You Just Don't Understand… (Chapter 5: "I'll Explain It to You") - Tannen

This chapter is pretty brilliant, as it explains the phenomenon of "man-splaining" a good twenty years before the term had cultural cache. This is of particular interest to me, because I recognize my own tendency to want to explain things, or to be in a position of authority when it comes to sharing information. It's an odd thing, because I was cultured into man-splaining by my father (who is one of the best communicators I've ever known) and only in the last few years have I even come to realize that this is a "thing".

What complicates matters is that I've always wanted to teach in some capacity, and part of that desire is linked to the sense of connection I feel when I'm lecturing or teaching on a certain topic. I don't think it's particularly megalomaniacal for me; I really do think it's about connection, but also undeniably about power. And natural aptitude: I have always been good at communicating ideas and information, and I have always been in positions of leadership throughout my life. But I am only now starting to recognize that my love of teaching is not unrelated to the feeling of empowerment. The question I find difficult to navigate is this: how do I allow the positive dimensions of empowerment into my own relationship to teaching without allowing things to spill over into a quest for power rooted in ego and dominance?

I've always been a man-splainer, even before I was a man. But I am coming to recognize how harmful and patriarchal this tendency is, and I'm trying to be modestly self-critical about it. It's a delicate balance: in my classroom, as the recognized person of power (and knowledge), it is expected that I take on a social role as explainer (teacher) - but are there moments when I over-teach? Or when I talk too much, when allowing students to explore ideas for themselves may prove the better pedagogical model? Well: yes, I do. But how can I become aware of those moments, and what are other strategies to foster intellectual curiosity that allow more room for self-discovery rather than a purely asymmetric discourse?

Tannen's chapter is brilliant, as it draws attention to the power dynamics of the communication of knowledge. I'm particularly interested in the patterns it reveals to me in my personal life (!), which don't pertain to this paper in any direct way. But I think the most important thing I can learn from this is the importance of active listening - both in and beyond the classroom - and that there are ways to encourage female students to not be shy about their own areas of knowledge and expertise.