One of the Faceless Majority

One of the Faceless Majority
(c) Melina Magdalena 2007

Two weird things happened to me at school this week that made me reassess my ideas of cultural identity and my place in the world.

The first thing, was the reaction of several students in my class when we went into the Library's Seminar Room for our reading lesson. A number of new books had been pinned to the noticeboard in the hopes of attracting favourable attention from said students.

"Miss!" One young woman's hand shot up (she's one of the brightest sparkles in the group), "Is that book about you? Is that you in the picture?"
"Er, no..." I replied, looking around to see what she was referring to, "That's a book about Princess Diana."
And sure enough, as the rest of the students dribbled through the door, two others made very similar comments.

Now I know my younger brother bears a distinct resemblance to Prince William - this has been an oft-remarked fact during the course of his life, much to his chagrin. And indeed, our Germanic family colouring and build (apart from the fact that I am height-challenged) is very British Royal. We are not the weedy, pale English flowers, but the rosy-cheeked, hearty German peasant types.

But still - no one has ever mistaken me for Princess Diana before. And I'm not sure whether to be disturbed or flattered!

On the same day, after school, I was standing at the Reception Desk, sorting out some paperwork for next week, when one of the school's BSSOs (Bilingual Support School Officer) came up and congratulated me for winning a permanent teaching position at the school.
"Er, no..." said I, "It's not me. I didn't even apply!"

Oh my, was she embarrassed. Seems she had mistaken me for one of the other teachers. Now again - I'm not sure whether to be disturbed of flattered! The other teacher is also a lesbian; neither of us wear a hijab; we both have short, dark hair - hers is curly. Neither of us wear glasses, and I've never seen the other teacher in anything but trousers, which is the same for me.

I've grown to enjoy the plaintive questions from children - always around the age of 4-6, who wail "Mummy, is that a man or a woman?" As if the large breasts on my chest were not a dead giveaway. I really don't look very masculine, I think?

Anyway, I've been lucky enough to grow up in a multicultural, multiracial society and family. I can hardly imagine what it would be like to have to relearn to read faces and identities if I'd grown up in a homogenous place, where everyone was more or less the same eye, skin and hair colour and where the differences in facial features, build and posture were far more subtle.

It's not as if I'm a know-it-all, and I'm learning new things every minute I'm in the classroom with these students. The subtlety of an eye-brow lift, for example, to indicate assent and understanding, versus the looking down and refusal to meet the teacher's gaze, to indicate compliance and respect.

This week, another teacher revealed to me that when some Sudanese people look away over their shoulders after being offered food or drink, this is not embarrassment or shyness, this indicates their having been gravely insulted.

As if!

As if, they were not able to supply their own needs! As if they were dependent upon the charity and goodwill of others, for their survival. They are a proud people - and this turned my naiive notions of the universal value of hospitality right upon its head.

There are people who nod their heads and make pleasant noises, just in order not to show disagreement, so vital is it in their communities, to present a united front. Occasionally I play games with the Asian students in my class, where I try to force them to reveal their true opinions. So far, I think I've lost out at every attempt.

People watching is one of my all time favourite activities. I watch people, examine their faces and body language, and make up stories about them. I observe their interactions, and when I see family groups, I like to compare features and see the interplay of genetic inheritance. I find this utterly fascinating.

In the playground of a school whose population is mostly new arrivals to Australia, I get the opportunity to look at a myriad of faces every day. There are some groups whose faces are scarred - one group, as ritual scarification and the other group pitted and torn by the ravages of war. The hair is absolutely amazing, on the groups who show their hair, and for the other groups, whose women keep their heads covered, the variety of hijab is colourful and awe-inspiring. It is sometimes more than I can bear, to look into the eyes of those people who allow eye contact. What lies beneath the surface runs far deeper than many would give them credit for.

As a teacher, there are days when I feel depleted and irritated by the many demands for my attention, the clamour of need, and the awareness that what I have to offer is quite often not what the students feel they want. But there are other days touched by the glamour of golden sunshine, days that are filled with love. Of course these are the days that make it all worthwhile.

I'm reminded of Kim Stanley Robinson's character Frank in 40 Signs of Rain - a scientist, who assesses every situation as though humans were a group of primates running bewildered through this modern world in search of our primeval savannah. We are a weird bunch. I often marvel at the things we do, what we choose to see as important, how we select particular features or activities and prioritise them for no good reason. It's not just about survival anymore...

As for the students, and all the people I watch, they are every one of them individual, and every one of them is beautiful.