Anson, Chris M. and Richard Jewell. “Shadows of the Mountain.” In Moving a Mountain. Eds. Stock and Schell. Urbana: NCTE, 2000. 47-75.
The authors, recognizing the complexity of the contingent labor issue in composition teaching, give their own labor narratives in their work of composition and then comment on each other’s stories, representing both the attention to individual voices and necessary dialogue that they believe must occur when trying to solve some of the deep labor problems in higher ed teaching. Though Anson argues that most of the reform must start small and locally, he points out that many of these grass-roots changes can too easily be squashed by more powerful forces in higher university administration, and he contends that labor reform in composition and higher education can only succeed through visible, national-level lobbying through major national organizations using tactics like censure.
Notes and Quotes
Argue that this issue must be approached with attention to individual stories, voices, histories. It can only be solved or approached in a spirit of dialogue, which they try to represent in this piece.
Jewell: professional development, conference attendance for part-timers without support is often limited to where you can go round-trip in one day.
It’s not just low pay that is the problem – it is no job security, no tenure, no intellectual freedom to design courses, no power or say in a department
Even people in the same department – tenured, part-time, etc – don’t know each other and don’t know what each other would want in a revised labor structure.
Anson initially opposed hiring full-time adjuncts, wanted to rely on TAs and a few part-timers.
“Work, any work, was better than nothing. Shut doors represented a more chilling fear than even the lousiest of teaching jobs” (66). Social Darwinism mentality.
“But more subtle inequities can be found in dozens of college and university literacy programs across the country – inequities of course assignments, scheduling, and sensitivity to personal situations; inequities of representation in decisions about class size or workload; pay inequities between people doing the same jobs with the same expectations; inequities in access to equipment, phones, office space, lounges, computer labs, and libraries; inequities in performance assessment; inequities in the advanced scheduling of course assignments; and inequities in curricular and pedagogical freedom. Any employer – in a warehouse, a manufacturing firm, a country club, or a composition program – has a responsibility to treat employees fairly and equally” (68).
“Good writing programs not only treat all their employees with fairness and respect but also create a climate in which people of all ranks and employmenet categories work together in a spirit of cooperation and collaboration, sensitive to each other’s needs and working for each other’s good, for the good of the program, and for the good of the students it serves” (71).
How do you treat those with the least amount of power – the untenured?