Helen H. Moore's Blog, page 816
April 3, 2016
They all look like Chuck Todd: The lack of diversity on shows like “Meet the Press” is just embarrassing
This past Sunday, for instance, NBC's Meet the Press, CBS's Face The Nation, ABC's This Week, Fox News Sunday and CNN's State of The Union hosted 16 interview subjects, 14 of which were with men. That imbalance has been consistent throughout the month. A total of 56 guests were booked on the Sunday programs to discuss national affairs in February. Of those, 52 were men.Especially galling was the discussion Sunday shows held in February 2012, when controversy erupted regarding the administration's plan to require religious institutions to offer contraception as part of their health care plan for employees. The Sunday programs discussed that story with 24 of their newsmaker guests, but only two of them were women -- Republican women. Yes, but Sunday show producers are limited in terms of their booking choices, and if Beltway politics is driven by men, then producers have to invite lots and lots of men on the shows, right? Wrong, because the numbers, as reported by Talking Points Memo, tell a much different story about the makeup of Beltway politics and especially the Democratic Party (emphasis added):
By House Democratic leadership's count, there are 78 white men who are Democrats, out of 188 Democratic members in the chamber. This means that white men do not make up a majority of the House Democratic caucus.So how is it that political press stalwarts, such as the Sunday shows, remain stubbornly white, male and conservative while the rest of the country, and the rest of our politics, moves in the opposite direction?






The empty charter school dream: “Togetherness” sides with smug hipster parents and falls apart
My daughter is going to start kindergarten and we’re talking about where is she going to go… what is she going to do… I’m wondering why is there not some community place — somewhere I can put her and feel good with a lot of different people. I don’t want to put her in a private school where she doesn’t get to experience what life is like where we live.This is almost identical to what Mark Duplass said about the show's education plot in an interview last month on WBEZ, although unlike Michelle, he does directly address public schools:
Michelle's quest to find the right school for her children is also a quest for herself to be a part of a community of people that she can see in the neighborhood and know their names and feel comfortable sending her kids to their home. [...] The way that it struck us is like, there's three or four public schools in your neighborhood, two of which are awesome, one of which is not so great and one of which kind of sucks, is what it comes down to. And depending on what street you live on you get a little lucky or not.There are a lot of sociopolitical assumptions manifest here. "Togetherness" tries to simplify the issue by making Anna into the Bad Gentrifier; it emphasizes her obsession with exclusivity and buzzy educational terms, as quoted above, and in next week’s finale, she hilariously starts using a fence as a design element for promoting Le Petit Village. Michelle, meanwhile, with her emphasis on “inclusion,” is the Good Gentrifier; in tonight’s episode, she takes that one step further by impulsively declaring Brett’s ridiculous soundscape/puppet “Dune” adaptation as part of her charter school’s curriculum, thus frustratingly yoking together an exclusive sort of diversity with a sudden discovery of arts education as a thing worth having. Of course, in terms of the plot, Brett’s “Dune” thing had to resolve somehow, and connecting it to Michelle’s charter school makes for a nice, tied-off plot thread. But while this makes the charter school into a means to an end for the adult characters' arcs, it does not make charter schools less crappy, and it does not make Michelle's charter school better than Anna's Le Petit Village. An arts-and-humanities curriculum does not undo the exclusivity of cordoned-off education, and just because designing that curriculum creates a sense of purpose for two middle-aged hipster parents, that does not mean it will be a particularly good curriculum. There is an extraordinarily laziness at work here, and it's even apparent in Michelle's desperate scrambling for some new way to one-up Anna's well-funded, well-researched and well-considered idea. You almost wish, perversely, that Anna would win the dumb charter, so that at least the show would be honest about what charter schools really are and maybe would force the blinkered cast of characters to gain a bit more perspective. “Togetherness”’s whole second season pivots on the idea of Michelle as a sort of community hero, and unfortunately, it falls completely flat. In last week’s episode, “Geri-ina,” Michelle discovers Anna has been holding meetings without her and then confronts her at a fundraiser at Anna’s swanky mansion. In the altercation, Michelle pushes Anna into her pool. It’s supposed to be a triumphant moment, like Michelle winning the kick-the-can game against the eventually sympathetic park hipsters in last season’s fifth episode. But the victory here seems like ego run amok. Anna never has a moment of reconciliation; Michelle never experiences an ounce of self-awareness, and, without giving too much away, the finale next week falls even further down the rabbit hole of self-satisfied moralizing about Art, Community and The Children—dragging all four lead characters, the community of Eagle Rock, and the legacy of “Togetherness” along with it. Because that is the other thing, and an important thing; next week’s episode of “Togetherness” is its last. HBO decided not to renew the show after this second season, and although low ratings are probably the reason why, it is not difficult to imagine that a certain amount of political blinkeredness might have soured viewers on Michelle, Brett, Alex and Tina (Amanda Peet). In that vein, one of the things that continually amazed me, in watching “Togetherness,” is Brett and Michelle’s purported engagement with the community they live in; where the idea of community was desired and elusive in the first season, by the second there is a relatively stable contingent of supporters and friends who, in the last two episodes especially, end up doing all kinds of risky and sort of ludicrous things to get this particularly odd vision of a non-exclusive-but-still-exclusive school off the ground. They believe, mostly silently, in Michelle’s nearly nonexistent vision; they listen, mostly silently, to Brett and Alex’s bizarre stage directions. It sincerely makes me wonder: Who does “Togetherness” think the rest of us out in the world really are?Last year, in advance of “Togetherness”’ lovely season one finale, a person who knows a lot more about Los Angeles school districts than I do wrote a piece here in Salon about how completely broken the show’s perspective on charter schools is. Joshua Leibner, a former LAUSD teacher, eloquently explains the hypocrisies of the show’s approach to children’s education. As a result, he explains, he is pretty fed up with the show by the end of the first season. I wasn't there—yet. Ostensibly in the name of character arcs and the willing suspension of disbelief—and more because of how beautiful that closing scene was—I gave the show a pass. I was enamored enough of the characters that creators Mark and Jay Duplass showcased in “Togetherness” that I was willing to chalk up Michelle (Melanie Lynskey)’s sudden transformation into a charter-school organizer as part of her own internal transformation from a dissatisfied stay-at-home mom to a woman with her own voice and her own ideas. In the show's defense, Michelle’s decision to throw in her lot with the charter school being put together in her community is much more about her burgeoning crush on its organizer, David Garcia (John Ortiz), and her desire to do something different from what her husband Brett (Mark Duplass) has already decided on, than it is about the political realities of their neighborhood in Los Angeles (gentrifying Eagle Rock, where the Duplass brothers live in real life). Narrative can’t divorce from politics entirely, but the finale of season one—which takes Michelle, Brett and David out of Eagle Rock for a back-and-forth of sexual energy in a hotel in Sacramento—illustrates how the realities of charter schools are often quite beside the point for these three characters. And though that is frustrating in its own way, it’s also illustrative of what has made “Togetherness” so appealing. These are characters that with just a shade or two of different framing would be much more infuriating. But because of the dexterity of the filmmakers and the surprising resonance of the performances, it’s hard not to feel for them, even when they are poised on the cusp of yet another terrible decision. And romantically, at least, this has worked beautifully in the show. Michelle’s decision to sleep with David is both completely understandable and even triumphant for her, and you feel it, as a viewer watching her transform for eight episodes. But you also feel the absolute devastation lurking around the corner for her husband Brett, who is finally becoming able to express his love for Michelle again. It can be, and often is, a deeply felt show. This season, that has all changed. For a show that can be so self-aware about marital dynamics and Hollywood culture, the charter school subplot is a glaring blind spot, one that is given more and more screentime as the season progresses. No lessons are learned from critiques like Leibner’s of the charter school plot from season one; if anything, season two demonstrates a weird entrenching in a political stance that subverts the other positive elements of the show. If these characters are asking for our empathy despite seeming like the exact replicas of the privileged gentrifiers that are a dime a dozen on television these days, investing four different characters’ energy into the politicized belief that a charter school will solve their problems is not a very good strategy. In the second season, Michelle becomes the sole organizer of the charter school; her former collaborator and former crush shies away from the project after she ends things with him, and her husband moves out of their house after learning about her (brief) affair. She finds a new collaborator, in the form of powerbroker-turned-homemaker Anna (Katie Aselton)—only to learn that Anna is sabotaging Michelle’s charter to introduce her own. The arc of “Togetherness”’ season two, which continues tonight and ends next Sunday, April 10, is about Michelle shaking off these major obstacles to succeed anyway. And though I understand the character’s motivations (and think that Lynskey is incredible in the role), it’s a profoundly unsatisfying arc. When Michelle is motivated by consideration of and a sense of mission in charter schools, instead of desperation, she becomes an increasingly frustrating character, one who can’t articulate what she wants to keep her kids safe from in public schools but is driven almost wholly by that impulse. And Anna, as her primary obstacle, is an extremely frustrating caricature, a kind of ennui-crazed super-bitch mean-girl whose encroachment onto Michelle’s turf looks and feels like a high-school manipulation. Anna and Michelle disagree over curricula; Anna becomes interested in a French program called Le Petit Village, which she describes in tonight’s episode as “a dual-immersion French charter school” featuring “French language arts, Singapore math, Montessori approaches” and the involvement of a professor from nearby Occidental College. She is advocating for a privileged, fenced-off environment for her privileged child and her privileged subsection of the Eagle Rock community, which is underscored by her ability to quickly raise money for Le Petit Village, while Michelle’s project is still stuck in Kickstarter drought. This is all fine, and perfectly realistic, unfortunately; rich people gonna rich people, and mean girls gonna mean girl. But the odd element, for me, is the pretension that Michelle is any different from or better than Anna. The sentiment of excluding their children from the existing community of Eagle Rock that they’re currently gentrifying is identical. To paraphrase Leibner—public education is never even introduced as an option for the Piersons, which makes impassioned speeches like this from Michelle in season one all the more frustrating:
My daughter is going to start kindergarten and we’re talking about where is she going to go… what is she going to do… I’m wondering why is there not some community place — somewhere I can put her and feel good with a lot of different people. I don’t want to put her in a private school where she doesn’t get to experience what life is like where we live.This is almost identical to what Mark Duplass said about the show's education plot in an interview last month on WBEZ, although unlike Michelle, he does directly address public schools:
Michelle's quest to find the right school for her children is also a quest for herself to be a part of a community of people that she can see in the neighborhood and know their names and feel comfortable sending her kids to their home. [...] The way that it struck us is like, there's three or four public schools in your neighborhood, two of which are awesome, one of which is not so great and one of which kind of sucks, is what it comes down to. And depending on what street you live on you get a little lucky or not.There are a lot of sociopolitical assumptions manifest here. "Togetherness" tries to simplify the issue by making Anna into the Bad Gentrifier; it emphasizes her obsession with exclusivity and buzzy educational terms, as quoted above, and in next week’s finale, she hilariously starts using a fence as a design element for promoting Le Petit Village. Michelle, meanwhile, with her emphasis on “inclusion,” is the Good Gentrifier; in tonight’s episode, she takes that one step further by impulsively declaring Brett’s ridiculous soundscape/puppet “Dune” adaptation as part of her charter school’s curriculum, thus frustratingly yoking together an exclusive sort of diversity with a sudden discovery of arts education as a thing worth having. Of course, in terms of the plot, Brett’s “Dune” thing had to resolve somehow, and connecting it to Michelle’s charter school makes for a nice, tied-off plot thread. But while this makes the charter school into a means to an end for the adult characters' arcs, it does not make charter schools less crappy, and it does not make Michelle's charter school better than Anna's Le Petit Village. An arts-and-humanities curriculum does not undo the exclusivity of cordoned-off education, and just because designing that curriculum creates a sense of purpose for two middle-aged hipster parents, that does not mean it will be a particularly good curriculum. There is an extraordinarily laziness at work here, and it's even apparent in Michelle's desperate scrambling for some new way to one-up Anna's well-funded, well-researched and well-considered idea. You almost wish, perversely, that Anna would win the dumb charter, so that at least the show would be honest about what charter schools really are and maybe would force the blinkered cast of characters to gain a bit more perspective. “Togetherness”’s whole second season pivots on the idea of Michelle as a sort of community hero, and unfortunately, it falls completely flat. In last week’s episode, “Geri-ina,” Michelle discovers Anna has been holding meetings without her and then confronts her at a fundraiser at Anna’s swanky mansion. In the altercation, Michelle pushes Anna into her pool. It’s supposed to be a triumphant moment, like Michelle winning the kick-the-can game against the eventually sympathetic park hipsters in last season’s fifth episode. But the victory here seems like ego run amok. Anna never has a moment of reconciliation; Michelle never experiences an ounce of self-awareness, and, without giving too much away, the finale next week falls even further down the rabbit hole of self-satisfied moralizing about Art, Community and The Children—dragging all four lead characters, the community of Eagle Rock, and the legacy of “Togetherness” along with it. Because that is the other thing, and an important thing; next week’s episode of “Togetherness” is its last. HBO decided not to renew the show after this second season, and although low ratings are probably the reason why, it is not difficult to imagine that a certain amount of political blinkeredness might have soured viewers on Michelle, Brett, Alex and Tina (Amanda Peet). In that vein, one of the things that continually amazed me, in watching “Togetherness,” is Brett and Michelle’s purported engagement with the community they live in; where the idea of community was desired and elusive in the first season, by the second there is a relatively stable contingent of supporters and friends who, in the last two episodes especially, end up doing all kinds of risky and sort of ludicrous things to get this particularly odd vision of a non-exclusive-but-still-exclusive school off the ground. They believe, mostly silently, in Michelle’s nearly nonexistent vision; they listen, mostly silently, to Brett and Alex’s bizarre stage directions. It sincerely makes me wonder: Who does “Togetherness” think the rest of us out in the world really are?






Donald Trump is the pinnacle of American stupidity: Why his campaign consummates decades of rising anti-intellectualism
“Rove correctly guessed that a generation of watching TV and Hollywood movies left huge blocs of Americans convinced that people who read books, looked at paintings and cared about spelling were either serial killers or scheming to steal bearer bonds from the Nakatomi building. (Even knowing what a bearer bond is was villainous)... The Roves of the world used Bush's simplicity to win the White House. Once they got there, they used the levers of power to pillage and scheme like every other gang of rapacious politicians ever. But the plan was never to make ignorance a political principle. It was just a ruse to win office.”After eight years of Bush, it was hard to imagine a less intelligent or articulate Republican on a presidential ticket. And then Senator John McCain, R - Ariz., decided to tap Sarah Palin — who made Bush look like Stephen Hawking — as his running mate. Her inability to answer basic questions evinced a frightening lack of knowledge and judgement in someone who might have been a heartbeat away from the presidency. But once again, this was part of her appeal. Later on, McCain staffers revealed that her ignorance was even worse than it looked, as portrayed in the HBO movie “Game Change.” In the film, Palin thought the Queen ran the British government, didn't know the difference between North and South Korea, thought Saddam Hussein was responsible for 9/11, and had never heard of the Federal Reserve. Since 2008, ignorance has increasingly become a political principle in Republican circles, as Taibbi puts it. After Obama defeated McCain and Palin, the reactionary Tea Party movement arose, and anti-intellectualism and extremism began to infiltrate the GOP. (While the Republican establishment has long exploited the ignorance of voters, it managed to keep the more reactionary figures in line, until recently.) Leading Tea Party Republicans like Michele Bachmann, Ben Carson, Scott Walker, Mike Huckabee, Rick Perry, and of course, Donald Trump, have found tremendous success in being about as unsophisticated and uninformed as possible. And now here we are in 2016. After 10 months on the campaign trail, Trump seems in no rush to become more knowledgeable on the issues -- or more “presidential,” for that matter. And why should he be? So far, he’s managed to prove all the pundits wrong and win state after state on a giant heap of blustering bullshit. Trump’s recent interviews on foreign policy with The Washington Post and The New York Times reveal just how deluded he is, and major media outlets are now expressing deep concern. “Mr. Trump is confronting most of these issues for the first time, and many of his thoughts are contradictory and shockingly ignorant,” writes the New York Times editorial board. Unfortunately, ignorance is no longer seen as a negative to many voters, but a sincere sign of authenticity.






This is why you crave beef: Inside secrets of Big Meat’s billion-dollar ad and lobbying campaigns






CNN’s Donald Trump disgrace: Trump coverage is the smoking gun, CNN is the corpse






April 2, 2016
Universities think I’m disposable, but my non-tenured status makes me a better teacher
For the past fifteen years, I’ve taught first-year writing at a small liberal arts college, and though I teach essentially the same course every semester, I never get bored. The students I work with are on the brink of adulthood, and their energy is exhilarating. They are goofy and raw, flinging themselves confidently into the world, yet they are full of self-doubt at times. With these students, I try to create a classroom environment that encourages uninhibited free thought and conversation. And yet, no matter what I do or achieve in the classroom, my pedagogical accomplishments will always be perceived as inferior to those of my colleagues. I am “contingent faculty,” otherwise known as an adjunct professor, hired each year on an as-needed basis, though the college always seems to need me.
In the past fifteen years, I’ve taught approximately 40 courses, all but two of them intensive first-year writing. I am happy with the compensation I receive for the work I do, but I teach on one-year contracts, and I often don’t know until early summer if I’ll have a job for the next academic year. If I am hired to teach three courses, I qualify for benefits. Often, I am hired to teach two, and late in the fall semester another course is added for the spring, which demands nimble footwork from the people in payroll and human resources and scrambles my personal finances. One year, I was asked to add a third section of composition in a single term the night before classes started.
Almost anything could impact my employment status from year to year: enrollment, administrative whim, the decision by a tenured professor in another discipline to try their hand at teaching writing. Because of this uncertainty, it feels as though my performance in the classroom has little to do with whether or not I am offered courses in a given year; this is often true for adjuncts. Because our teaching is so rarely observed (colleges and universities seldom invest time and resources in supporting adjuncts’ teaching), we rely on our student evaluations for evidence of our effectiveness, for proof of our very existence in the institution where we feel so often overlooked.
If our evaluations are bad, we may not get asked back. But good evaluations are no guarantee of anything. We are not encumbered by any sense of a safety net; the lack of one forces us to stay fresh, because there is no getting comfortable when you have no idea if you’ll have a job from year to year. Tenured faculty know that pretty much no matter what they do, they’ll be back, and though they argue that they are able to take risks because of this security, equally likely is that their effort will be dimmed, that they will care a little bit less for not having to worry. The edge is harder to hold onto when the landing is soft.
Adjuncts, on the other hand, feel free, and perhaps even compelled, to take chances in the classroom, like having blunt, often uncomfortable, conversations about things like dorm damage and rape culture, about issues and problems on campus and within academia. Pre-tenure faculty depend on student evaluations for promotion and advancement. If students dislike them, rate them poorly, complain to the administration about them, it is their career on the line. I don’t have a career. If my institution decides not to use me, I am free to find work elsewhere. I can afford to level with my students, risking their displeasure, because in order for me to keep wanting to do what I do, I need evaluations that demonstrate that I have helped educate my students, not just made them happy. I can only do that by pushing them out of their comfort zones, with all possible repercussions.
I realize that this position is counterintuitive to the whole idea of tenure, and that it contradicts the belief that adjuncts teach to the evaluations, because they operate, the thinking goes, on the assumption that good evaluations are the only way they get asked back. Supposedly, tenure encourages edginess and boundary-pushing, because tenure is designed to protect intellectual freedom. Too often, though, tenure breeds complacency. When faculty refuse to serve on committees or attend meetings, or when their teaching becomes rote and uninspired, there is little a college or university can do. The National Education Association claims that 2% of tenured faculty are dismissed from their positions every year (http://www.nea.org/home/33067.htm), but they don’t offer details about how often this is due to some sort of gross misconduct versus a dean of faculty or a committee deciding that a tenured professor has just been mailing it in for too long. Professors who are just uninterested in or too far removed from their students’ realities to connect with them in any meaningful way? From what I’ve seen at the various schools I’ve taught at over the years, they’ll keep their jobs as long as they want them. Tenure guarantees a professor the right to due process if an institution wants to remove them, and the institution must compile evidence for removal. Lukewarm or even negative student evaluations of a tenured professor won’t get much attention unless there are other issues of incompetence or unprofessional behavior to address.
But I, not knowing from year to year if I’ll have a job, feel free to swing for the fences. When every semester I teach could be my last, why go out giving anything less than my best effort? I fear only losing what it is I love about teaching: the chance to see what happens when I don’t hold back and when my students don’t, either. For example, I feel compelled to confront students who have always been told their work is perfect. A couple of years ago, a student sat crying in my office because all her fears, she said, had come true. “I knew that being a good high school writer wouldn’t mean anything when I got to college!” She had learned how to produce thorough, precise, intellectually sterile essays. I was offering a seemingly chaotic process that encouraged exploration and experimentation: extensive overwriting without attention to grammar or syntax in the early stages. By the end of the term, she was handing in powerful work.
As an adjunct, I am in the institution but not of it. I’ve seen the best of what academia has to offer: genuine passion for teaching and learning, collegiality and cooperation and respect among colleagues. I’ve also seen the worst: bitter divisions, power grabs, posturing, language designed only to assert the speaker’s sense of superiority. (I once counted how many times a colleague used the word “epistemological” in a routine English department meeting: seven). I have been on the receiving end of innumerable kindnesses; I have also been the target of vicious personal attacks designed to remind me of my low status. But mostly, I have been invisible. Whether I am there or not seems not to matter; only recently has any effort been made to engage me in conversation about the teaching of writing, for example, despite my years of experience. Many times in the past, my attempts to contribute were rebuffed. To many of the tenured faculty, my presence is a seemingly unhappy reminder of loose ends, the untidy extra classes at the fringes of the curriculum that I am sent in to clean up. My otherness has seemed to perplex some of my colleagues; they don’t know quite what to do with me. A professor who had just been awarded tenure expressed disbelief when I asked for my teaching to be observed: “Why would you want the scrutiny we have to go through?” The answer, to me, seemed obvious: I wanted to get better. But I also wanted some acknowledgment.
That the value of a college education has been called into question with particular intensity as of late matters very little to people in positions like mine, because we are not involved with the bigger picture at our schools. In other words, it is very difficult to be critical of an institution or a system of which you are a direct beneficiary; it’s easier for those of us with an outside perspective to ignore the noise. Adjuncts can be honest, are not distracted by campus culture or schmoozing with the administration, and can focus on what matters.
What matters to me, the reason I do this work when I could earn similar wages elsewhere, are the relationships with my students; they are central to my work as a college professor. Without job security, status, benefits, or any of the other perks of tenure, what is left for professors like me is the teaching itself, nothing less and nothing more. I teach my students and I am interested in and available to them, but when my classes and office hours are over, I leave. I don’t get bogged down in campus politics, department or committee meetings, or the constant one-upmanship that plagues faculty interaction. I am not tempted to waste my energy; I have no dogs in those fights.
Nonetheless, I’m forced to face the reality that adjuncts are disposable; we live with the constant sense that we are unwanted, that our opinions don’t matter. (Recently, the college alerted the faculty, including me, that we would be asked to fill out a survey about job satisfaction. It later had to be clarified that only tenured and tenure-track faculty were being surveyed). However, the nervous freedom I feel about having a job or not translates to a classroom energy that is unencumbered, and therefore exciting. Carmen Maria Machado writes in her March 2015 New Yorker essay “O Adjunct! My Adjunct!” that “If I disappeared at the end of the semester, the school would replace me without much trouble, having invested nothing at all in my career. This sensation – a great responsibility, precariously held – is also like nothing else I’ve experienced.” I agree. I could go do other work, but this teaching feels sacred, and I know I am lucky to have it. The constant sense of peril forces me to live in the moment of each semester, and I want to present to you a radical, controversial position: I am every bit as good a teacher, perhaps better in some cases, than my tenured colleagues, precisely because of my status as an adjunct professor.
The usual arguments for and against tenure are stale and tiresome. Tenured faculty feel entitled to it because of how hard it is, supposedly, to get. Adjunct faculty want to teach and not be exploited. But regardless of your position in this longstanding debate, it’s not hard to see the ways in which the status quo is unsustainable. Tuition at private colleges continues to soar, yet the value of a bachelor’s degree is now decreasing. Studies showing how significantly a college degree boosts earning “prompted a stampede through college and university gates” according to a recent article in The Christian Science Monitor. But a glut of people with the degree has made the Master’s degree what the bachelor’s once was, which forces students to take on even more debt: running to stand still. And with a decrease in tenure-track positions and a dramatic increase in a reliance on cheap adjunct labor to balance the books, academia itself becomes less appealing, or even viable, as a career choice. We’re at a crossroads.
We need a model that harnesses the energy that fuels fresh teaching and jettisons the machinery that both discourages innovation and encourages stratification on campus. The distinctions between faculty are increasingly artificial and misleading; labels and titles are the rewards for successfully manipulating the system rather than an acknowledgement of a commitment to excellence.
I am not suggesting that adjuncts are categorically better classroom teachers than tenured ones, although we do teach differently, and these differences are valuable. I am suggesting that colleges and universities who employ adjuncts need to recognize that they are an underutilized resource in terms of the existential soul-searching academia is having to do these days, as the value of an expensive education is questioned with growing intensity. Adjuncts are highly educated, deeply dedicated, and working on the front lines of teaching. And yet we are consistently taken for granted. The second-class status imposed on us is a false construct that fails both the institution and its students.
Yet it might be the very thing that helps us retain our edge. Outsiders keep the mainstream honest. For this reason alone, I don’t want tenure. I only want a chance to become more a part of the life of the institution I support with my hard work. This lack of professional ambition, as some might see it, doesn’t make me any less of a teacher. It’s possible, notes Rachel Reiderer in “The Teaching Class,” “to love what one does, be good at it, and still be exploited.”
I don’t want to lose what helps keep me at my best in the classroom; neither do I want to participate in a system that takes advantage of my willingness to accept the crumbs that fall from the table. There is a better way, for everyone involved: support adjuncts fairly, and knock down the divisions between “us” and “them” in academia. Let’s hold each other, and ourselves, to a higher standard than the one we’re using now.
For the past fifteen years, I’ve taught first-year writing at a small liberal arts college, and though I teach essentially the same course every semester, I never get bored. The students I work with are on the brink of adulthood, and their energy is exhilarating. They are goofy and raw, flinging themselves confidently into the world, yet they are full of self-doubt at times. With these students, I try to create a classroom environment that encourages uninhibited free thought and conversation. And yet, no matter what I do or achieve in the classroom, my pedagogical accomplishments will always be perceived as inferior to those of my colleagues. I am “contingent faculty,” otherwise known as an adjunct professor, hired each year on an as-needed basis, though the college always seems to need me.
In the past fifteen years, I’ve taught approximately 40 courses, all but two of them intensive first-year writing. I am happy with the compensation I receive for the work I do, but I teach on one-year contracts, and I often don’t know until early summer if I’ll have a job for the next academic year. If I am hired to teach three courses, I qualify for benefits. Often, I am hired to teach two, and late in the fall semester another course is added for the spring, which demands nimble footwork from the people in payroll and human resources and scrambles my personal finances. One year, I was asked to add a third section of composition in a single term the night before classes started.
Almost anything could impact my employment status from year to year: enrollment, administrative whim, the decision by a tenured professor in another discipline to try their hand at teaching writing. Because of this uncertainty, it feels as though my performance in the classroom has little to do with whether or not I am offered courses in a given year; this is often true for adjuncts. Because our teaching is so rarely observed (colleges and universities seldom invest time and resources in supporting adjuncts’ teaching), we rely on our student evaluations for evidence of our effectiveness, for proof of our very existence in the institution where we feel so often overlooked.
If our evaluations are bad, we may not get asked back. But good evaluations are no guarantee of anything. We are not encumbered by any sense of a safety net; the lack of one forces us to stay fresh, because there is no getting comfortable when you have no idea if you’ll have a job from year to year. Tenured faculty know that pretty much no matter what they do, they’ll be back, and though they argue that they are able to take risks because of this security, equally likely is that their effort will be dimmed, that they will care a little bit less for not having to worry. The edge is harder to hold onto when the landing is soft.
Adjuncts, on the other hand, feel free, and perhaps even compelled, to take chances in the classroom, like having blunt, often uncomfortable, conversations about things like dorm damage and rape culture, about issues and problems on campus and within academia. Pre-tenure faculty depend on student evaluations for promotion and advancement. If students dislike them, rate them poorly, complain to the administration about them, it is their career on the line. I don’t have a career. If my institution decides not to use me, I am free to find work elsewhere. I can afford to level with my students, risking their displeasure, because in order for me to keep wanting to do what I do, I need evaluations that demonstrate that I have helped educate my students, not just made them happy. I can only do that by pushing them out of their comfort zones, with all possible repercussions.
I realize that this position is counterintuitive to the whole idea of tenure, and that it contradicts the belief that adjuncts teach to the evaluations, because they operate, the thinking goes, on the assumption that good evaluations are the only way they get asked back. Supposedly, tenure encourages edginess and boundary-pushing, because tenure is designed to protect intellectual freedom. Too often, though, tenure breeds complacency. When faculty refuse to serve on committees or attend meetings, or when their teaching becomes rote and uninspired, there is little a college or university can do. The National Education Association claims that 2% of tenured faculty are dismissed from their positions every year (http://www.nea.org/home/33067.htm), but they don’t offer details about how often this is due to some sort of gross misconduct versus a dean of faculty or a committee deciding that a tenured professor has just been mailing it in for too long. Professors who are just uninterested in or too far removed from their students’ realities to connect with them in any meaningful way? From what I’ve seen at the various schools I’ve taught at over the years, they’ll keep their jobs as long as they want them. Tenure guarantees a professor the right to due process if an institution wants to remove them, and the institution must compile evidence for removal. Lukewarm or even negative student evaluations of a tenured professor won’t get much attention unless there are other issues of incompetence or unprofessional behavior to address.
But I, not knowing from year to year if I’ll have a job, feel free to swing for the fences. When every semester I teach could be my last, why go out giving anything less than my best effort? I fear only losing what it is I love about teaching: the chance to see what happens when I don’t hold back and when my students don’t, either. For example, I feel compelled to confront students who have always been told their work is perfect. A couple of years ago, a student sat crying in my office because all her fears, she said, had come true. “I knew that being a good high school writer wouldn’t mean anything when I got to college!” She had learned how to produce thorough, precise, intellectually sterile essays. I was offering a seemingly chaotic process that encouraged exploration and experimentation: extensive overwriting without attention to grammar or syntax in the early stages. By the end of the term, she was handing in powerful work.
As an adjunct, I am in the institution but not of it. I’ve seen the best of what academia has to offer: genuine passion for teaching and learning, collegiality and cooperation and respect among colleagues. I’ve also seen the worst: bitter divisions, power grabs, posturing, language designed only to assert the speaker’s sense of superiority. (I once counted how many times a colleague used the word “epistemological” in a routine English department meeting: seven). I have been on the receiving end of innumerable kindnesses; I have also been the target of vicious personal attacks designed to remind me of my low status. But mostly, I have been invisible. Whether I am there or not seems not to matter; only recently has any effort been made to engage me in conversation about the teaching of writing, for example, despite my years of experience. Many times in the past, my attempts to contribute were rebuffed. To many of the tenured faculty, my presence is a seemingly unhappy reminder of loose ends, the untidy extra classes at the fringes of the curriculum that I am sent in to clean up. My otherness has seemed to perplex some of my colleagues; they don’t know quite what to do with me. A professor who had just been awarded tenure expressed disbelief when I asked for my teaching to be observed: “Why would you want the scrutiny we have to go through?” The answer, to me, seemed obvious: I wanted to get better. But I also wanted some acknowledgment.
That the value of a college education has been called into question with particular intensity as of late matters very little to people in positions like mine, because we are not involved with the bigger picture at our schools. In other words, it is very difficult to be critical of an institution or a system of which you are a direct beneficiary; it’s easier for those of us with an outside perspective to ignore the noise. Adjuncts can be honest, are not distracted by campus culture or schmoozing with the administration, and can focus on what matters.
What matters to me, the reason I do this work when I could earn similar wages elsewhere, are the relationships with my students; they are central to my work as a college professor. Without job security, status, benefits, or any of the other perks of tenure, what is left for professors like me is the teaching itself, nothing less and nothing more. I teach my students and I am interested in and available to them, but when my classes and office hours are over, I leave. I don’t get bogged down in campus politics, department or committee meetings, or the constant one-upmanship that plagues faculty interaction. I am not tempted to waste my energy; I have no dogs in those fights.
Nonetheless, I’m forced to face the reality that adjuncts are disposable; we live with the constant sense that we are unwanted, that our opinions don’t matter. (Recently, the college alerted the faculty, including me, that we would be asked to fill out a survey about job satisfaction. It later had to be clarified that only tenured and tenure-track faculty were being surveyed). However, the nervous freedom I feel about having a job or not translates to a classroom energy that is unencumbered, and therefore exciting. Carmen Maria Machado writes in her March 2015 New Yorker essay “O Adjunct! My Adjunct!” that “If I disappeared at the end of the semester, the school would replace me without much trouble, having invested nothing at all in my career. This sensation – a great responsibility, precariously held – is also like nothing else I’ve experienced.” I agree. I could go do other work, but this teaching feels sacred, and I know I am lucky to have it. The constant sense of peril forces me to live in the moment of each semester, and I want to present to you a radical, controversial position: I am every bit as good a teacher, perhaps better in some cases, than my tenured colleagues, precisely because of my status as an adjunct professor.
The usual arguments for and against tenure are stale and tiresome. Tenured faculty feel entitled to it because of how hard it is, supposedly, to get. Adjunct faculty want to teach and not be exploited. But regardless of your position in this longstanding debate, it’s not hard to see the ways in which the status quo is unsustainable. Tuition at private colleges continues to soar, yet the value of a bachelor’s degree is now decreasing. Studies showing how significantly a college degree boosts earning “prompted a stampede through college and university gates” according to a recent article in The Christian Science Monitor. But a glut of people with the degree has made the Master’s degree what the bachelor’s once was, which forces students to take on even more debt: running to stand still. And with a decrease in tenure-track positions and a dramatic increase in a reliance on cheap adjunct labor to balance the books, academia itself becomes less appealing, or even viable, as a career choice. We’re at a crossroads.
We need a model that harnesses the energy that fuels fresh teaching and jettisons the machinery that both discourages innovation and encourages stratification on campus. The distinctions between faculty are increasingly artificial and misleading; labels and titles are the rewards for successfully manipulating the system rather than an acknowledgement of a commitment to excellence.
I am not suggesting that adjuncts are categorically better classroom teachers than tenured ones, although we do teach differently, and these differences are valuable. I am suggesting that colleges and universities who employ adjuncts need to recognize that they are an underutilized resource in terms of the existential soul-searching academia is having to do these days, as the value of an expensive education is questioned with growing intensity. Adjuncts are highly educated, deeply dedicated, and working on the front lines of teaching. And yet we are consistently taken for granted. The second-class status imposed on us is a false construct that fails both the institution and its students.
Yet it might be the very thing that helps us retain our edge. Outsiders keep the mainstream honest. For this reason alone, I don’t want tenure. I only want a chance to become more a part of the life of the institution I support with my hard work. This lack of professional ambition, as some might see it, doesn’t make me any less of a teacher. It’s possible, notes Rachel Reiderer in “The Teaching Class,” “to love what one does, be good at it, and still be exploited.”
I don’t want to lose what helps keep me at my best in the classroom; neither do I want to participate in a system that takes advantage of my willingness to accept the crumbs that fall from the table. There is a better way, for everyone involved: support adjuncts fairly, and knock down the divisions between “us” and “them” in academia. Let’s hold each other, and ourselves, to a higher standard than the one we’re using now.






Our “Falling Down” election: What an Angry White Man on a rampage can tell us about Donald Trump and voter rage
As a description of our collective recession-era funk, "Falling Down" is to the early '90s what "Network" was to the late '70s. Written by Ebbe Roe Smith, the movie appraises the state of our national disease in a manner that goes far beyond what economic indicators tell us. If the last election was about change, the soul sickness shown in "Falling Down"reflects precisely why that change was essential. It's the grim chart at the end of our hospital beds.The movie seems like a natural to describe the emergence of Newt Gingrich, who drew heavily from discontented middle-class whites. The film could serve, more recently, as an explanation of the psychology of the Tea Party, especially given many of those voters’ discomfort with multicultural America. A 2010 posting on Breitbart did both these things. In 2016, the movie seems like a natural reference point for the wave of frustration Donald Trump is riding. Trump’s support comes heavily from white men, some of whom, like Douglas’s character, lament the way the country is changing, are given to violence, and express themselves through an intense, macho brand of anger. This Esquire story updates the movie to our era and the current Republican frontrunner.
Falling Down is about a toxic mixture of self-pity and the hunger for order. But both the movie's creators believed that a man like William Foster was an anachronism; the world had passed him by. They were wrong. Donald Trump has tapped into a certain resentment toward the cultural shifts afoot in the U.S., and it is enough, probably, to launch him at least to become the Republican party's nominee.This won’t be the last of these pieces, and there’s a reason they’ll proliferate. The parallels between Douglas’s character (known as D-FENS, for his license plate) and Trump voters are real. But they’re hardly a perfect fit. Some of these differences are less serious than others. For instance, Douglas’ character is a West Coast urbanite. Trump’s support comes most strongly from rural people in New York State, Appalachia and other parts of the South. The difference in education is perhaps more important: The “Falling Down” character is an engineer; Trump support is strongest among voters without college degrees. One thing they do have in common remains important, and it part of what’s most interesting about the movie: Except for a scene in which D-FENS confronts a neo-Nazi and another in which he lashes out at two wealthy golfers, his conflicts are almost all with people poorer or less privileged than he is. And he feels, from what we can tell, nothing but contempt for these others. He certainly doesn’t see himself as caught in the same economic web as those he disdains. He doesn’t realize that they’re struggling with something too. There’s just about no empathy coming from him, and even less compassion. In another way, the film remains relevant: A lot of people — and not just racists or people who are inherently resentful — have seen their lives stall or turned upside down because of the impact of the Great Recession, the spike in rents and home prices, the reshaping of the economy and other changes. Liberals, affluent urbanites and professionals in the media condescend to these people at their peril. The last decade has shown that economic shifts can unseat even those who thought they were protected. Sneer at people who have been downsized, and you may find it happening to you. Or you may find an even more virulent political movement growing. Something new seems to be happening now, as well. Bernie Sanders, who taps into similar fears and resentments as Trump, continues to win voters while Trump seems to be more and more disliked. The Washington Post reports:
These numbers are simply amazing. Trump is viewed unfavorably by at least 80 percent of some of the groups that Republican strategists had hoped the GOP might improve among: young voters and Latinos. He’s viewed unfavorably by three out of four moderates… What’s more, these new numbers also suggest other complications to Trump’s working-class-white strategy that we’ve discussed before: Trump seems uniquely positioned to alienate white women and white college graduates to an untold degree.The fading of Trump’s support may have to do with more than just his hard line on abortion, which has certainly hurt him with women. It also may be that he has too much in common with Michael Douglas’s character. Anger can be compelling, especially in the short term. But if someone — whether a billionaire or a downsized engineer — demonstrates no empathy, no sense of common humanity, it’s just hot air. In a two-hour movie, the frustration can hold our attention. But month after month, someone full of rage and no sense of other people’s pain or experience becomes tiresome. Americans — at least a few of them — may be seeing this now.In 1993, a movie came out that followed a laid-off defense engineer who walked, grim-faced, across Los Angeles after being stopped dead in a traffic jam. The movie was deliberately zeitgeist-y: In his white shirt, tie, and crew cut, Michael Douglas’s character was somewhere between an Everyman and a parody of a certain kind of white guy -- embodying the rage of the “entitled” Caucasian who was now seeing how life worked for working class people and minorities. He encounters almost no other middle-class white males in his march across the dirty, chaotic city. Instead, he shouts at a Korean market-owner for his accent and prices -- trashing his shop -- attacks two Latino men with a baseball bat, and walks away callously as a mostly nonwhite group are hit by bullets intended for him. Many of the shots of the city show non-English writing on signs and storefronts. He’s also alienated from his wife (played by Barbara Hershey), who has filed a restraining order against him. The movie was read at the time as a statement about the Angry White Man, as well as a general feeling of frustration, experienced widely, as the nation emerged from a recession. Here’s a review by Hal Hinson in the Washington Post:
As a description of our collective recession-era funk, "Falling Down" is to the early '90s what "Network" was to the late '70s. Written by Ebbe Roe Smith, the movie appraises the state of our national disease in a manner that goes far beyond what economic indicators tell us. If the last election was about change, the soul sickness shown in "Falling Down"reflects precisely why that change was essential. It's the grim chart at the end of our hospital beds.The movie seems like a natural to describe the emergence of Newt Gingrich, who drew heavily from discontented middle-class whites. The film could serve, more recently, as an explanation of the psychology of the Tea Party, especially given many of those voters’ discomfort with multicultural America. A 2010 posting on Breitbart did both these things. In 2016, the movie seems like a natural reference point for the wave of frustration Donald Trump is riding. Trump’s support comes heavily from white men, some of whom, like Douglas’s character, lament the way the country is changing, are given to violence, and express themselves through an intense, macho brand of anger. This Esquire story updates the movie to our era and the current Republican frontrunner.
Falling Down is about a toxic mixture of self-pity and the hunger for order. But both the movie's creators believed that a man like William Foster was an anachronism; the world had passed him by. They were wrong. Donald Trump has tapped into a certain resentment toward the cultural shifts afoot in the U.S., and it is enough, probably, to launch him at least to become the Republican party's nominee.This won’t be the last of these pieces, and there’s a reason they’ll proliferate. The parallels between Douglas’s character (known as D-FENS, for his license plate) and Trump voters are real. But they’re hardly a perfect fit. Some of these differences are less serious than others. For instance, Douglas’ character is a West Coast urbanite. Trump’s support comes most strongly from rural people in New York State, Appalachia and other parts of the South. The difference in education is perhaps more important: The “Falling Down” character is an engineer; Trump support is strongest among voters without college degrees. One thing they do have in common remains important, and it part of what’s most interesting about the movie: Except for a scene in which D-FENS confronts a neo-Nazi and another in which he lashes out at two wealthy golfers, his conflicts are almost all with people poorer or less privileged than he is. And he feels, from what we can tell, nothing but contempt for these others. He certainly doesn’t see himself as caught in the same economic web as those he disdains. He doesn’t realize that they’re struggling with something too. There’s just about no empathy coming from him, and even less compassion. In another way, the film remains relevant: A lot of people — and not just racists or people who are inherently resentful — have seen their lives stall or turned upside down because of the impact of the Great Recession, the spike in rents and home prices, the reshaping of the economy and other changes. Liberals, affluent urbanites and professionals in the media condescend to these people at their peril. The last decade has shown that economic shifts can unseat even those who thought they were protected. Sneer at people who have been downsized, and you may find it happening to you. Or you may find an even more virulent political movement growing. Something new seems to be happening now, as well. Bernie Sanders, who taps into similar fears and resentments as Trump, continues to win voters while Trump seems to be more and more disliked. The Washington Post reports:
These numbers are simply amazing. Trump is viewed unfavorably by at least 80 percent of some of the groups that Republican strategists had hoped the GOP might improve among: young voters and Latinos. He’s viewed unfavorably by three out of four moderates… What’s more, these new numbers also suggest other complications to Trump’s working-class-white strategy that we’ve discussed before: Trump seems uniquely positioned to alienate white women and white college graduates to an untold degree.The fading of Trump’s support may have to do with more than just his hard line on abortion, which has certainly hurt him with women. It also may be that he has too much in common with Michael Douglas’s character. Anger can be compelling, especially in the short term. But if someone — whether a billionaire or a downsized engineer — demonstrates no empathy, no sense of common humanity, it’s just hot air. In a two-hour movie, the frustration can hold our attention. But month after month, someone full of rage and no sense of other people’s pain or experience becomes tiresome. Americans — at least a few of them — may be seeing this now.






“The system deprives athletes of the education that they’re promised”: Joe Nocera on the injustice of college sports





