Astrid Holgersson’s diary on teaching, local scepticism, and a classroom that came around gradually
I could tell within the first few minutes this would be a difficult room, several students clearly resenting having a guest lecturer interrupt their regular schedule, arms crossed, minimal eye contact, the specific posture of a class waiting out an hour rather than engaging with it.
How I Adjusted My Approach on the Spot
I abandoned my prepared academic framing almost entirely and opened instead with the single most human, dramatic detail from my current research, a specific private letter revealing genuine internal conflict that the period’s published fiction never once acknowledged.
The Moment I Felt the Room Actually Shift
About five minutes in, one student, previously fully checked out, asked a genuinely engaged follow-up question, and I felt the rest of the room’s attention shift with hers, the specific satisfaction of a lecture actually landing rather than simply being endured.
What the Rest of the Session Actually Looked Like
Considerably more genuine engagement than I’d expected walking in, real questions, real pushback on a couple of my interpretive claims that I genuinely enjoyed defending in front of a room that had started the hour fully resistant.
Who Remained Unconvinced
A few students never fully engaged, honestly, and I don’t think that’s a failure on my part necessarily, just the reality of teaching genuinely difficult regional material to a room with mixed investment in the subject.
What I’ve Learned About Teaching This Material Locally
Lead with the human, uncomfortable detail, always, rather than the safer academic framing, having watched today exactly how much difference that specific choice makes to a genuinely sceptical Alabama classroom. Further diary entries continue at bohiney.com, with the original piece live at prat.uk.
SOURCE: https://prat.UK/