Revolution Lullabye

December 1, 2010

Forum: Newsletter of the Non-Tenure-Track Special Interest Group, 1999

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.

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

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