thanks very much to Angela for the compiling of a list and for Jamie's
latest addition.
i find these on interpersonal matters useful strategies to consider; but
i wonder how effective they can be, given that we are actually
institutionally pitted against each other in many ways, in terms of
competing for grants from the same funding sources, for jobs from the
same set of institutions, for publication space in the same set of
journals, etc. these are also structural conditions to which we
contribute directly through participation, regardless of how we feel
about them. i prefer not pretend that antagonism is inbuilt into the
daily operation of this social system.
so, what should we do, practically, besides employing practices of
mutual care? don't we need to struggle for, arrive at conditions that
foster such mutual caring? it certainly will help to treat each other
more positively in terms of creating conditions for greater solidarity
(email is not the most effective medium for that, though). and i think
the list by Angela and all those that contributed to thinking about
strategies are a good starting point.
now, how do we organise ourselves and others to implement them? given
constraints on how much we can do on a quotidian basis, how do we divide
up the tasks and what do we prioritise?
cheers,
saed
Jamie Heckert wrote:
> Dear Angela & all,
>
> I see I'm a little late stepping into the discussion, which I'm very
> excited to see happening. I want to comment on the last subheading
> which is the most 'personal' one. I'd love to see this expanded to
> reflect the emotional/embodied/interpersonal complexity of resisting
> neoliberalism. Maybe something like:
>
> The Political Is Personal
>
> * Take care yourself. Neoliberalism is a social relationship which
> depends on disconnection, obedience and participation in one's own
> exploitation. Find practices that support you in your ability to pay
> attention to how you feel and what you need rather than what you are
> 'supposed' to want/do/feel. These practices may be labelled
> 'therapeutic', 'spiritual', 'exercise' or 'playing'.
>
> * Listen to others - deeply, with care. Helpful practices might
> include Non Violent Communication (NVC -- http://www.cnvc.org), and
> The Work That Reconnects (http://www.joannamacy.net).
>
> * Create spaces where folk can connect with each other, sharing
> struggles, skills and knowledge. This could range from local
> solidarity/support groups to conferences or gatherings. (See e.g.,
> https://www.knowledgelab.org.uk/ and also Part III of Jeff Schmidt's
> 'Disciplined Minds: A Critical Look at Salaried Professionals and the
> Soul-Battering System That Shapes Their Lives.' (Rowman &
> Littlefield, 2001) )
>
> Other thoughts welcome!
>
> Warm wishes,
> Jamie
>
> On Nov 19, 2007 12:31 AM, Angela Jancius <[log in to unmask]> wrote:
>
>>
>>
>> My sincere thanks to all who responded to my query. The tips that you sent
>> were wonderful, and really quite inspiring. Below is an initial
>> compilation, divided under the six subheadings of: "On Unions and
>> Organizing," "On Faculty Rank," "On Bureaucracy and Governance," "On
>> Teaching," "On Student Tuition, Fees and Support," and "General Advice." A
>> shorter top ten list will be published in the January 2008 edition of
>> Anthropology News. I can already imagine that it will be difficult to edit
>> down the expanded list of strategies that are included below. The
>> below list has no copyright or individual authorship and you should feel
>> free to distribute it widely, to post it to wiki sites and blogs, to invite
>> your friends and students to expand upon it, and of course to encourage
>> your departments and colleagues to implement its contents.
>>
>> Angela Jancius
>>
>>
>>
>>
>> Battling the Neoliberalization of University Life: A List of Strategies
>>
>>
>> On Unions and Organizing:
>>
>> * The No. 1 way is faculty unionization. Unionize tenure-track faculty,
>> adjunct faculty and graduate students who teach. Your efforts will not be
>> effective
>> if adjunct and graduate teaching staff are not organized.
>>
>> * Resist the destruction of solidarities (e.g. see David Harvey, The History
>> of Neoliberalism).
>>
>> * Support unity. As an adjunct instructor and a graduate student, I can tell
>> you that management is WELL AWARE of the contempt that most full-time
>> faculty has toward us part-timers. During contract negotiations, I've also
>> heard
>> GA's and adjuncts undercut the contracts of the full-timers. Management
>> disciplines full-timers with the knowledge that they can be replaced
>> instantly by the army of the underemployed.
>>
>> * Invite part-time and adjunct faculty, as well as support staff and
>> research staff, to departmental meetings. Make the minutes available to the
>> entire community.
>>
>> * Join professional organizations that will lobby in opposition to the
>> lobbyists for privatization: NEA higher education organizations, AAUP, AFT.
>> Pay your dues or be prepared to be sold out.
>>
>> * Participate in faculty governance and advocate strongly for resolutions
>> and policies that promote an academic community built on shared values and
>> scholarship instead of a corporatized institution built on entrepreneurship
>> and external overhead.
>>
>> * Form parallel autonomous institutions that meet people's needs in a
>> collective, non-hierarchical fashion. At my old school, SUNY-Binghamton,
>> the campus was served by an excellent bus system that was owned and run by a
>> collective of the drivers, funded by student fees.
>>
>>
>> On Faculty Rank:
>>
>> * Reject the implementation of "benchmarks" or any other form of "standards"
>> for merit raises or promotions that are predicated on quantified output.
>> Rather, draw upon such ideas as those of Ernest Boyer (Scholarship
>> Reconsidered) [http://www.insidehighered.com/news/2007/10/02/wcu]
>>
>> * Reject merit raises all together and rather spread the total raises due
>> the entire faculty of a department evenly to all faculty.
>>
>> * When 65% of the professoriate is part-time, why have tenured positions at
>> all?
>>
>> * Refuse to sell ourselves as "stars" to highest bidding institutions. This
>> reproduces the neoliberal self-made "man," reinforcing gender and class
>> hierarchies within the academy.
>>
>> * Don't refer to enthusiastic younger members of faculty as "junior"
>> scholars. It annoys them intensely and makes them feel small.
>>
>> * Allow complete transparency, re: salaries paid to all faculty in all
>> departments.
>>
>> * Identify and monitor the behavior all 'frumps' (formerly radical upwardly
>> mobile professors).
>>
>> * Use the growing 'sustainability consensus' discourse to push for a
>> democratization of academia - as sustainability centrally implies
>> participation.
>>
>>
>> On Bureaucracy and Governance:
>>
>> * Expose and oppose corporate control of academia.
>>
>> * Resist the process of turning universities into institutions of management
>> rather than places of "higher learning" by refusing to accept administrative
>> positions that are newly created and not really necessary for "learning."
>>
>> * The university can be run by the faculty, but the faculty must organize in
>> constant vigilance. Professors could collectively attend administration
>> meetings and repeat the demand, week after week, to stop the metastasized
>> growth of bureaucratic bosses. Use the saved funds to create more professor
>> positions, course offerings, and library books, and to establish student
>> scholarships grants. The heart of the university is here, not in creating
>> ever more layers of office managers to govern this and that for a bottom
>> line value that is set by the new MBA bosses.
>>
>> * Rip up parking lots. Implode student housing. Stop all construction
>> projects not related to safety. Make students get gym memberships elsewhere.
>>
>> * Demand accountability for the university practices in hiring faculty,
>> labor, etc. in the construction of new campuses abroad (i.e. NYU's global
>> expansion to Abu Dhabi).
>>
>> * Resist the temptation to outsource to private companies, especially big
>> non-local multinationals, tasks which the university could do by itself.
>>
>>
>> On Curriculum:
>>
>> * Resist the neoliberal transformation of the curriculum (there is an
>> excellent article--chapter 6--by Aihwa Ong in Neoliberalism as Exception:
>> Mutations in Citizenship and Sovereignty. Durham: Duke University Press,
>> 2006.)
>>
>> * Restore a system whereby intellectual inquiry is valued for its own sake,
>> and not just seen as a means toward increasing capitalist productivity. If
>> the government's current proposal to fund all research on the basis of
>> "relevance" were carried out, it would be the end of virtually all
>> Humanities research as we know it.
>>
>> * Resist the homogenization of university studies that is taking place all
>> over Europe. Anthropology, in order to survive, is being asked to
>> demonstrate demand from the job market. And its courses are oriented towards
>> market demands.
>>
>> * Avoid strict degree completion deadlines. Returning students bring
>> valuable professional experience, but they also need the time to balance
>> professional, work and personal responsibilities.
>>
>> * Make research findings and publications freely and publicly accessible on
>> the web.
>>
>>
>> On Teaching:
>>
>> * Teach students about neoliberalization (its history, its impacts on
>> individuals, etc.). They are the ones who can stop it.
>>
>> * As teachers, we have a unique opportunity to relate the material we teach
>> to the everyday lives of our students. Hold seminars on campus on the
>> impact of neoliberalism on campus life and learning. Use critical pedagogy -
>> encourage critical thinking
>>
>> * Create a course that studies the University as an anthropological project.
>>
>> * Link with activists, community groups, etc., beyond the academy. Carry
>> out critical (including participatory) research. Develop more experience
>> based learning courses, including internships and community service learning
>> programs.
>>
>> * Make the world your classroom. Teach in parks, bars, restaurants, homes,
>> online.
>>
>> * Offer courses on weekends, evenings, and on-line, so that working students
>> and students with child and eldercare responsibilities can take courses/make
>> progress on degrees.
>>
>> * Encourage team-teaching.
>>
>> * Conduct and assess instructor evaluations in a manner that reflects that
>> students are scholars, not consumers.
>>
>> * Avoid grade inflation. In a context of grade inflation, instructors that
>> seek to honestly assess performance find themselves at a disadvantage,
>> especially if they are adjunct staff.
>>
>> * Develop undergraduate programs that pay particular attention to
>> non-anthropology majors, since they are the ones that fill your large
>> classes. Increase the pressure for small classes for introductory courses.
>>
>> * Make classes last as long as they need to be. Stop with the micronization
>> and fetishization of time. Some days I have a lot to say, some days not so
>> much. Some days students need to practice and drill, and other times one
>> profound sentence might do it.
>>
>> * Quit giving standardized tests and grades. Pass/Fail. Get rid of students
>> who don't want to be there. Tell them to come back when they know what they
>> are there for. If we stop treating students like cash cows, maybe they will
>> actually appreciate learning.
>>
>> * Assign primary texts instead of textbooks.
>>
>> * Make your students do the work - have them explain concepts to each other.
>> Have them create materials they think are useful. Grade them for effort
>> rather than results - they are there to learn.
>>
>> * Spend less time preparing, and more time getting to know your students and
>> their individual needs.
>>
>>
>>
>> On Student Tuition, Fees and Support:
>>
>> * Don't use standardized testing as a measure to determine student
>> admissions or funding.
>>
>> * Make applying for college more affordable. Applying to graduate programs
>> is increasingly expensive. Transcripts (often in duplicate) are required
>> from each school. The cost of transcripts is inflated (averaging $5-$10 per
>> order, for regular mail). Applications fees are $50-$95 per school. GRE fees
>> increase by roughly $10 per year (and this test should be banned, anyway,
>> since it only tests your ability to learn test-taking strategies, not true
>> knowledge or ability to succeed in a program).
>>
>> * Use course packets, blackboard pdfs and next-to-last edition textbooks in
>> introductory courses to decrease student book costs.
>>
>> * Fund all students who are admitted into your program equally. Since
>> Thatcher (and Reagan), efforts to turn higher education into a vocational
>> finishing school for industry have been much more systematic and blatant.
>> Under this model, if you're funded you get money to live off, to pay fees,
>> and to attend conferences etc. If you're not funded, you get nothing and you
>> have to pay fees. So one person has masses of help, while another is
>> hindered and must struggle. This is one of the central ideological maxims of
>> capitalism.
>>
>> * Organize student mutual aid networks.
>>
>> * Do not permit university programs to let graduate student instructors
>> teach without compensation, merely for the experience of it or for credit.
>>
>> * Do not burden Ph.D. candidates and recent Ph.D.s with the heaviest
>> teaching loads. The abusive practice of using younger scholars as
>> workhorses keeps a new generation from reaching its potential, in
>> scholarship and as practioners.
>>
>> * Pay health care benefits and tuition fees for graduate students, if
>> possible.
>>
>> General Advice:
>>
>> * Be a happy person. Stop with the bitterness.
>>
>> _______________________________________________
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>>
>>
>>
--
Salvatore Engel-Di Mauro
Department of Geography, SUNY New Paltz
1 Hawk Drive, New Paltz, NY 12561
tel: 1/845/2572991, fax: 1/845/2572992
e-mail: [log in to unmask]
Senior Editor
Capitalism Nature Socialism: A Journal of Ecosocialism
Editor
ACME: An international e-journal for critical geographies
http://www.acme-journal.org/
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