Adjunct Labor Discussion with Noam Chomsky

Tonight (3/4/14) at 5:30 (check time) a web-discussion with Noam Chomsky is taking place in the realms of Facebook through Hangtime.com

America’s foremost public intellectual, Noam Chomsky, will be joining us via Skype for a discussion on the state of part-time labor in higher education. All adjuncts and allies are welcome!!

Hosted by: Adjunct Faculty Association  of the United Steel Workers union.

http://www.hangtime.com/events/adjunct-labor-discussion-with-noam-chomsky/497714317008067

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Adjunct Professors Academic Apartheid

Adjunct Professors Academic Apartheid.

Academic apartheid: hard words to describe a hard truth. These words accurately describe the situation which is widely ignored,, by most faculty, adjunct and tenured, even as the adjunct crisis of higher education begins to get national media attention. Fuller’s right, too, about what needs to happen to counter our dismal circumstances. We need to work at local levels to “end the exploitation” of adjuncts “relegated to the back of the bus.” But we don’t just need equity for adjuncts: we need reversal of adjunctification.

Powerlessness in the Face of Heartlessness

It is now the end of Week 10 of the 16-week semester and I am reflecting on last year’s crisis and wondering if it will happen again this year. My Union representative has assured me that the problem has been taken care of, but I am afraid that a similar disaster will occur. Perhaps, I don’t understand how the union could solve the problem so easily since adjuncts are not really part of the bargaining agreement process.

Although the union has assured me, that the same financial fiasco that most adjunct faculty fell victim to last spring will not occur this spring, I am still a bit unnerved and filled with trepidation.  Last Spring the majority faculty on my campus were hit with a financial crisis. Many faculty members, a majority in my district, were ill informed and unprepared for the impact of a change in the number of pay warrants.

A week before the Spring 2013 semester at the three campuses of the San Diego Community College District, a few adjuncts receive a clear message that their expectations of a pay warrant on the 10th of February was false and that the 1st pay warrant for Spring Semester would be March 10th.

I received the message and was shocked that I would not have the much-needed funds to feed my family and pay rent. I was shocked too because I wrongly assumed that because for the past 2 years we were receiving 10 pay warrants a year that we would receive 10 warrants this year.  In my shock and utter indignation at the easy manipulation of my subsistence by the district, I emailed my union president and asked why adjunct faculty were to receive only 4 pay warrants this Spring. The AFT president in a short, curt reply said that it was a contract thing from 10 years ago (thus, nothing can be done). I had signed the contract for hire in 2004. Admittedly, I am at fault for the financial crisis because I did not read carefully enough Appendix –IX 2 that states that the number of pay warrants was dependent on when the semester begins. It says that if a semester starts after the 25th, then 4 warrants will be given with the 1st to come on the 10th of the month after the 1st month of class.

So, the consequence of this contract rule is that adjunct faculty work from Jan 28th to March 10th without a pay warrant.  Six weeks of labor without a sign of pay is abusive in most other fields and illegal in the state of California, but the practice is perfectly acceptable when it comes to a work force like Adjunct Professors.  What is really painful is that Adjuncts do not receive pay for the interim between semesters, so many adjuncts are really going from January 10th to March 10th without a paycheck even though they are working. What professional goes 2 months without pay? Some of you might scream, “Get into a new line of work!”  I too scream this in my thoughts. It is no wonder that the profession of teaching is a profession that our society generally tells us to avoid.  I love teaching, but I do not love the economic abuse the profession faces.

I am reminded of the emails that spread through the district that were generally ignored by administration. One instructor had sent out bills before she realized that there was no money in her bank. Other adjunct professors slid further into debt to pay their rent and to buy groceries over the 48+ days of no pay.

Pain was dispersed generally and widely across the majority faculty at the three campuses and the union gave no sign that it was going to take up the issue or help get some emergency relief. We are usually reminded that the Union can get us food stamps or emergency funding for rent. But, a loan from the union is debt too.

I can understand some thoughtful onlookers of this situation saying to themselves that,  “since it was in the contract, adjuncts have no one to blame but themselves for the financial pain. Adjunct professors should have known that their contract allowed for their pay warrants to move from 8 or 9 or 10 warrants a year depending on when the semester starts.”  I can understand that the onus is on adjunct professors, but what I can’t understand is how the district can morally, ethically, or legally withhold pay from work done for 48 days. Or how the union could have agreed to this type of pay manipulation by the administration for its majority members.

Here-in lies the problem. Adjunct professors have very little power in the bargaining agreements. The fact that Adjuncts have not had a say in whether they would like to receive 10 pay warrants rather than 8 warrants points to the fact that their interests have not been fully represented by the union.  This is wrong.  While the AFT 1931 can be credited with providing one of the best packages available for Adjunct faculty (i.e. health insurance & priority assignment), there still remains a great amount of misrepresentation.  What Adjunct faculty want is parity, they want to work, work hard, and to not be exploited, yet exploitation is apparent and the union is making little headway in changing the ethics of San Diego Community College District’s business model. The business model of SDCCD allows for an unethical exploitation of the majority of its employees through unrepresented negotiation.

In the meantime, many adjuncts have lost savings or incurred debt as a result of the delayed pay warrants.  Others simply ignore the issue and turn their heads with a refrain suggesting that it is the status quo for adjunct faculty.  In conversations with adjunct faculty about the pay warrant manipulations, it was suggested that the administration pay some kind of compensation. A retainer fee ought to be part of the time period where adjuncts are not being paid for class hours. In the months of December, January, June, July, and August there ought to be a price that the colleges pay to keep Adjunct faculty afloat in the periods between semesters so that the faculty can put their energies to their profession and not to the dire economic situation that the business model of education has placed the majority of faculty into. A retention fee is a minimum of decency to offer the faculty that keep the institution moving in its success. Without quality faculty, the institution fades into obscurity as a valuable resource for the well being of the community. I refuse to let this happen.

Who cares?

This is the question of the hour. I truly want to who cares about the fact that our education system is seriously in shambles. Who cares that we are producing citizens without the skills necessary to participate effectively both in a modern democracy and in the job markets of the future? Who cares that high school teachers face more demands from the administration than from parents themselves or that our education system is moving towards govermental authoritarianism? Who cares that higher education has a number of crises forecasting the demise of the humanistic agenda that has been the task of higher learning since the time of Socrates? Who cares that our health and prosperity is sliding toward chronic disease and poverty? In the face of  heartlessness, we seem to be powerless.

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