I often tell people that the one thing I have in doing my PhD is how important, yet hard, it is to speak with my own voice. So much of academic life involves being able to show that you have had read, and synthesized, all the right and pedigreed works that one hundred books into a research project, it’s pretty hard to remember what it was exactly that you wanted to communicate. Really, with all the opinions and expertise that live in academe, the only way that you can distinguish yourself is to have something really original to say or to say it really loudly or really creatively.
Recently, I attended a workshop of budding academics and what was striking was that everyone in attendance, both presenters and participants, were determined to find some way to express the results of their research outside of the conventional outlets. No more academic journals, no more stuffy conference papers. New media, new formats and blurred boundaries between fact and fiction were the order of the day.
The most animated conversations were around the use of creative writing to express the essence of a situation or an experience when conventional means of academic communication not only inhibit such expression but its guardians actively deter budding scholars from using hallowed venues in “inappropriate” ways. A number of people present, myself included, pursue research that places human subjects at the centre of their narrative or theoretical frameworks. I study the flight of refugees out of Communist China after 1949. Many were intellectuals opposed to the Mao and his regime. Others were businessmen, protecting assets of a different kind. Still others were villagers who fled at the risk of personal injury to themselves and the families they left behind. (An important CCP tactic to keep people from leaving was to abuse and threaten those whose disloyal relatives fled). In 1962, Canada resettled 100 such Chinese families from Hong Kong. They were featured in newspapers of the day and then they disappeared from the collective memory of the Canadian people. My project focuses on their story.
On one level, my work is extremely political, concerned with the powers of governments and humanitarian organizations to determine the fate of individuals even as they move without awareness of the power machinations at play. So I can, and will, write several chapters about the nature of modernity, citizens, subjects and outsiders of the nation-state. Dry stuff when the heart of my research really is about the stories of the people who move and their stories. Why the focus on the personal? Because too often history is (clichéd as this sounds) written for the victors, if not always by them. Refugee stories are taken from individuals and generalized into triumphant tales of state compassion and rebirth in new, and better, lands. Refugees become symbolic of both bad and good governments. The bad ones are those that persecute. The good ones are those that save.
In moving to get away from danger, refugees make their stories available to compassionate interveners in a way that people in statis do not. As a historian, I feel removed from the immediate violence perpetrated against the refugees I study. Fifty years ago, states forced them to flee and the governments that rescued them consumed their voices. But an honest accounting forces me to acknowledge that I too am appropriating refugee voices and experiences for my own ends: the coveted tenure-track position. How can I, in good conscience, proceed with a project that benefits me but may do little for the refugees in question other than make a forgotten history known?
It is in this place of contradictory motives that ideas about creative writing are percolating for me. The leader of the workshop, Julia Christensen, is the author of a piece of non-fiction called “The Komatik Lesson”* about a young woman’s struggle in an isolated northern community. We never learn the woman’s name but we learn about her battles to keep her family together and to keep her children safe. The anonymity of the protagonist speaks to her role as a representative of the many women whose lives echo hers and whom Julia has encountered in her research. So “The Komatik Lesson” is not just the words of one woman, it is a blending of many. As a result, it is a powerful narrative that conveys the results of a research project in a way that no academic publication ever could. The very essence of what it means to be homeless and vulnerable in the harsh environment of Canada’s north is vividly portrayed.
I was very moved by “The Komatik Lesson” in part because it brings me back to the question of voice in the academic world. What is the relationship between the scholar’s voice and the voice(s) of those they study or work with? How do scholars find and use their own voices when part of the task, for many, is also to give voice to those who cannot? Do individuals need to have their own independent, singular voices to be heard? Or does the universalization and representation of an experience serve the same purpose? Why does generalizing in the academic context remind me of Walter Benjamin’s observation that “every document of civilization is a document of barbarism” while works of creative fiction don’t leave me with quite the same sense of discomfort?
I haven’t come up with the answer even though I have been mulling these questions over for a few days now. I do, however, think that these questions are the making of a fabulous short story. Stay tuned for “The Voiceless Academic.”
*(Northern Review Fall 2009: 125+. CPI.Q (Canadian Periodicals). Web. 30 Jan. 2010.