Building a Movement of Faculty and Students

Students, adjuncts, tenured: we need to unite and resist corporatization.

ACADEME BLOG

By Maxwell John Love

This is the fourth in a series of Academe Blog guest posts arranged by the AAUP Committee on Contingency and the Profession in celebration of Campus Equity Week. For information on and resources for CEW, see the national website at http://www.campusequityweek.org/2013/

loveGrowing up in a rural town in Wisconsin, I spent my weekends and summers with a pitchfork and straw bedding down calves on a local farm. I went on to study political science and Afro-American studies at the UW-Madison only a few miles from the hospital where I was born.

Now, as the Vice President of the United States Student Association—the nation’s oldest, largest, and incredibly diverse national student association—I find myself wondering what I am doing in DC attending meetings at the Department of Education or on the Hill. What I don’t find here in DC is a real regard for the struggle…

View original post 417 more words

Advertisements

How to Be a Tenured Ally

Point #2 especially is important.

ACADEME BLOG

Guest Blogger Dr. Elizabeth Keenan teaches music history at Fordham University and Columbia University. With the exception of a one-year VAP, she has been adjuncting since 2007.

I’m an adjunct at two different private universities.* In those positions, I’ve encountered numerous tenured and tenure-track faculty who were allies to adjuncts, and numerous faculty who were not.  After Monday’s post critiquing ineffective tenured allies, I want to be a bit more productive than deconstructive. One of the things that I’ve learned from my long years studying feminist activism is that critique has its place, but positive actions should emerge from it.

Here are some handy tips, if you have tenure (or are close to getting it), and you’d like to be an ally:

View original post 1,173 more words

Off Track: Adjuncts Are Addicts

Off Track: Adjuncts Are Addicts

I enjoyed this article tremendously because this is how I often feel. I want to quit, but I can’t. I am hooked on the teaching though the drug keeps abusing my health and sanity. Adjuncting is like an addiction. We wait for the time when we can get a good fix, but we are blind to the cycle that leaves us dependent on a career that destroys any semblance of a decent life.  

Campus Equity Week, Contingent Faculty’s First Try at a National Strategic Action

ACADEME BLOG

By Joe Berry

This is the first in a series of Academe Blog guest posts arranged by the AAUP Committee on Contingency and the Profession in celebration of Campus Equity Week. For information on and resources for CEW, see the national website at http://www.campusequityweek.org/2013/.

cocal1

The year was 1999 and all over the Internet and the mass media something approaching panic was building over the predicted collapse of all digital databases and Internet communications, due to what was named Y2K or “the millenium bug.” Many IT “consultants” made a lot of money off this panic, which turned out to be a total nonstarter in terms of a crisis.

However, as Y2K entered the common vocabulary, inspired part-time contingents in over 100 California community colleges and their various organizations had a brilliant idea. Why not use the Y2K rhetoric to dramatize the need for more equitable pay for part-timers–who, by law, are…

View original post 1,212 more words

Reversing Adjunctification: Real Adjunct Justice

“Injustice anywhere is a threat to justice everywhere.” M. L. King

We the professors are complicit in our exploitation.

It is now a commonplace that higher education is in crisis.  Exactly what kind of crisis depends on your agenda.  The implications of California AB 955, as well as the recent California MOOC legislation, indicate that, if your agenda is privatization, you’re getting closer to your goal, despite the rejection of the MOOC initiative and the “dubious” future of AB 955.  The door has been opened more widely for the propaganda narrative of privatization, and I expect to hear more about it soon. In this “business model” narrative, professors are turned into producers, students into consumers, and learning becomes a commodity. If your agenda, on the other hand, is what’s best for students, what’s best for professors or what’s best for the public interest, then the crisis in higher education is first and foremost a crisis of justice.

The longstanding exploitation and marginalization of adjunct faculty is unjust to students. The marginalization of three-fourths of the faculty of higher education distances teacher and student. Adjuncts, “freeway fliers,” in search of a modicum wage, are forced to limit their time at any one campus; when students look for their teachers, they can’t find them. Even when adjuncts make themselves available and, through heroic efforts, provide the instruction and guidance students desire, their efforts are thwarted by an administrative bureaucracy that enforces adjuncts’ temporary and peripheral status, resulting in, for instance, no faculty advisors for new student organizations.

The shameless exploitation of adjuncts’ professional commitment does not serve the public interest. Among other goals, the privatization agenda aims to cut “labor costs,” as if the purpose of public education were to turn a profit. To this end, for decades, retiring tenured faculty members have been replaced by adjuncts until we have a professoriate which is now 75% adjunct. The status of this vast majority of faculty is perpetually tentative and, by definition, non-essential. The public interest in a healthy democracy is not served by a professoriate whose voice and power is thus fragmented and weak, and is therefore less capable of protecting academic freedom or of teaching students to innovate, make art and engage in democracy, three things which are in the public interest.

And, obviously, it is unjust to adjuncts: the exploitation of adjuncts’ commitment to students is bad enough, but the oppression which accompanies it and that so often invades the professional and personal lives of hundreds of thousands of adjuncts who struggle to pay student loans, pay rent, provide for children, and live their lives on an income immensely unjust in proportion to their education and their commitment to public service is the depth of injustice.

Perhaps this crisis of justice began with and is maintained by our inability to see ourselves, or what is happening to us. Because of this lack of clarity, we are capable of ignoring or rationalizing the crisis until it seems that there is no crisis and the crisis then becomes unquestioned business as usual.  How else can we explain the erosion of tenure-track positions over the last thirty years? How can three-fourths of college faculty be adjunct? There are many answers to this question, but our complacency in the face of adjunctification, I think, explains much.  Because the truth is too difficult to face, because the forces that compel us toward corporatization and privatization seem insurmountable, we appear to have accepted adjunctification.  Those who have descried these trends have been largely ignored and, although there has always been resistance, it never truly has been a unified and widespread resistance.

The crisis in higher education is an adjunct crisis, and the exploitation of adjunct is the exploitation of tenured. It is time we wake up and recognize what is happening. It is time we professors, all together, end our complicity with the efforts to adjunctify, corporatize and privatize higher education. At stake is not only a decent and humane life for the majority faculty, but the future of higher education itself.

We must reverse adjunctification; we must ask for more than pay equity for the second-class in a two-tiered system. From ourselves, and from those who are trying to reshape higher education based on free-market ideology, we must demand more.  We must demand the transformation of the system that is being used to dismantle the professoriate.  We must demand the restoration of a tenured majority by transitioning adjunct professors into tenure-track professors.  This would be real adjunct justice.

We, tenured and adjunct professors, must face the truth. Our rationalization is complicity. Our silence is complicity. We must speak our truth. We must speak truth to power. We must demand justice.

John R. Hoskins