By Jan Wilson, Wellspring Professor of History
Leading a TIFT seminar these past few months has been one of the most fulfilling experiences of my academic career. It was such a joy to work directly with Tulsa public school teachers, who brought not only a deep commitment to the learning environment but also a wealth of diverse classroom and scholarly experiences and unique personal insights and backgrounds that enriched seminar discussions.
My seminar explored changes over time in representations of monstrosity in folklore, literature, film, television, graphic novels, and video games. Over the course of twelve seminar sessions, we explored, analyzed, and discussed the rise of teratology and freak shows; monsters of the classic age of American cinema; aliens and mutant creatures; witches, demons; serial killers; and zombies. Monsters shape and reflect who we have been, who we are, and who we might be. And so, American history can be better understood by examining the monsters that have captivated and dominated American culture.
I was continually impressed with how Fellows connected and applied seminar themes to the development of their curricular units, all of which are so interesting and creative. They take monsters and monster theory in directions that surprised and delighted me:
- Maria developed a unit that explores the evolution of the wolf character in children’s literature through an examination of the Three Little Pigs story and its various adaptations over time.
- David focused his unit on different aspects of genetically modified organisms and transgenic transformations, using Margaret Atwood’s novel Oryx and Crake, the film Annihilation, and Franz Kafka’s story The Metamorphosis as gateways for analysis.
- Eric’s unit, titled “The Monster in the Village,” uses Lovecraft’s short story “The Call of Cthulhu,” Ralph Ellison’s novel Invisible Man, and the figure of La Malinche to investigate how individuals can cultivate a positive worldview, empathy, empowerment, and resilience to help navigate adversarial environments and hardships.
- Elizabeth has developed a unit that explores how the concept of hauntology–or how the future is always experienced as a haunting that shapes perceptions of the present– can be a useful analytical tool for students to explore questions of identity and being, as well as their personal histories.
- Tara’s unit centers Mona Awad’s Bunny, a dark fantasy, horror novel that critiques mean girl attitudes, creation and creativity in predatory institutions, complacency and agency, and abjection due to class and gender, a narrative that melts into a cautionary story and a story of empowerment.
- Teresa’s unit explores the rich narrative surrounding snakes–their ancient legends and mythology and their medicinal and symbolic history—to help students develop the life skills of understanding and overcoming fears, respect for the environment and ecosystem, and caring for living creatures.
- Angela’s unit focuses on how propaganda can play a part in what is considered monstrous, shaping and distorting perceived reality, by examining various iterations of the story of Little Red Riding Hood, as well as the tale of Goldilocks and the Three Bears.
Ultimately, what made the TIFT experience so rewarding for me was the structure of mutual respect and shared purpose. I was never just delivering content—I was co-creating knowledge with a group of peers who were equally invested in the learning process, the development of creative and effective pedagogy, and the welfare and education of students. I will carry the insights and perspectives I gained from the seminar Fellows into my classrooms.
Supporting teachers is one of the most immediate and tangible benefits of the TIFT experience. Leading the TIFT seminar reinforced for me the fact that teachers are on the front lines of education, and they often work under intense pressure with limited resources. Many of the teachers in my seminar work every day with students who have been written off by others—as unteachable, too troubled, too far behind. These are the students whose potential has been overlooked, whose struggles are often misunderstood, and whose needs are routinely unmet by systems not designed with them in mind. Yet in classrooms across Tulsa, these teachers refuse to give up on them. They see possibility where others see problems. They offer structure, compassion, and high expectations. They listen. They adapt. They persist. Their work is not easy, and it is not always celebrated. But it is essential. And the lives they helped shape—through patience, vision, and deep care—are a testament to the power of education when it is rooted in justice and love.