Forum: Newsletter of the Non-Tenure-Track Special Interest Group 03.1. Insert in College Composition and Communication 50.1 (1999): Print.
Forum publishes articles, essays, and reflections written by non-tenure-track faculty members and pieces written in support of improving the working conditions of these contingent faculty. There is a focus on organizing, unionizing, and collective bargaining.
This edition of Forum commented on the activities surrounding the Non-Tenure-Track SIG at CCCC in Atlanta (March 1999), which was one of the most well-attended NTT SIGs. After the SIG meeting, Eileen Schell (co-chair of the Task Force on Improving the Working Conditions of Part-time/Adjunct Faculty) helped lead a rally focused on NTT faculty with invited speakers like Ira Shor, Karen Thompson, Leo Parascondola, and Steve Robinson. Forum and the NTT SIG and the Task Force are all working on a Press Kit for contingent faculty groups to gather support across their campuses and communities.
Bobbi Kirby-Werner is still the editor of Forum
Teresa M. Purvis, “Creating Equity for Non-Tenure-Track Faculty: Whose Responsibility Is It Anyway?” – Purvis is a past editor of Forum and past chair of the Part-Time Faculty Forum at CCCC.
NTT faculty cannot rely on the actions of large professional organizations to improve their lot (MLA, CCCC): “The solution, if any is to be found, must originate with the institutions themselves and with the individuals who accept non-tenure-track appointments, whether full- or part-time” (A3). Discusses responsibility on the part of professional organizations, colleges and institutions (to their students), department and program administrators, full-time tenure-track faculty, and NTT faculty themselves.
Mike Evces, “Review of Gypsy Academics and Mother-Teachers: Gender, Contingent Labor, and Writing Instruction by Eileen Schell”
Schell’s book argues that labor issues in teaching and administering composition (contingent labor) need to be taken up more widely and seriously by the field because to not do so is to be illiterate about higher education’s professional and institutional world. We, as a discipline, understand the importance of teaching our students to be literate in multiple ways – we, too, need to be literate about the constraints and structures of our own working environments. Schell’s book also shows how composition is a field that exploits women and looks at the shortcomings of feminist theory and pedagogy in composition. She argues for the adoption of collectivism, unionization as social feminist principles and gives concrete ideas for change: full-time positions, professionalizing working conditions, organizing unions, and restructuring the first-year composition requirement.
Patrick Kavanagh, “Creating a More Perfect Union: Cultivating Academic Citizenship in the Face of Higher Education Restructuring.”
The move to a corporate university involves restructuring the university to both improve productivity and cut costs. This has led to, in part, a move to rely more on part-time labor and graduate students to teach undergraduate students. Kavanagh argues that the best way to correct some of the workplace problems in the corporate university is collective bargaining. Shows that the problem is beyond composition – calls for an effort for writing teachers to join the ranks of other non-tenure-track faculty across the university through organizations like AAUP.
Thomas J. Ernster, “Restoring the Spirit in Academe.”
Ernster argues that the only way to start solving the labor problem in the academy (and in composition) is for tenured and tenure-track faculty and NTT faculty to join ranks as “co-participants.” The rise in PhDs in rhetoric and composition has squeezed out jobs for those with MAs.