or not, these moments usually have me thinking about the word itself. Where on earth does a word like ‘listless’ come from, anyway?
So I did me some searching…
We all know what ‘listless’ means, right? The Macquarie Dictionary defines it as Feeling no inclination towards, or interest in, anything. After our spate of super-hot days in the NSW summer, I’m sure many of my fellow Australians will understand this feeling. Who wants to do anything remotely energetic on a 45 degree Celsius day?
OK, so that’s ‘listless’. But take off the suffix ‘less’ and it makes no sense, surely? No one says “I’m feeling listy (or listful) today.
No, they don’t. But if we understand the origins of the word ‘listless’, it starts to make more sense. The website for the podcast A Way with Words https://www.waywordradio.org/origin-of-listless/describes ‘listless’ as sharing a root with the English word ‘lust’. Ah! Now we get it. Back to the Macquarie: ‘lust’ means desire, passionate want for something, sexual desire…So to be without those, we can well be described as ‘listless’.
I love the way our English language is full of words that can appear to be nonsensical – until you dig down into their roots. Then they can have a magic of their own.
In last week’s post I mentioned being at the Cobargo Folk Festival recently, and having the pleasure of meeting Gabrielle Stroud after reading her book ‘Teacher.’
At the same festival, I had another of those wonderful moments of serendipity. Also on the festival program were several performances of “The Good Girl Song” Project. A song cycle called “Voyage”, it was written by Helen Begley, based on research by Liz Rushen and eyewitness accounts of the voyage.It presents in musical and theatrical form the story of young single women who emigrated from England to Australia, in the 1830’s. The show was performed by Helen, Penny Larkins, Penelope Swales and Jamie Molloy.
I just loved this presentation. It was Australian history, brought to life. The hopes and dreams of poor women searching for a better life, who sailed halfway round the world to be met by several thousand men on the Sydney dock. The colony was starved of eligible young women, at that time in it’s history. So did the women receive a warm welcome? Hardly. They were greeted by jeers, catcalls and filthy remarks from the assembled men. Imagine the women’s distress and disappointment. And the resilience they needed, in order to lift their heads, endure the humiliation and jeers that their ship was a “floating brothel” and walk down the ship’s gangway, to somehow make a new life in this strange land.
The show brought me to tears. It evoked thoughts of my own ancestors, some of whom I am writing about in my current fiction project. Some arrived as convicts, others as free passengers, but all of them would have experienced the hardships of the voyage here, and the same trepidation as they stepped ashore.
To hear more about the project go here:https://vimeo.com/130713977
or visit their Facebook page:https://www.facebook.com/thegoodgirlstory/
A copy of this book should be handed to anyone who expresses the view that “Teachers get so many holidays”, or “Teaching must be an easy job – look at the hours they work – 9 to 3 Mon to Fri and no weekend work.”
For much of my working life, I was a teacher. Mostly in adult education, but a couple of years as a casual primary teacher, working across ages from kindergarten to year six. So I read Gabbie Stroud’s memoir of teaching in primary schools with interest. It might surprise you to know that much of what she describes about her experiences in working in primary education in Australia and the UK, is increasingly relevant to the vocational education and training situation as it currently stands, here in Australia.
The tag line on the front cover of ‘Teacher’ reads: One woman’s struggle to keep the heart in teaching. The author’s heart shines out through her portrayal of her childhood years, her decision to train to become a teacher, her first job in an East London school, teaching in Australian schools, including in socioeconomically disadvantaged regions and in a brand new school. Her approach to teaching was all about relationship – with her students of course, and also with parents, colleagues, and her schools’ communities.
She describes her experience of burnout – an overwhelming workload, juggling time with too many things on the “to do” list, and the “stealthy encroachment of more and more demands for accountability, “evidence”, assessment grids and rubrics…A teacher could literally spend their working week creating the documentation required to teach.”
You might be thinking: Other occupations have these sorts of pressures. And you’d be right. Many people – nurses, social and community workers, doctors, aged care workers, people who work in childcare, would nod in recognition of the issues discussed in this book.
For me, the fact that these workplace issues are so widespread, makes the arguments put forward in this book more important, not less. Ms Stroud describes struggling with unsympathetic systems imposed from above, usually by people with no experience or understanding of education or teaching, and very little knowledge of what teachers, schools and students need to excel. The introduction in Australian schools of “NAPLAN” testing (standardised testing in literacy and numeracy), and a National Curriculum, are two examples examined here.
One of my favourite lines in the book is a quote from one of the author’s colleagues: “All this collecting of evidence. Evidence for everything. I feel like I work for a crime squad.” (p.221)
Sadly, this reliance on standardisation of teaching and assessment practices and “evidence” (a belated effort to stem the rise of less than reputable training organisations) has crept into the vocational education and training sector in Australia. It’s a lucrative market nowadays.
What is often lost, is the importance of relationship and heart in the teaching and learning process. Teachers and students can get so focused on their grades and on completing assessment tasks that they have little time to think about actually teaching and learning. They lose sight of what they have achieved and what they can do. As the author states, it becomes a deficit approach to teaching and learning.
I’ll leave the final word to Gabbie Stroud:
“We need to contemplate not only what we should teach our children, but also how we should teach them. And we must start valuing our teachers.” (p334)
Postscript: Over the first weekend in March, my husband and I went to the Cobargo Folk Festival. It’s a lovely little festival in a beautiful part of the south coast of NSW. I was pleased and surprised to see in the program, a discussion panel called “What’s Happened to our Education System?” The three speakers were all enthusiastic, creative, professional teachers – who had all left teaching. (Though one of them, Nick Thornton, is about to return to the classroom, to focus on the educational needs of children who have experienced trauma. And the second, Kate Liston-Mills, has completed a Librarian Studies course.) The third speaker was none other than Gabbie Stroud. It was a delight to meet her and hear her speak about her experiences and what prompted her to write the book.
If you are interested in finding out more about her work, check out her website (I love the retro illustrations! Classic 1950’s twee) https://gabbiestroud.com/
This is the debut novel from Claire Coleman, a Noongar woman from southern Western Australia. The book was published in 2018 by Hachette Australia and it won the black&write! Fellowship in 2016, from the State Library of Queensland.
It’s a hard book to describe, being one of those books that bend or fuse genres. The first half reads as historical fiction, based on all-too-real stories of the invasion and colonisation of Australia by Europeans, the bloody frontier wars, the massacres, the church run Missions and the Stolen Generations. It’s hard going, difficult and uncomfortable reading, but important reading for all Australians.
Given that these awful events in our nation’s history have been told through story and in non-fiction works, in films and songs, it is astounding to me that so many non-indigenous Australians can still plead ignorance, or worse, disinterest, in these darker parts of our history. While many of us are now proud to acknowledge our connections to other challenging periods of the Australian story, for example, our convict heritage, it does seem strange to me that some remain unable or unwilling to acknowledge the reality of what happened to indigenous people in this country. Let alone to respect the resilience and tenacity that enabled Aboriginal and Torres Strait Islanders to survive.
Halfway through the book, we realise that what we are reading is, in fact, speculative fiction. It switches our viewpoint in a way that feels quite disconcerting, at least to begin with. It is cleverly done.
The writing is at times clunky, with some repetition and laboured sentences. But the overall effect of this book is to leave you thinking and wondering. What if? What would that be like? How would that feel?
Which is, I believe, one of the best things that good fiction can bring: an increase in empathy.
Have you read other fictional works that do this?
Let me know in the comments below.