As I mentioned in my MAIS 606 forum post from week four, I was intrigued by the introduction to the first chapter of Learning to Read Critically in Teaching and Learning, written by Louise Poulson and Mike Wallace. The concept of a “cultural adjustment to critical engagement” (Poulson, Wallace 4) struck me as an idea warranting further exploration. I found it to be an innovative theory, applicable far beyond academic writing. 

Growing up, my father took it upon himself to hold the role of devil’s advocate in nearly every conversation that he and I had. He pushed me outside of my comfort zone and challenged my ideas. He tested my understanding of an idea, my patience, and my resolve. There were times when I resented this involved, invested approach to coaching me through a homework assignment. I knew that asking for my dad’s feedback meant that he and I would likely end up in a discussion that would far exceed the expectations of my middle school teacher. However, without exception, I chose to ask my dad for his thoughts on the assignment at hand. As I progressed through my studies and eventually chose to study foreign languages, my dad was no longer able to read my papers and engage in the debate I had so under-appreciated. It did not take long to realize that I sincerely missed his critique and the resulting discussions.

Recalling these memories and reflecting on the idea of a culture of critical engagement, it is clear to me that this is, indeed, the environment in which I grew up. I was supported in forming my opinions, but always challenged to see things from a new perspective. I was expected to defend my theories and position, but was provided the freedom to change my stance, should I determine it appropriate. I had every opportunity to challenge the ideas presented to me. In fact, this was welcomed, encouraged, and eventually – expected. 

Despite this supportive environment, I experienced a significant shift in the expectations of academic dialogue, most notably when going from the undergraduate classroom to the graduate seminar. Not only did classroom discussions become much more active and passionate, but so did student presentations. I remember feeling overwhelmed by my peers and the knowledge that everyone brought to the conversation. Eventually, I built up the confidence to speak up and engage in discussions and as a result, my own papers and presentations became stronger. By increasing my engagement with a topic, surrounded by peers who brought unique expertise to the conversation, I developed ideas in a much more dynamic, critical manner. 

My favourite novel is The Power of One, written by Bryce Courtenay. In this novel, he writes that “talking for the love of conversation is what makes us human” (Courtenay 385). I believe this to be wholly true. The idea, however, that this culture is unique and not a global standard – and the impact of that on those adjusting to a new academic tradition – never truly crossed my mind until I read Poulson and Wallace’s work. I can immediately reflect upon a sampling of learning environments and acknowledge that a sweeping generalization of any sort is absolutely impossible. As such, it is reasonable to suggest that allowances should be made for a period of adjustment. Perhaps this need for adjustment could be considered to be the academic form of culture shock. 

I'm grateful for the opportunity to question experts and for the challenge of being questioned. I believe that in both written and verbal form, it is one of the best ways to fully understand an idea and to encourage innovation. I believe the same of travel, and immersing oneself in new and perhaps uncomfortable situations. Culture shock calls for a period of adjustment, as perhaps does critically engaging in the academic tradition. However, in my experience, persevering through both challenges often reaps incredible rewards. 

Works Cited

Courtenay, Bryce. The Power of One. New York: Ballantine Books, 1989. Online

Poulson, L. and M. Wallace. "Chapter 1: Critical reading for self-critical writing." Learning to read critically in teaching and learning. London: SAGE, 2003. Online.