Feo Takahari
Auror
I'm starting to realize that I've ritualized my bad memories, repackaging them into a repeated story and message. I feel like I need to compile this to better understand it, and as long as it's compiled, I might as well post it. Maybe other writers will understand it.
As a caveat, this started when I was six years old. I didn't understand much of it at the time, only being told about it later by my mother. It's possible I've gotten some of this wrong.
To understand the situation at my elementary school, you need to understand three people, the first being Steve, who ran the school. In theory, it was a school for the gifted, only allowing in high-IQ students. In practice, it was located in a rich community, and some families made very, very generous contributions to the school. They expected the school to serve them as they wished, and for the most part, it did.
From an excellent elementary and middle school, their children were to go on to an excellent high school, and for that, they needed excellent recommendations from Steve. Steve would happily give recommendations to anyone who'd proven to be a good student. Those weren't necessarily the students whose parents were making contributions, no matter how loudly those parents yelled.
And so the rumor began to spread. Steve was terrorizing students! Steve yelled at little girls and made them cry! Steve was far too unstable to run the school! None of these supposed incidents were ever substantiated, but the school board had Steve thrown out of his ear, replaced with someone more amenable to the parents' demands. The school divided along rigid lines, with some parents happy he was gone, some furious at his removal, and both sides so furious they wouldn't even speak to each other. Most of the teachers quit, replaced with inexperienced new hires who didn't really know what they were doing. In short, the school was in a time of chaos, and a troubled student could easily slip through the cracks.
The second person I need to explain is Colton, a fellow student. I never did learn what his parents did for a living, but they were apparently loaded, and they donated generously. They were also gone for weeks at a time, and no one seemed to know who took care of Colton while they were gone. He passed his time in various forms of petty sadism, searching for his classmates' weakest points and metaphorically jabbing them over and over. The homeroom teacher, Marilyn, seemed reluctant to punish him--I think she was afraid that if his parents were ever around to learn that he'd been punished, they might end the donations. She needed something to keep him under control.
The third person is me. My great-grandmother was adopted by Mexicans, and my mother was largely raised by my great-grandmother. She raised me in what she says is the Mexican style, which is emphatically not the style in which most of my fellow students were raised. I was allowed in after topping out on the entrance exams, but I had no idea how to act in the manner considered socially appropriate there--I was simply too literal. (For instance, if Marilyn asked "Would you like to pick your jacket up off the floor?", I would respond "No," because that was the answer to the question. Unlike my peers, I had no frame of reference to comprehend the idea that a question could be a command.) My fellow students thought I was a weirdo, Marilyn concluded that I must be a defiant brat whose parents had spoiled him rotten, and Colton saw me as different enough to be worth targeting.
I don't think Marilyn ever sat down with Colton and told him I was an acceptable target. But I do think he started to recognize that if he bullied me, and only me, I would always be the one who got in trouble afterwards. And after a while, students who weren't normally bullies tried bullying me as well, and found that they didn't get in trouble, either. Whenever anyone was in a bad mood, and they needed to let it out somehow, there was a target they could make use of at any time without penalty.
I remained a target for years, even after I left Marilyn's class. When I finally left that school, I went straight into therapy. I still tense up whenever anyone touches me.
I'm starting to recognize that there's a pattern that often shows up in my stories. There's a group, and that group is largely happy. But a shadow hangs over it, a blighting force that in some way weakens the group. The group doesn't care, because the blight focuses most on a single individual--the outcast. The outcast is marked, known to be different from the rest of the group, and the group enjoys helping the blight add to the outcast's suffering. Yet the outcast is forever kind and hopeful, wishing for nothing more than to escape the blight and be accepted by the group.
In my stories, the outcast tends to win. The blight is defeated, and the group is no longer shadowed. The outcast may still be marked, but he or she is on a path to recovery, and maybe even acceptance. After all, it wouldn't be good art if the outcast lost, would it? It wouldn't be what readers wanted. And it wouldn't be what I wished for.
I don't know what this means for my writing. I'm proud of some of the stories I wrote this way, so does that mean I should keep writing them? But on the other hand, is it really still helping me to keep writing about the same trauma? If I hadn't gone to that school, what might I have written instead, and might it have been better? Or would I not have written at all?
I don't even know what I'm saying at this point, and I'm not sure if anyone else cares. Who else has noticed this in their writing? Who else keeps writing about something they can't completely forget?
As a caveat, this started when I was six years old. I didn't understand much of it at the time, only being told about it later by my mother. It's possible I've gotten some of this wrong.
To understand the situation at my elementary school, you need to understand three people, the first being Steve, who ran the school. In theory, it was a school for the gifted, only allowing in high-IQ students. In practice, it was located in a rich community, and some families made very, very generous contributions to the school. They expected the school to serve them as they wished, and for the most part, it did.
From an excellent elementary and middle school, their children were to go on to an excellent high school, and for that, they needed excellent recommendations from Steve. Steve would happily give recommendations to anyone who'd proven to be a good student. Those weren't necessarily the students whose parents were making contributions, no matter how loudly those parents yelled.
And so the rumor began to spread. Steve was terrorizing students! Steve yelled at little girls and made them cry! Steve was far too unstable to run the school! None of these supposed incidents were ever substantiated, but the school board had Steve thrown out of his ear, replaced with someone more amenable to the parents' demands. The school divided along rigid lines, with some parents happy he was gone, some furious at his removal, and both sides so furious they wouldn't even speak to each other. Most of the teachers quit, replaced with inexperienced new hires who didn't really know what they were doing. In short, the school was in a time of chaos, and a troubled student could easily slip through the cracks.
The second person I need to explain is Colton, a fellow student. I never did learn what his parents did for a living, but they were apparently loaded, and they donated generously. They were also gone for weeks at a time, and no one seemed to know who took care of Colton while they were gone. He passed his time in various forms of petty sadism, searching for his classmates' weakest points and metaphorically jabbing them over and over. The homeroom teacher, Marilyn, seemed reluctant to punish him--I think she was afraid that if his parents were ever around to learn that he'd been punished, they might end the donations. She needed something to keep him under control.
The third person is me. My great-grandmother was adopted by Mexicans, and my mother was largely raised by my great-grandmother. She raised me in what she says is the Mexican style, which is emphatically not the style in which most of my fellow students were raised. I was allowed in after topping out on the entrance exams, but I had no idea how to act in the manner considered socially appropriate there--I was simply too literal. (For instance, if Marilyn asked "Would you like to pick your jacket up off the floor?", I would respond "No," because that was the answer to the question. Unlike my peers, I had no frame of reference to comprehend the idea that a question could be a command.) My fellow students thought I was a weirdo, Marilyn concluded that I must be a defiant brat whose parents had spoiled him rotten, and Colton saw me as different enough to be worth targeting.
I don't think Marilyn ever sat down with Colton and told him I was an acceptable target. But I do think he started to recognize that if he bullied me, and only me, I would always be the one who got in trouble afterwards. And after a while, students who weren't normally bullies tried bullying me as well, and found that they didn't get in trouble, either. Whenever anyone was in a bad mood, and they needed to let it out somehow, there was a target they could make use of at any time without penalty.
I remained a target for years, even after I left Marilyn's class. When I finally left that school, I went straight into therapy. I still tense up whenever anyone touches me.
I'm starting to recognize that there's a pattern that often shows up in my stories. There's a group, and that group is largely happy. But a shadow hangs over it, a blighting force that in some way weakens the group. The group doesn't care, because the blight focuses most on a single individual--the outcast. The outcast is marked, known to be different from the rest of the group, and the group enjoys helping the blight add to the outcast's suffering. Yet the outcast is forever kind and hopeful, wishing for nothing more than to escape the blight and be accepted by the group.
In my stories, the outcast tends to win. The blight is defeated, and the group is no longer shadowed. The outcast may still be marked, but he or she is on a path to recovery, and maybe even acceptance. After all, it wouldn't be good art if the outcast lost, would it? It wouldn't be what readers wanted. And it wouldn't be what I wished for.
I don't know what this means for my writing. I'm proud of some of the stories I wrote this way, so does that mean I should keep writing them? But on the other hand, is it really still helping me to keep writing about the same trauma? If I hadn't gone to that school, what might I have written instead, and might it have been better? Or would I not have written at all?
I don't even know what I'm saying at this point, and I'm not sure if anyone else cares. Who else has noticed this in their writing? Who else keeps writing about something they can't completely forget?
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