I passed a sizable chunk of the day jockeying with .htaccess setups. After class this morning, a 10:30 meeting, a thermos of coffee, I wracked my brain for quite some time over my own clunky setup of protected access directories. For what? It’s embarrassing that I wasted so much time puzzling through something untested, unproven as a boon to my teaching. But there comes a buzz (or, better put, a mesmerizing intrigue) with the problem-solving process in technical matters. And I’m hooked.
I got it working. Finally set up the .htaccess and .htpassword files with a logout route to trick browsers into “forgetting” the user’s password. Never knew how that worked until today. And I’m still not sure I’ve got it cracked.
And I’m almost certain that its value to my students is slight. Which is why I needed to
re-center my teaching on questions about what I’m doing it for. For re-centering, I often return to this bit from Roxanne Mountford’s essay, “Let Them Experiment:
Accommodating Diverse Discourse Practices in Large-Scale Writing Assessment.”
Shirley Brice Heath, citing the philosopher Michel Foucault, writes: “People know what they do; frequently they know why they do what they do; but what they don’t know is what what they do does.” That is, as teachers and evaluators we often act without considering how our actions affect those we evaluate.
I’ve taken this out of a rich context on the challenges of inherent biases in large-scale writing assessment; and, while I appreciate Mountford’s full essay, an essay I first read a few years ago in the Greater Kansas City Writing Project summer invitational workshop, I find myself returning to this bit because it refreshes me, returns me to trail of wondering what what I do does. Especially after a day of scratching my head over file
extensions, permissions, passwords and browser trickery.