Pub Date : 2014-01-17DOI: 10.14288/WORKPLACE.V0I23.184339
Brandolyn E. Jones, J. Slate
In this investigation, the degree to which the number and percentage of Texas 4-year public university Black faculty members changed as a function of faculty rank from the 2005 academic year through the 2011 academic years was examined. Utilizing archival data from the Texas Higher Education Coordinating Board (2013a), a statistically significant difference was yielded between the percentage of Black Assistant Professors between the 2005 and 2011 academic year. This increase was trivial with a Cohen’s d of 0.15. Of interest, however, for Black faculty at the higher ranks of the professoriate (i.e., Associate Professor and Full Professors), statistically significant differences were not revealed between the 2005 and 2011 academic years. Challenges experienced by Black faculty members as well as implications for increasing equal employment and advancement opportunities for Black faculty in the academy are also discussed in this study.
{"title":"Differences in Black Faculty Rank in 4-Year Texas Public Universities: A Multi-Year Analysis","authors":"Brandolyn E. Jones, J. Slate","doi":"10.14288/WORKPLACE.V0I23.184339","DOIUrl":"https://doi.org/10.14288/WORKPLACE.V0I23.184339","url":null,"abstract":"In this investigation, the degree to which the number and percentage of Texas 4-year public university Black faculty members changed as a function of faculty rank from the 2005 academic year through the 2011 academic years was examined. Utilizing archival data from the Texas Higher Education Coordinating Board (2013a), a statistically significant difference was yielded between the percentage of Black Assistant Professors between the 2005 and 2011 academic year. This increase was trivial with a Cohen’s d of 0.15. Of interest, however, for Black faculty at the higher ranks of the professoriate (i.e., Associate Professor and Full Professors), statistically significant differences were not revealed between the 2005 and 2011 academic years. Challenges experienced by Black faculty members as well as implications for increasing equal employment and advancement opportunities for Black faculty in the academy are also discussed in this study.","PeriodicalId":42624,"journal":{"name":"Workplace-A Journal for Academic Labor","volume":"31 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2014-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86078699","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2014-01-11DOI: 10.14288/WORKPLACE.V0I11.184696
Pepi Leistyna
This special issue from Workplace: A Journal for Academic Labor was conceptualized and assembled with the intent of addressing how class structures and struggles dramatically affect the diversity of youth around the globe as they face a history of, and increasing subjugation to, the economic, political, and cultural logic of capital.
{"title":"Introduction: Youth as a Category Through Which Class is Lived","authors":"Pepi Leistyna","doi":"10.14288/WORKPLACE.V0I11.184696","DOIUrl":"https://doi.org/10.14288/WORKPLACE.V0I11.184696","url":null,"abstract":"This special issue from Workplace: A Journal for Academic Labor was conceptualized and assembled with the intent of addressing how class structures and struggles dramatically affect the diversity of youth around the globe as they face a history of, and increasing subjugation to, the economic, political, and cultural logic of capital.","PeriodicalId":42624,"journal":{"name":"Workplace-A Journal for Academic Labor","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2014-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76808874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Education as Enforcement is a much needed and timely response to a totalizingly paternalistic discourse of imperialism that seems to have beset the American consciousness since September 11, 2001. Within the reductive logic of current politics, and buttressed by militaristic approaches to the elusive problem of terrorism, we risk a perpetual warlike situation which, while keeping political dissent at the minimum, grants the present Us government immense power to pursue its interventionist policies worldwide. Hence, what was once done clandestinely now operates as a blatant strategy of world domination aimed at safeguarding global corporate interests. In an era when some have theorized the death of grand narratives, another grand narrative of empire is emerging—and this empire—unlike the one envisioned by Michael Hardt and Antonio Negri—is not a "center-less" entity, but an empire. How can globalization—a system so blatantly egregious to the poorer parts of the world—be pandered as the new remedy for the world's problems? Why hasn't the U.S. produced a large-scale popular resistance to globalization? The beneficiaries of globalization often retort, What's your alternative to it? Education as Enforcement courageously intervenes in this debate, offering viable pedagogical strategies to render the classroom and laboratory sites where we might develop a counterdiscourse to neoliberalism and its ills.
{"title":"Review of Education as Enforcement: The Militarization and Corporatization of Schools","authors":"M. Raja","doi":"10.5860/choice.41-2939","DOIUrl":"https://doi.org/10.5860/choice.41-2939","url":null,"abstract":"Education as Enforcement is a much needed and timely response to a totalizingly paternalistic discourse of imperialism that seems to have beset the American consciousness since September 11, 2001. Within the reductive logic of current politics, and buttressed by militaristic approaches to the elusive problem of terrorism, we risk a perpetual warlike situation which, while keeping political dissent at the minimum, grants the present Us government immense power to pursue its interventionist policies worldwide. Hence, what was once done clandestinely now operates as a blatant strategy of world domination aimed at safeguarding global corporate interests. In an era when some have theorized the death of grand narratives, another grand narrative of empire is emerging—and this empire—unlike the one envisioned by Michael Hardt and Antonio Negri—is not a \"center-less\" entity, but an empire. How can globalization—a system so blatantly egregious to the poorer parts of the world—be pandered as the new remedy for the world's problems? Why hasn't the U.S. produced a large-scale popular resistance to globalization? The beneficiaries of globalization often retort, What's your alternative to it? Education as Enforcement courageously intervenes in this debate, offering viable pedagogical strategies to render the classroom and laboratory sites where we might develop a counterdiscourse to neoliberalism and its ills.","PeriodicalId":42624,"journal":{"name":"Workplace-A Journal for Academic Labor","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2014-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81891831","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-12-22DOI: 10.14288/WORKPLACE.V0I10.184654
Judith Y. Singer
Children frequently become a source of hope for the adults who care for them. In Banza, hope was generated by the enthusiasm of the children and their trust in their teachers as they worked together to create the vision of possibility which was projected in the Celebration of Struggle and in Stand for Children. These displays of hope were anchored in the community of support which teachers helped to build year-round in Banza, through the many ways they created relationships to the children and to one another.
{"title":"The Celebration of Struggle: Building Community Through Social Action","authors":"Judith Y. Singer","doi":"10.14288/WORKPLACE.V0I10.184654","DOIUrl":"https://doi.org/10.14288/WORKPLACE.V0I10.184654","url":null,"abstract":"Children frequently become a source of hope for the adults who care for them. In Banza, hope was generated by the enthusiasm of the children and their trust in their teachers as they worked together to create the vision of possibility which was projected in the Celebration of Struggle and in Stand for Children. These displays of hope were anchored in the community of support which teachers helped to build year-round in Banza, through the many ways they created relationships to the children and to one another.","PeriodicalId":42624,"journal":{"name":"Workplace-A Journal for Academic Labor","volume":"55 3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2013-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90093870","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Review of State of the Union: A Century of American Labor","authors":"Michael Bersin","doi":"10.5860/choice.39-6515","DOIUrl":"https://doi.org/10.5860/choice.39-6515","url":null,"abstract":"","PeriodicalId":42624,"journal":{"name":"Workplace-A Journal for Academic Labor","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2013-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73127417","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-12-21DOI: 10.14288/WORKPLACE.V0I12.184635
J. Berry
In this article I will examine the various arguments that have been made for and against union competition in higher education from the point of view of contingent faculty in particular and will include examples of how this competition has affected faculty. Drawing from parallel experiences in other labor sectors, I make the argument that the debate on competitive (or dual) unionism is largely misplaced and that a new analysis needs to focus on how any tactic or strategy serves contingent faculty’s need for a democratic, social-movement unionism. I conclude with an argument for what has been called the inside-outside strategy, working within existing larger groups, but also building independent formations of specifically contingent faculty.
{"title":"Competitive Unionism: Good, Bad, or Indifferent for Contigent Faculty?","authors":"J. Berry","doi":"10.14288/WORKPLACE.V0I12.184635","DOIUrl":"https://doi.org/10.14288/WORKPLACE.V0I12.184635","url":null,"abstract":"In this article I will examine the various arguments that have been made for and against union competition in higher education from the point of view of contingent faculty in particular and will include examples of how this competition has affected faculty. Drawing from parallel experiences in other labor sectors, I make the argument that the debate on competitive (or dual) unionism is largely misplaced and that a new analysis needs to focus on how any tactic or strategy serves contingent faculty’s need for a democratic, social-movement unionism. I conclude with an argument for what has been called the inside-outside strategy, working within existing larger groups, but also building independent formations of specifically contingent faculty.","PeriodicalId":42624,"journal":{"name":"Workplace-A Journal for Academic Labor","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2013-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87887184","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-10-29DOI: 10.14288/WORKPLACE.V0I7.184511
James H. Sledd
Why was the emergence of "composition studies," the achievement of "disciplinarity" by a fortunate minority of compositionists, neatly paralleled by the deepening exploitation of composition's most numerous teachers, the teaching assistants, part-timers, and other contingent workers? Why did a few directors "get grants, rank, and tenure" while growing numbers of classroom teachers remained overworked, underpaid, and insecure? Why did the conventional ambition of good professionals end in bossdom?
{"title":"Disciplinarity and Exploitation: Compositionists as Good Professionals","authors":"James H. Sledd","doi":"10.14288/WORKPLACE.V0I7.184511","DOIUrl":"https://doi.org/10.14288/WORKPLACE.V0I7.184511","url":null,"abstract":"Why was the emergence of \"composition studies,\" the achievement of \"disciplinarity\" by a fortunate minority of compositionists, neatly paralleled by the deepening exploitation of composition's most numerous teachers, the teaching assistants, part-timers, and other contingent workers? Why did a few directors \"get grants, rank, and tenure\" while growing numbers of classroom teachers remained overworked, underpaid, and insecure? Why did the conventional ambition of good professionals end in bossdom?","PeriodicalId":42624,"journal":{"name":"Workplace-A Journal for Academic Labor","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2013-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74756971","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-10-29DOI: 10.14288/WORKPLACE.V0I7.184512
Eileen E. Schell
In this article, I report on and analyze campus, municipal, state-wide, and national organizing campaigns to address the working conditions of part-time and non-tenure-track faculty, many of them first-year writing teachers. After that, I discuss a proposed international week of action, Campus Equity Week, that is forthcoming, and conclude with a discussion of the rhetorical strategies that literacy workers and others agitating for change can best adopt to achieve coalition building and organizing toward improved working conditions.
{"title":"Toward a New Labor Movement in Higher Education: Contingent Labor and Organizing for Change","authors":"Eileen E. Schell","doi":"10.14288/WORKPLACE.V0I7.184512","DOIUrl":"https://doi.org/10.14288/WORKPLACE.V0I7.184512","url":null,"abstract":"In this article, I report on and analyze campus, municipal, state-wide, and national organizing campaigns to address the working conditions of part-time and non-tenure-track faculty, many of them first-year writing teachers. After that, I discuss a proposed international week of action, Campus Equity Week, that is forthcoming, and conclude with a discussion of the rhetorical strategies that literacy workers and others agitating for change can best adopt to achieve coalition building and organizing toward improved working conditions.","PeriodicalId":42624,"journal":{"name":"Workplace-A Journal for Academic Labor","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2013-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78961635","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-09-14DOI: 10.14288/WORKPLACE.V0I22.184422
Brad J. Porfilio, Julie Gorlewski, S. Pineo-Jensen
Unlike some who point to faculty, students, administration or governance as the sources of the changing conditions within higher education and how the conditions impact the academic labor market and graduate students, the contributors and editors of this special issue recognize how the dominant ideological doctrine at today’s historical moment – neoliberalism – is largely responsible for the corporate nature of education, the rise and dominance of contingent faculty, and the withdrawal of the state resources from institutions of higher education. Some contributors to this issue elucidate how neoliberalism is responsible for their experiences as contingent faculty members and debt-ridden, freshly minted PhDs. Other authors provide critical historical insight as to how neoliberalism has come to impact intellectual contributions in the academy, whereas some scholars provide theoretical insight to lay bare the discursive systems that keep graduate students, academics, and citizens from confronting institutional structures, practices, and systems of knowledge, leading to the marginalization of academics and hobbling higher education from being equitable for all. Additionally, the collective scholarship in this special issue provides necessary guideposts and recommendations so that higher education becomes a “humanizing force in society, where the value of people is always a priority” (Giroux, 2001, p. 47), instead of a corporate force where greed, competition, vulnerability and suffering is the stark reality.
{"title":"The New Academic Labor Market and Graduate Students: Introduction to the Special Issue","authors":"Brad J. Porfilio, Julie Gorlewski, S. Pineo-Jensen","doi":"10.14288/WORKPLACE.V0I22.184422","DOIUrl":"https://doi.org/10.14288/WORKPLACE.V0I22.184422","url":null,"abstract":"Unlike some who point to faculty, students, administration or governance as the sources of the changing conditions within higher education and how the conditions impact the academic labor market and graduate students, the contributors and editors of this special issue recognize how the dominant ideological doctrine at today’s historical moment – neoliberalism – is largely responsible for the corporate nature of education, the rise and dominance of contingent faculty, and the withdrawal of the state resources from institutions of higher education. Some contributors to this issue elucidate how neoliberalism is responsible for their experiences as contingent faculty members and debt-ridden, freshly minted PhDs. Other authors provide critical historical insight as to how neoliberalism has come to impact intellectual contributions in the academy, whereas some scholars provide theoretical insight to lay bare the discursive systems that keep graduate students, academics, and citizens from confronting institutional structures, practices, and systems of knowledge, leading to the marginalization of academics and hobbling higher education from being equitable for all. Additionally, the collective scholarship in this special issue provides necessary guideposts and recommendations so that higher education becomes a “humanizing force in society, where the value of people is always a priority” (Giroux, 2001, p. 47), instead of a corporate force where greed, competition, vulnerability and suffering is the stark reality.","PeriodicalId":42624,"journal":{"name":"Workplace-A Journal for Academic Labor","volume":"42 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2013-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87007997","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-02-22DOI: 10.14288/WORKPLACE.V0I6.184120
H. Franklin
Today, amid the growing consciousness of the magnitude and effects of the prison-industrial complex, the literature of the American prison — past and present — is being rediscovered. As I argue, just as we now assume that one cannot intelligently teach nineteenth-century American literature without recognizing slavery as context, one cannot responsibly teach contemporary American literature without recognizing the American prison system as context. For we are beginning to become aware that, in the words of Ho Chi Minh eighty years ago, one of the great "atrocities" of the "predatory capitalists" is substituting prisons for schools.
{"title":"THE AMERICAN PRISON IN THE CULTURE WARS","authors":"H. Franklin","doi":"10.14288/WORKPLACE.V0I6.184120","DOIUrl":"https://doi.org/10.14288/WORKPLACE.V0I6.184120","url":null,"abstract":"Today, amid the growing consciousness of the magnitude and effects of the prison-industrial complex, the literature of the American prison — past and present — is being rediscovered. As I argue, just as we now assume that one cannot intelligently teach nineteenth-century American literature without recognizing slavery as context, one cannot responsibly teach contemporary American literature without recognizing the American prison system as context. For we are beginning to become aware that, in the words of Ho Chi Minh eighty years ago, one of the great \"atrocities\" of the \"predatory capitalists\" is substituting prisons for schools.","PeriodicalId":42624,"journal":{"name":"Workplace-A Journal for Academic Labor","volume":"239 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2013-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72931535","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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