SCWAAMP is a contemporary strategy for critical analysis that seeks to examine how dominant ideologies manifest themselves in texts, policy, and the real world. The acronym stands for Straightness, Christianity, Whiteness, Americanness, Able-bodiedness, Maleness, and Property Ownership. These seven aspects are the dominant ideologies that have traditionally governed our society and have been historically valued above all others. I have taught my students the meanings and implications behind SCWAAMP and how to apply the critical lens of SCWAAMP to a variety of texts. When introducing the concept to students, I often use myself as the model of SCWAAMP because I represent all seven aspects.
While I was born into SCWAAMP, I have come to push back against these identities as a professional, and work to share with my students that one’s identity is shaped as much, if not more, by their actions and beliefs as by their sociocultural background. As such, we have a measure of control over how we develop as individuals. Nevertheless, one cannot fully separate themself from the environment they are raised in, and this has shaped me as a teacher and has certain implications for my praxis. Each element of SCWAAMP has worked its way into my classroom.
Straightness has been part of my identity for as long as I remember, and has given me a certain perspective on human sexuality. I grew up in a time when traditional views of sexuality have been challenged by a progressive understanding and acceptance of various lifestyles. My highschool years in the early 2000s were marred by rampant homophobia in the school community: an all-boys Catholic school where open homosexuality was not permitted. When I finally encountered LGBTQ texts in college, I would become more reflective in the role sexuality plays in society, especially with straightness as the dominant ideology. While my current position (in an all-girls school where open homosexuality is not permitted) dictates that that discussions about sexuality are prohibited from classroom discussion, I do my best to embed messages of equality and understanding in my instruction.
Christianity also makes up part of my background and has shaped my praxis despite the fact that I no longer practice religion. I grew up in a Roman Catholic household with substantial influence from traditional Italian-American and French-Canadian views on faith. While I have not retained many of the more rigid tenets of Catholicism, I feel that my morals have been shaped by the overarching ideal of treating those how you would like to be treated. I try to embody this ideal of kindness to others in my instruction and role as teacher.
Whiteness is also an impactful part of my identity and role as a teacher. To this point in my life, my race has functioned as a privilege, and I have been increasingly reflective of this as my understanding of racial dynamics and dominant ideologies has deepened. In my instruction I try to embed discussion of the roles race plays it different literary texts and interpretations of history. The white perspective has been dominant in American education since its inception, and I have been working to incorporate other perspectives into my classroom.
Americanness has been a part of my identity since birth, but I feel that the entire concept of the American identity has been shifting recently. Americanness has always had an evolving definition as the dynamics of our country are constantly in flux. I find it challenging to share with my students a working definition of Americanness. I don’t believe that there is one true way to be American, and it’s complicated to find a balance between being a critically aware citizen and being a cog in the gears of the American education system.
Able-bodiedness is something that most able-bodied people take for granted, and takes many forms throughout the spectrum of cognitive and physical ability. Having students with a wide range of challenges emotionally, behaviorally, and cognitively, I am acutely aware of the implications of able-bodiedness in the classroom. My physical, cognitive, and behavioral able-bodiedness has permitted me to progress through life without the myriad of obstacles I would have to overcome without such able-bodiedness.
Maleness is definitely a challenging part of my identity to cope with in my current role. Most of my students have been victims of sexual, emotional, and physical abuse at the hands of older males. I am reminded of this on a regular basis at staff meetings and interactions with administration when I do seemingly innocuous things like walk around my classroom. I, along with my other male counterparts, am told to teach strictly from behind my desk. While maleness has worked as a privilege in many aspects of my life, it seems to serve as a hindrance in my current role as a teacher.
Property ownership is something that I have come into recently, though without the other elements of my SCWAAMP identity, I don’t think it would have come without greater challenges. Coming from a middle-class family, I know that I have had opportunities that many of my students have not had, and I am mindful of this when I deliver my instruction. Looking back, I have made mistakes by overlooking gaps between my experience and those of my students. For example, I had told the story of dropping out of college (twice) and working full-time instead. While I lived on my own, I knew that I would ultimately have some parental support to fall back on if things didn’t work out. My students don’t have this. I did not think about this when sharing this story of my background. When relating to my students my professional experience, I now leave out this detail-- which was initially intended to demonstrate how a modestly successful college and career path can be indirect.
SCWAAMP has been an invaluable tool for teaching students how to apply critical lenses to texts and cultural items. It has also been valuable for reflecting on how my own identity is incorporated into my classroom. As I work to reconcile the disparities between the dominant ideologies and the rest of the world through education, I am mindful of my own implications in such disparities.
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