Revolution Lullabye

October 15, 2013

Dadas, Reaching the Profession

Dadas, Caroline. “Reaching the Profession: The Locations of the Rhetoric and Composition Job Market.” College Composition and Communication 65.1 (September 2013): 67-89. Print.

Dadas argues that the discipline and specifically hiring committees need to investigate the locations  in which the composition and rhetoric job market process occurs and work to make hiring practices in these spaces more humane, ethical, and non-discriminatory. Dadas interviews 57 rhetoric and composition scholars who have either gone on the job market and/or have been a member of a hiring committee within the past ten years. She codes the transcripts of her interviews through grounded theory in order to find trends and patterns in the responses. Dadas’ article is organized around three locations of the composition and rhetoric job market: the phone interview, the Internet (including video/Skype interviews and the academic job wiki), and the MLA convention. She notes how each of these locations have embedded discriminatory practices: the phone interview, with its lack of visual cues, relies on the auditory modality and can force candidates to disclose disabilities that they otherwise wouldn’t; video/Skype interviews overemphasize appearances, visual cues, and the use of a sometimes spotty and new technology; the academic job wiki can increase candidate anxiety and spread false information about searches; and the MLA convention is cost prohibitive to many graduate student candidates who wouldn’t have normally attended the conference because it is not a central one to hte field.

Dadas focuses on the MLA convention timeline, asking whether or not it is in the best interest of candidates and search committees to have a coordinated timeline for the job search process. She points out that having a common timeline helps candidates compare and negotiate job offers, but questions whether or not the MLA conference – a conference that can be seen as marginalizing the field of composition and rhetoric – is the appropriate fulcrum for the comp/rhet job search process.

Dadas argues that hiring committees should practice empathy and think from the candidate’s perspective when deciding on the job hiring process and the locations in which they will interview candidates.  Dadas points out that one simple way to do this is for hiring committees to ask candidates what hiring practices could help them perform their best in the job search process, and that fair and ethical hiring practices don’t necessarily mean the same hiring processes for all candidates.

Notable Notes

need to look at timing and structure of job searches (84)

2008 recession led to an increase in phone/internet interviews over MLA convention and a jumping of the job search timeline by many institutions (80).

looks at the literature on the job market – almost all the scholarship focuses on the health of the market, the number of jobs, not the job search itself

relies on theories of location/place/space, both virtual and non-virtual (68)

Quotable Quotes

“We need to educate [equal opportunity offices] that ‘fair’ does not mean ‘the same for all.’ Only in challenging these institutional constraints can we work toward a more flexible process that allows all candidates to perform their best.” (85).

“Based on the dissatisfaction of many of the survey participants and on a decades-long acknowledgement that rhetoric and composition occupies a marginalized position within English studies, I pose a question to our discipline as a whole: is it best that we make MLA the center of our hiring universe?” (83).

“We have to talk about [the job market]. We have to theorize it. We have to give grad students some control over the parts that they can control so that the parts that they can’t control don’t feel so overwhelmingly difficult. And I think we should do that as a discipline, not just program to program” (Survey participant, qtd in Dadas 67).


June 11, 2009

Schell and Stock, Moving a Mountain

Schell, Eileen E. and Pamela Lambert Stock. Moving a Mountain: Transforming the Role of Contingent Faculty in Composition Studies and Higher Education. Urbana: NCTE, 2001.

Schell and Stock have two main purposes for this collection of essays about contingent labor in composition: 1. to inform others in the field, especially WPAs, about the issues of contingent labor in composition teaching in the context of the changing 21st century university structure; and 2. to show the strategies some in the field are using to try to change the working conditions of contingent faculty (unionization, collective bargaining) with the hopes that these local changes can be the beginning of national policies. The collection consists of case studies from which guidelines can be extracted for working with contingent, non-tenure track faculty, including hiring practices, orientation, contracts, salaries and benefits, evalations, and professional development. Their collection concludes with essays that explain how non-tenure track faculty, who have become a staple labor force for the university, are instrumental to the 21st century university institutions want to become because of their willingness to take risks with new technology, to teach distance education online, and to engage in the scholarship of teaching.

Notable Notes

Schell’s essay – the 4 Cs: compensation, contracts, conditions, and coalition building. Turn to a “rhetoric of responsibility” between faculty, institutions, and students.

unions legitimize labor

advocate a proactive approach to the ethical problem of contingent labor

review of literature about contingent labor in the introduction, spans the 1980s (focus on social science and on the quality of teaching) through the 1990s (disciplinary attention and on working conditions, Wyoming Resolution)

lots of qualified people to fill non-tenure track contingent roles because of the explosion in MAs and PhDs

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