Forum: Newsletter of the Non-Tenure-Track Special Interest Group 01.2. Insert in College Composition and Communication 50.1 (1998): Print.
The Forum, first published in CCC as a special insert in early 1998, before the CCCC in Chicago, is a newsletter dedicated to representing the voices and concerns of non-tenure-track writing faculty members. The notes and quotes below address some of the reflections and articles in the newsletter.
Notes and Quotes
“The tide has finally begun to turn, I think, toward greater awareness and more productive action in support of the profession’s non-tenure-track ranks, so it’s no wonder we’re feeling a bit more hopefuland revitalized than in times past” (Roberta Kirby-Werner, editor of Forum, A1).
Cynthia Selfe, CCCC Chair, noted in the 1998 CCCC Chair’s Report that the publication of Forum as a special insert in CCC for the first time before the conference was one of the most significant things of the year for the field (A1)
At the 1998 CCCC, CCCC resolved to support the printing and distribution of Forum and to compensate the editor (first editor is Kirby-Werner of the Syracuse Writing Program)
Susan Griffin, “Speaking from the Middle”: speaks about the shift that happened at CCCC this year. Instead of just sessions about the poor working conditions for non-tenure-track facutly, there were sessions about what to do: build coalitions, collective bargaining. She talks about her position in the middle – not tenured, but full-time with multiple year contracts, no time for publishing but some support for conferences, representation with a union but no say in faculty governance. She argues that this kind of position comes at a cost for the university and the students – it denies her academic freedom, equal standing in the academy, and the power to uphold academic integrity standards.
“My own non-tenured position – which had always seeemd so marginal, so different, such a deviation from the traditional academic path – is after all average. In fact, for thsoe who teach writing courses in higher ed, it’s typical” (A4).
Scott Hendrix, “Talking to Janitors, Working with Students: What’s Next for (Contingent) Academics?” Hendrix argues that non-tenure-track writing faculty should expand their networks for coaltion-buidling beyond other adjunct teachers at the university and include “other contingent academic workers, as well as our undergraduate students, other campus and community groups, and organized labor,” using janitors as an example. (A6). He argues that unionized labor will make workplaces more democratic, and argues for more activism by both full-time and part-time faculty to improve the academic workplace. He explains the outcomes of the CCCC collective bargaining, coalition-building, and organizing strategies workshop: goals for educating 1. contingent faculty; 2. full-time faculty; and 3. the public and the press about university working conditions. He gives examples about how the graduate TA union at his institution started to build this kind of cross-university and cross-community coalition.
We are teachers of language, of rhetoric. Now we need to use what we know for this new purpose – social action, public rhetoric.
Sample “Who pays?” ad to give the press to explain how poor working conditions for adjuncts affect everyone.
“Our starting point, though, should be the same – to make academic work (teaching and learning) less continent, more visible and more valued, both financially and professionally” (A6).
Susan Crowley: “While we are doing all of that [organizing a system in CCCC to address contingent labor issues], I ask you to remember who it is that puts the bread on our table: the absent multitudes whose labor we exploit, whose labor allows us to enjoy positions as WPAs, researchers, and scholars. Those folks are the heart of composition instruction in America. They always have been. It is time we remembered that, and it is time that we put them at the center of our organizational efforts” (A14).
Francis Fletcher, Jamey Nye, and Steve O’Donnell “The Adjunct Faculty Manifesto” – drawing on Marx and Freire. Class system at the academy, oppression, deflecting responsibility, exclusion, fragmentation