My discontent with the English institute in Los Reyes is not a piece of news to any of my relatives, friends, and co-workers. While it has failed to affect my general happiness the majority of times, its negative influence has grown recently, both at work and outside. Bfore I decided to teach English abroad, I had read numerous blogs; I was well-aware of the business-oriented mind-set of most language institutes. In spite of the growing number of institutes that mistreat their teachers, I came here to form my own judgment:
The pay is extremely low. There are many unpaid hours. There are no incentives, financial or otherwise. Mismanagements run throughout the hierarchical system. Students—the concept of education in general—are nowhere on the list of priorities. We have been given a book, and the objective has been to finish it. Almost no extra supplements or materials are provided, and far worse, are discouraged. Overall this institute gathers a list of ingredients that would make a perfectly discontent teacher, both at his profession and personal life.
My co-workers have reacted differently to this dysfunctional system. Reactions have varied from pure apathy, lack of motivation to bring about change, and a strong-willed desire to push the institute as far as possible on our demands. Upon the grounds of nine weeks, I make the judgment that none has worked: We are all equally discontent, the apathetic, the determined, and the unmotivated. But what happens when one realizes change is nearly impossible...
Complacency has been a large part of my social upbringing in Iran, both religious and spiritual complacency, resulting into social acceptance towards one’s class which indirectly—and ironically—embraces the lack of social mobility and class disparities. The oppressive policies of the regime promoted social passivity and political apathy. People’s non-participation in Presidential elections (until 2009) had given the government an outlet to exploit the system “legitimately.” Political apathy and hopelessness run deeply into the Iranian society. This is the kind of environment that I grew up in.
I profoundly resent apathy. Apathy prevents one from bringing about change. Apathy often constitutes acceptance. Acceptance under marginalization gives birth to more oppression and exploitation. In my Iran, the pedagogy of the discontent had long been established with the vocabulary of apathy and passivity. The Green movement has had a massive impact on the re-writing of a more dynamic, political conscious and socially active vocabulary. Of course it takes time for the newly written vocabulary to penetrate into every aspect of society and bring about change. One cannot help but to be filled with hope to see that the wall of apathy has been crushed.
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| Los Reyes Teachers |
My policy has never been apathy, here in Los Reyes or elsewhere. I’ve tried hard to bring as much change as possible to my classroom by being a professional, caring, and approachable teacher, while searching for better opportunities. Not have I only found solid job offers so far, but I have also motivated and assisted my co-workers to search for better opportunities rather than choosing complacency and apathy. I have done what it takes for them to find a job that brings them contentment. We all have stood up and voiced our discontent towards the school’s mistreatments. As I am writing this blog, three out of four of us are preparing for job interviews on Monday! Getting accepted into those positions is genuinely besides the point, having the courage to crush apathy, being aware of one’s worth, and voicing out opposition are what matter the most. It’s invaluable, as a group of teachers, that we have begun writing the pedagogy of discontent by carving the word “hope” in the forehead of our fate.
Eshq,
Aria
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