For a number of years, I (Alison) had the pleasure to work in close collaboration with a colleague, B.B., who introduced me to many expansive modes of thinking about teaching and research in our time together. Almost none has been so persistent for me as the pedagogical technique offered as the “Strategic Fixations.” I adore this title, as opaque as it might be at first blush. For me, it focuses attention on the fact that academics, especially, but not exclusively, humanists, are taught to read by their mentors in particular ways—ways that are often fixed, even appearing as fixations, but strategic ones, indeed. This state of affairs is rarely externalized or discussed.
These five Strategic Fixations serve as just such a proactive externalization of these assumed reading postures, creating well-defined roles out of a few of them so that students can try them on intentionally—the comfortable ones and the uncomfortable ones alike.
There are, of course, many more strategic fixations that could be identified, but these five are the originals, and I find them impactful. Many students and colleagues have also found them useful over the past seven years.
In my descriptions, I will attempt to steer clear of assuming that you are using these solely in the context of “reading written texts,” but instead may be engaging with moving or still images, recorded sound, actively-functioning software systems, or other modes of communication. I will use the word “content” to suggest all of these modalities, as well as many more that I neither have listed nor am currently imagining.
- The Architect
- When engaging with content as “the architect,” you are asked to strategically fixate on how the author/creator has structured their work.
- What are the overall patterns of language, sound, or imagery that the creator used? By what structural means is the creator guiding you to make sense of the content of the piece (if any!)? For example, if an essay, how do the paragraphs work together. As another, what role does time serve in time-based media?
- The Champion
- When engaging with content as “the champion,” you are asked to strategically fixate on how the work is good, effective, and/or just right.
- This can be spun in any salient terms that make sense to the person engaging with the work.
- The Critic
- When engaging with content as “the critic,” you are asked to strategically fixate on how the work is bad, ineffective and/or off-the-mark.
- This can be spun in any salient terms that make sense to the person engaging with the work.
- The Instructor
- When engaging with content as “the lecturer,” you are asked to strategically fixate on how the work might best be taught.
- This can be spun in any salient terms that make sense to the person engaging with the work.
- The Rover
- When engaging with content as “the rover,” you are asked to strategically fixate on free association with your own thoughts.
- From this point of view, the content under consideration is but a springboard to other ideas and concepts.