Teaching And The Need To Speak Out About Sexual Abuse

I was not planning to start posting again until I could begin in earnest the series I want to do on classical Iranian literature–and interruption after interruption after interruption has kept me from getting to the point where I am ready to do that–but something happened this week relating to a former students of mine that I need to write about. It is actually quite urgent, probably not to anyone who reads this blog, but certainly to the woman whose message is at the root of this post, and it makes a point that cannot be made strongly or frequently enough: We, especially but not only those of us who have survived sexual abuse of any kind and are strong enough to do so, need, need, need, need, need to speak up loudly and often about the realities of that abuse and how it has shaped our lives (because, whether we realize it or not, it shapes the lives even of those of us who have not been abused, either because we know someone who has or because it shapes the culture in which we live.) You may have seen this post in which I put up a YouTube video of an interview I gave to Jackson Heights Poetry Festival, an organization on whose advisory board I sit. In the interview, I talk about the relationship between my experience of child sexual abuse and the fact that I became a poet. The substance of what I said there is not important here. What is important is that watching this video moved a former student of mine to send me a message in which she told me–and the tone of the message suggests that I am the first person she has told–that she was sodomized a couple of years ago and had been trying to deal with it by pretending it didn’t happen. Even more importantly, though, and more urgently, she said that she suspects her three-year-old daughter is being sexually abused at the girl’s father’s house and that she [my former student] freaks out just thinking about the possibility. As I read the message, it sounded to me like she was saying this freaking out keeps her from acting on what she intuits, which is scary, because even if it turns out she is wrong–and there was no indication in the message that she has any vindictiveness towards the girl’s father that would lead her to make a false accusation (my point being that she might be wrong in good faith)–she needs to tell somebody, first to make sure that her daughter is safe and, second, to alleviate her own anxieties (and maybe understand, if she is wrong, what triggered her unfounded suspicions in the first place).

I responded in all the predictable ways–thanking her for her trust, acknowleding the courage it took for her to speak out, and encouraging her to get in touch with someone about her daughter’s sitation, though since I was running out the door, I couldn’t take the time to look up crisis hotlines or other phone numbers–and I am hoping to hear back from her, but what her message made me think about was, as I said above, just how important it is for us as a society to talk openly about the reality of sexual abuse. More, though, it made me think about how important it is to talk about that reality not just in contexts where sexual abuse is the topic–i.e., talk shows, conferences, seminars, etc. that are set aside for the specific purpose of addressing sexual abuse–but also, simply, merely, in the contexts of our daily lives, because abuse is always already part of our daily lives. Because you never know who is listening and how important your words might be to them.

I am remembering as I write this something that I have written about before, that I was not even thinking about when I started, but that is worth talking about here: An independent study I did five or seven years ago with two women who told me they wanted specifically to work on personal essays that dealt with the sexual abuse they had experienced when they were girls. They were both in a creative nonfiction class I was teaching and one had written an essay about her abuse that, while obviously cathartic for her, worked neither as a public document of personal testimony nor as art, and it was art she was trying to create. The problems in the essay were indicative of the difficulties abuse survivors have speaking out about their experience. Under normal classroom circumstances, I handle this by directing the student to some examples of writers who had dealt with similar topics; I might have a kind of “therapeutic” conversation (and I put that word in quotes because I do not mean that I would try to do therapy) to explore whether or not the student was really willing and able to delve into the topic at the depth and level of complexity it required. (I do, after all, have to assign a grade to the work my students hand me, and the last thing I would want is to give a low grade to an essay in which someone is struggling to come to terms with, or even just to name, the sexual abuse they’d survived because they were not yet able to write about the experience at the college level.) If the answer is no, then I offer the student the chance to write about something else; if the answer is yes, then I try to get them to articulate some of the difficulties they were having in writing the paper as a means of talking about how to deal with them in writerly terms; and I always encourage such students, if they are not in therapy, to seek counseling.

The woman in my creative nonfiction class, however, was not simply fulfilling an assignment I had given. She wanted to be a writer and she told me quite explicitly that she saw me as a role model, and so I was faced with the decision of whether to share with her my own experience of trying to write creatively, to make art, out of the fact that I had survived child sexual abuse. For reasons that are not so relevant here, I decided to do so. Then, when a second woman in the class also began to write about her experience of child sexual abuse, and she told me that she too wanted to be a writer, and she was a damned good writer, when the first woman approached me about doing an independent study, I suggested that the two of them might work together. The story of that independent study is really quite remarkable, but the part of it that is relevant here is this: At the end of the semester, all independent study students at my college are required to present their work at a colloquium; if they don’t, they don’t get credit. As the day of the colloquium drew near, my students grew increasingly nervous, for all of the predictable reasons, but one that stood out was their concern that the faculty and administrators present would think the subject of their work inappropriate for an academic context. So I told my students that I would introduce them by talking about my own experience of abuse and how meaningful it had been to me to be for them the kind of mentor/role model that just was not available to me in the 1980s when I started to talk about my own abuse. At that time, people were just starting to recognize the sexual abuse of girls. No one, as fas as I know, as talking in any substantive way–or at least was being given a forum to talk in any substantive way–about the fact that boys were being sexually abused as well.

And that’s what I did: I introduced those two women by naming myself as a survivor of sexual abuse and telling a little bit of my own story. It was a watershed moment in my life and in my career as a teacher. Not that I had any problem talking about my abuse, but I had always kept that part of my life separate from my professional life. It was “personal,” and so I had not really thought much about the degree to which it informed my practice as a teacher and a writer, my political stances in the world, etc. and so on. There is a great deal more to say about what it has meant to me to integrate these parts of myself, and I will, I hope write more about that. What I want to say here is simply that, if it were not for that independent study and the women who worked with me that semester, I would never have talked in that interview about the relationship between my abuse and my becoming a writer as easily as I did, and I would never have had the chance to encourage my former student to act on her feelings about her daughter’s situation, and my encouragement might turn out to be the thing that moves her to act, and we all know what kind of difference that could make in her daughter’s life (if she is being abused), and in my former student’s life as well.

Cross-posted on It’s All Connected.