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hoyland ,

The library assistant (not even a trained librarian) had such a huge impact on the culture of my high school. He wasn’t particularly well-liked, as he was the rule enforcer (no playing Flash games on the computers during lunch – I think you could play before school), but he’d put a stack of photocopied NYT crosswords out on his desk at the entrance to the library every morning and so many kids did the crossword.

It’s not just steering kids to books like the quoted parent said; at the schools I went to, it was often non-teaching staff who you felt were looking out for you as an individual, often because you interacted with them mostly one-on-one. Certainly, there were teachers who played a huge role in my life, but I will remember the name of the custodian at my primary school for far longer than I’ll remember the names of some classroom teachers. (I already don’t remember the name of my 2nd or 5th grade teachers, now that I’m thinking about it.) The library is basically the only place you can stash a kid “to do an independent study” (aka let the smart kid amuse themselves), or take a make up test, or hang out when the school elevator is busted and they can’t get upstairs. I guess you can use a “disciplinary center”, but let’s be real.

hoyland ,

There’s very much a whole theory/literature around queer time (see the reference to Muñoz in the article) – being queer frees you from this sort of linear heteronormative progression through stages of life. This JSTOR blog post might be of interest. The argument isn’t that this sort of non-linearity is specific to queer people (see the bit in the JSTOR post tying the economic precarity of millenials to the notion of “adulting”), but rather that it is an extremely common queer experience precisely because the markers of “progression” through life are heavily rooted in hetero- and cisnormativity.

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