The National Conversation

One of the points frequently made about Occupy Wall Street is that it has shifted the national conversation by putting income inequality and financial deregulation back on the table. At the same time, one of the most inspiring things about the actual site of Zuccotti Park, and the other Occupy encampments, has been their creation of a forum for open conversation about issues of local and national policy.

But what is the national conversation? Where does it take place? Whose voices are involved? Today I want to ask: Could expanding the national conversation become a focal point for political mobilization? Could activists mobilize around a clear articulation of the need for a more open, engaged, diverse national conversation? Could this be a way to bridge constituencies that currently have a hard time talking to one another?

Image Credit: Ubiquitous Clip Art

As a rhetorical strategy, the idea of expanding the national conversation is double-edged. It encourages us to pull back from direct, explicitly partisan mobilization, and to look instead for more “neutral” (read: widely acceptable) ways of framing the issues. At the same time, it also takes for granted the idea that “more” conversation on such issues will ultimately mean “better” conversation.

(When OWS puts income inequality on the table, we assume that this is a push in the direction of less inequality, since current norms don’t allow an explicit argument for greater inequality. Those who want to bolster inequality have to reframe the issue, for example by shifting to a conversation about “job creation” — also something that can’t be explicitly rejected in the current political climate.)

Image Credit: HappyPlace.com

Yet I think there is a lot to be said for this kind of strategy, especially in this moment, when the national conversation in the U.S. is operating on a very shallow level, with little substantive debate and much divisive sound-biting. Is this the best we can do?

It bothers me, for example, when my political comrades describe our country as if it consisted of three constituencies: left-wing voters, left-wing leaders, and right-wing leaders. It’s as if they forget all about the right-wing voters, the people who actually vote for and support Romney and Perry and Gingrich. Then they turn around and say: The politicians are ignoring the will of the people! I don’t hear enough activists on my side of the spectrum talking about what motivates Republican voters.

2008 Electoral Map

Of course, gerry-mandering and voter suppression are real. There are all kinds of problems built into the system. To some extent, the politicians are ignoring the will of the people. But we do still hold elections, and plenty of people participate in them — and, of those people, plenty are voting for right-wing candidates. The Republican party has a strong electoral basis in social conservatism and religious fundamentalism. I don’t see how we can hope to change or understand the current situation nationally without taking that into account. And that means framing the national debate to include the issues that mobilize those communities alongside our own.

So: How do we open up the conversation?

Image Credit: Scoop NZ

Sometimes it seems as if presidential debates are just about the only time when a national conversation actually takes place. There, campaign finance reform is a central issue, and already a main focus of political activism. But I usually hear this issue framed in terms of who gets elected, as if the only purpose of presidential elections were to find out which of two parties will hold power for the next four years. Shouldn’t presidential debates be the highest level of national conversation? Shouldn’t they be supported by a layered, systemic national conversation that continues throughout all phases of the election cycle? Isn’t campaign finance reform really about trying to make the presidential contest less of what Brian Lehrer calls a “horse race” and more of a substantive conversation on national issues?

In short, I don’t think it’s enough right now to mobilize on specific issues. The bill that just passed in the Senate is a good example: It’s terrifying. But even more terrifying is the fact that we have arrived at a moment where such a bill can pass without significant national debate. There are only so many petitions that one can sign against specific bills that most people in the country have never even heard of. I am yearning for a longer-term view of politics, for a vision of the future that goes beyond slowing or preventing the slide toward authoritarianism.

Photo Credit: Cover Lay Down

And so I wonder:

  • What if expanding the national conversation became the explicit platform of a social movement or political party? What kinds of implications (for campaign finance reform, for education, for civil rights, for financial regulation) could be woven into an argument for more open and thorough debate?
  • What kind of articulate challenges could be put forth in terms of how actually to accomplish this expansion? What type of debates, conversations, forums, round tables, symposia, performances, and educational programs would support such an expansion? What kinds of institutions and media are best situated to accomplish this? What kinds of pressure could cause them to do so?
  • And finally: Is there a special role here for education and academia? (Here’s a challenge for intellectuals to support OWS. And here’s a proposal to shed light on how politicians interact with experts in relevant fields.) How can we counter the spinning of higher education as an elitist club? What are the real systems that can raise the level of public debate and get people interested in the national conversation?

Dare to use (and teach) the semicolon! ;;;

semi
Creative Commons License photo credit: mag3737

As a Writing Fellow, I work with students who are having trouble structuring their essays, or need help clarifying their thesis statements, but sometimes I cannot help but address grammar problems. Yesterday I had some extra time with a student, so I gave him some feedback on a recurring grammar issue I noticed when I looked over his draft essay: rampant misuse of commas and semicolons! In speaking with him, it became clear that he didn’t really know what the difference was between a comma, semicolon, or colon, or when it was appropriate to use them.

As far as commas go, I taught him the “pause” trick. Read your sentences out loud to identify where you naturally pause, and that is where the comma(s) should go. When you read, your sentences out loud, it often becomes clear, when you’ve put in unnecessary commas. [When you read [pause] your sentences out loud [pause] it often becomes clear [pause] when you’ve put in unnecessary commas.]

Unfortunately, I did not have any neat tricks up my sleeve to explain semicolon usage. In the draft that the student showed me, his semicolons should have been commas; they did not connect two independent but related clauses that could stand on their own as complete sentences. “Get rid of them,” I advised. “If you don’t know how to use them, don’t use them at all.”

This got me thinking: I can help students identify when not to use the semicolon, but how do I teach them when it is appropriate to use? I’m a sociologist, not a grammarian! I’ve never had a formal grammar lesson myself, and cannot articulate all the rules of grammar, despite implicitly knowing and using them when I write. When I told the student to err on the side of caution by not using the semicolon, I realize that I was also erring on the side of caution in my proscriptive, rather than prescriptive, advice.

I was discussing this last night with a friend I ran into on the way home from the subway. My friend, who is absolutely not a grammarian either, reminded me about her favorite podcast, Grammar Girl. “I used a semicolon for the first time in my life this year, after listening to the Grammar Girl podcast about them,” she told me. By finally learning the rules about the semicolon, she finally felt confident about using them. Now, I’ve never been afraid to use the semicolon, but I’d like to feel more confident about teaching its usage. So, off to Grammar Girl I go.

Tsk tsk…

Further proof as this election season revs up that there’s more than the future of humanity at stake this November.


Writing teachers everywhere: this is not change you can believe in.

(kudos to TPM)