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MONTHLY BLOG 122, PROPOSED ROOTS PROJECT FOR TEENAGERS

If citing, please kindly acknowledge copyright © Penelope J. Corfield (2021)

Line Drawing of Tree & Roots:
© Vector Illustrations (2020)
65691748

It’s important for individuals to know about their personal roots, Humans all live in Time-Space (also known as the Space-Time continuum).1 And knowing a bit about personal family roots helps to locate people in their own individual spot in history and geography.

So this short essay speculates about a possible School Roots Project for children in their mid-teens. (Perhaps in a Civics class; or a part of a contemporary History course). The aim is not in any way to encourage family- bragging, whether for ‘lofty’ aristocratic lineage or for ‘authentic’ proletarian roots. Instead, the value is chiefly for the individuals concerned, to know more about themselves – and to have the chance to talk seriously about their roots with parents/ grandparents/ influential family members/ and/or any others who played a significant role in their upbringings.

Clearly teachers need to organise all such Roots Projects with great sensitivity. Not all families are happy ones. Not all older relatives will be at ease talking about the past with people of a younger generation. And thoughtful arrangements have to be made for students who are adopted, who may know little or nothing about their biological background – but who share the same human need to be socially well rooted in Time-Space. Indeed, it can well be argued that those whose position is, outwardly at least, relatively unsettled have the greatest need for this exercise in rooting, both with their adoptive families and/or with their biological families, if they can be traced.2

The more that individuals know about their personal background, the more secure they feel – the more they understand their connections with others – the better their sense of self-esteem – and the more they feel in control of their own lives. Rootedness is a prime indicator of emotional health and happiness. And the more that people are secure in their own skin, the better they can relate to others.3 They can simultaneously see their own role as part of a wider human history, set in unfolding Time which links the generations.

What then should a Roots Project for teenagers entail? The details are best left to be specified by teachers who know the relevant age-group. There’s no magic formula. Just a desire to get children talking to their parents/ grandparents/ or any other significant figures in their upbringing. At infant school level, there are many good storybooks about families; and there are projects which invite children to ask grandparents (say) simple questions, such as ‘What sort of toys did you have as a child?’ For teenagers, the discussion can be more probing – but may be hampered by years of not talking about personal matters. Therefore Projects should start modestly: asking children which adults influenced them as they grew? And then asking the youngsters to think of questions to ask the grownups in their lives?

Students should also be briefed on asking for family help with their Roots Projects. It must be stressed that all information will be used exclusively by the students. These talks will not be ‘on the record’ – here contrasting with what can happen to taped interviews as the result of formal Oral History exercises.4 Instead, the Roots Projects are intended as launch-pads for informal chats, enabling the students to write a short account of one or more significant adults who influenced their upbringing.

Afterwards, the class can be invited to share their experiences of the process. Some families will already be talkers. Others not. In every case, there is always more to be learned. Did the students find it easy or difficult to get the adults to talk? If difficult, why was that? Was it that they themselves were embarrassed? Or the parents shy? Did the talking exercise make things any easier? Did they learn anything surprising? What might they ask next time that they have a family chat? To stress again, the exercise is not a competitive exercise in bragging about comparative social backgrounds. Instead, it is an exercise in Rooting – taking specific steps in what may become a longer series of family discussions.

Generally, it’s very common for people to exclaim, at the demise of a parent, grandparent or any other significant relative or carer: ‘I wish I’d asked them more about themselves, when they were alive to tell me’. Death locks the doors to personal memories of a shared past. Rooting Projects help to open the conversations while all the protagonists are alive to relate their own histories.

ENDNOTES:

1 Whether the chosen terminology is Time-Space or Space-Time, the proposition is the same: that Time and Space are integrally yoked. For further discussion, see P.J. Corfield, Time and the Shape of History (2007), pp. 15, 9-11, 17-18, 218, 220, 248-52; and PJC current research-in-progress.

2 See e.g. J. Rees, Life Story Books for Adopted Children: A Family-Friendly Approach (2009); J. Waterman and others, Adoption-Specific Therapy: A Guide to Helping Adopted Children and their Families Thrive (Washington DC, 2018); A. James, The Science of Parenting Adopted Children: A Brain-Based, Trauma-Informed Approach to Cultivating Your Child’s Social, Emotional and Moral Development (2019).

3 R. Coleman, ‘Why We Need Family History Now More than Ever’, FamilySearch, 26 Sept. 2017: https://www.familysearch.org/blog/en/family-history-2/

4 Oral History, professionally undertaken, provides a wonderful set of original resources for historical studies: among a huge literature, see e.g. A. Zusman, Story Bridges: A Guide for Conducting Intergenerational Oral History Projects (2016); F-A. Montoya and B. Allen, Practising Oral History to Connect University to Community (2018). These Schools Rooting Projects can be regarded as early stepping stones in the same process of tapping into the powers of the human memory – and sharing them with others.

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MONTHLY BLOG 112, ON RECONSIDERING THE (INTERRUPTED) FUTURE

If citing, please kindly acknowledge copyright © Penelope J. Corfield (2020)

Fig.1 Silhouettes of grass in fog

It is not possible to learn from the future that has not yet unfolded. The unidirectional nature of Time forbids it. So when people assert airily: ‘We don’t learn from the past’, I am incredulous. What? Of course, humans must learn from the past because they can’t learn from the future – and the unstable present, in which they learn, is constantly morphing, nano-second by nano-second, into the past.

However, while humans can’t learn from the future, it is certainly pertinent to think again about future expectations, now that routine life has been so suddenly interrupted. Diaries that were full of engagements and plans have suddenly been voided. The clear future has become foggy. It’s disconcerting but educational, particularly for those, like myself, living voluntarily under something near to house-arrest for the duration of the health emergency.

In fact, humans have a lot of advance knowledge about the long-term future. One certainty, confirmed by universal past experience, is that all living creatures will, sooner or later, die. Generally, however, humans manage to live their daily lives without dwelling on that thought. But, in the middle of the Coronavirus pandemic – a contemporary plague – an awareness of the reality and ubiquity of death is sharpened. It’s a valuable jolt. Remember to finish projects; to express affection; to help others; to enjoy every immediate minute; to make the mental leap into long-term history which will continue whatever; and to breathe deeply.

Then there’s the immediate future. That’s much more under personal control. Coming through the fog more clearly. Living indoors and making minimal trips outside heightens appreciation of the usefulness of daily routines. It helps to have a structure to the day, without over-organising. Remember to exercise; to laugh; to contact friends; to eat healthily; to think about others; to do a daily crossword; to study history; to tend the plants; to listen to music (sometimes to sing); and (vital for me personally) to write.

Yet the most problematic area of the suddenly interrupted future is the uncertainty of the intermediate span of the soon-to-follow weeks, months and years. Very far ahead will look after itself. Close at hand can be managed. But the intermediate future is the foggiest of all. Very disconcerting. For how long will the lockdown continue? Will the containment policy work? For how long will the population consent to the current state of affairs? Will historians judge the government’s efforts kindly or unkindly? Will the laid-back Swedish approach to the health emergency prove to have been the right one? How far will life in Britain be radically changed once the crisis is over? No-one knows.

Informed guesses can be ventured, based upon past experience. One pattern suggests that the people – and particularly those at the ‘foot’ of the social hierarchy – will want major reforms, after the great upheaval and sacrifices of a collectively fought war. Yet the actual outcome is unknown.

The foggy shapelessness of the intermediate future contains threats and promises. Remember to roll with the punches; to keep a measured optimism; to avoid being disconcerted by history’s capacity to spring surprises; to recall also the staying power of history’s deep continuities; to be ready to resume life outdoors and on the move; to enjoy hugging friends and family again; to look for the wood in the trees – the big picture in the daily details – the pattern emerging from the fog; and, above all, to embrace the unknown future, which will become the past from which humans can learn. Unseen, social energies are being recharged. Through the fog,  community options are emerging. Yet only Time will reveal the precise story, as it always does.

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