Hansen, Kristine. “Face-to-Face with Part-Timers.” In Resituating Writing: Constructing and Administering Writing Programs. Eds. Joseph Janangelo and Kristine Hansen. Portsmouth, NH: Boynton/Cook Publishers, 1995. 23-45.
Hansen argues for the professionalization part-time instructors by treating them ethically and valuing their teaching expertise as important meaning-making knowledge. In the article, she briefly explains the historical background of part-time instruction and the emergence of the CCCC Statement about part-time and contingent labor through the work of the Wyoming Resolution. After listing several cons of professionalization (sheer number of instructors, those who want to work part-time, the costs of providing a professional work environment, and the anti-democratic, boundaried, and disciplined nature of expertise and professionalization), Hansen shows through both a theoretical understanding of the ethics of care and her own personal case study as a WPA how one might go about improving the conditions of labor for part-time instructors.
“How can [a WPA] in good conscience lead a program that is built on exploitation?” (25)
“The only ethical solution is to professionalize part-time teachers – but to do so in ways that avoid devaluing lore and the practicioners who worked in the field before the certified professoinals arrived.” (32)
CCCC statement was a compromise of the original Wyoming resolution because it didn’t include the union model of grievance paths
affect of graduate programs on part-time teaching staff
ethics are relational – come about with contact with other people; administrators who talk with and work with part-timers are more likely to treat them ethically
moves for change: writing memos, arranging meetings with part-timers and deans, providing professional development, securing funding to pay those for professional development, highlighting work publically through symposiums and conferences, survey other surrounding institutions