Revolution Lullabye

July 2, 2015

Harrington, Fox, and Hogue: Power, Partnership, and Negotiations: The Limits of Collaboration

Harrington, Susanmarie, Steve Fox, and Tere Molinder Hogue. “Power, Partnership, and Negotiations: The Limits of Collaboration.” WPA: Writing Program Administration 21.2/3(Spring 1998): 52-64.

The writers, who are all part of a collaborative WPA structure at their institution, use situations at their institution to evaluate the benefits and drawbacks of collaborative administration. They maintain that collaborative administration is possible, and the diverse perspectives it invites has helped unite and strengthen their writing program. The writers do acknowledge that collaborative administration is difficult, and name four potential problems that emerge from collaborative administration:

  1. The tendency to focus inward instead of also collaborating with partners outside the writing program/department;
  2. The issues of authority and expertise created inside and outside the program because members of the collaborative administration have different titles, roles, positions, and responsibilities;
  3. The desire to avoid conflict in the decision-making process, which can create false consensus and silence dissenting opinions
  4. “Twin citizenship,” or how members of the writing program administration committee are torn between obligations and identities in the program, the institution, the community, and the discipline.

Notable Notes

They explain that there are few arguments/analyses of collaborative administration that address “how such partnerships come to be created in a hierarchal university environment, how power (even the decentralized, facilitated kind) is acquired, and how collaboration works on a daily basis” (53-54).

Collaborative administration is difficult, made more difficult because administration is not always recognized work/labor/scholarship in institutions, comp/lit divides in academic departments.

Gives their local context: there is no WPA, but rather a Writing Coordinating Committee

The Writing Coordinating Committee – both TT and NTT faculty. Partly conceived as a way to get NTT/adjunct faculty involved, “decentralize decision-making,” increase connection between composition research and teaching. (54)

Explanation of the composition of the Writing Coordinating Committee. 10 members. The chair (TT) rotates every two years. No release time for the chair. The NTT faculty have a 4/4 load, the TT have a 3/3 load, and some of the members of the Writing Coordinating Committee get a 1-2 course release per semester for WPA work. The NTT faculty do most of the WPA work on the committee

Uses Molly Wingate’s discussion of writing center politics to look at the collaboration, Wingate’s work draws on Werner Rings’ description of four kinds of collaboration: neutral collaboration, unconditional collaboration, conditional collaboration, and tactical collaboration (57)

Quotable Quotes

“Living the experience of a postmodern WPA can be complicated and troubling” (52) – arguing that the theories of postmodern WPA leadership – of being situated, contextual, in networks, collaborative – might be more difficult than we’re giving it credit in our scholarship.

“While the arguments for collaborative administration are clear, the political dimensions of collaboration and partnership have been undertheorized, and we use our insitituion’s administrative structure as a starting point for analysis” (54).

“On a broader level – and this is where the collaborative structure makes a difference – the committee seeks to coordinate the work of writing program faculty; to represent the interests of adjunct faculty in the department and the university; and to link the writing program with other offices on campus with an interest in writing” (56).

“The mix of experience, expertise, and perspective on the committee provides much-needed diversity, and compensates for individual shortcomings…No single person dominates the overall policy-making responsibility of the committee. The writing program does not speak with a single voice, but it does, on the whole, speak from consensus” (56).

Collaborative administration creates “a web of relationships” (56)

“Much of our energy (and specific responsibilities delineated by the department) is devoted to collaborating with each other; little to collaborating with other academic units” (58).

“Composition, like math or reading if not more so, invites Monday morning quarterbacks” (59).

“Individual committee members (and likely individual members of the writing faculty as well) have sometimes chosen silence over conflict, enabling what appears to be consensus, but actually creating imposed orthodoxy. The imposition of orthodoxy is no less unfortunate if accomplished via collaboration than if directed by a single person” (60).

“A cooperative administrative structure will not automatically promote pluralism. Without an agreement to converse and a willingness to explore disagreements, shared administration can degenerate into a front, masking the will to power of some dominant person or group on the committee or in the department. Our collective leadership must be authorized by the conversation of committee members – and by the conversation of the whole writing faculty” (61).

“Writing program administration is, in many ways, an exercise in power. As long as wirting programs are staffed by teaching assistants or part-time faculty, and as long as required writing courses are a key element of university general education requirements, writing program administrators will possess a great deal of power over the curriculum, teachers, and students. This power, something we don not often acknowledge in a discipline which privileges cooperation, collaboration, and empowering others, is not necessarily evil” (62).

“The unitary WPA retains certain advantages over a shifting, collaborative, contextual writing program administration. The locus of power is clear in the unitary model, and that clarity speeds communications (especially outside the department)” (63).

Advertisements

November 30, 2010

Forum: Newsletter of the Non-Tenure-Track Special Interest Group Fall 1998

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

Create a free website or blog at WordPress.com.