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Category Archives: Autobiographical

“Our working conditions are student’s learning conditions”

Posted on January 31, 2012 by Ray Watkins
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I often fell like a curmudgeon, trolling around and finding stories about things like the crazy Hench-woman, Lisa Troyer, who resigned after it was suspect– and then more or less demonstrated– that she had sent anonymous email in an attempt to manipulate the faculty governing process.  A recent UI Faculty Senate resolution called Troyer’s actions part of  ’”a broad pattern of surveillance and intrusion into legitimate faculty governance deliberations” (“UI senate unanimous in criticism of Hogan“).

That’s bourgeois professor speak for “systemic corruption.”  As an anecdote for cynicism, then, I try to do some reading about positive things, trends that seem to be moving education in a good direction.  I liked “The Time is Now: Report from the New Faculty Majority Summit” for its wonderfully strident call for action. I wish the author would focus more or organizing and less on lobbying and accreditation but I cannot disagree with Bessette‘s call to begin to make university labor exploitation more publicly visible.

Also reassuring is that certain segments of the university system– the small liberal arts colleges–seem to be reinventing “an institutional history of activism” for social justice (“Social Justice Revival“).  There’s no  doubt that this trend has a lot to do with the fierce competition for students, a competition sharpened by recession, but it’s still a welcome trend.  What we need, of course, is a movement that would put these pieces together. A just labor policy ought to be the start of any social justice program at any university.

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Categories: Autobiographical, Professional, Writing

Pots and Kettles

Posted on January 4, 2012 by Ray Watkins
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As someone who works in the for-profit higher education, I am often dismayed at what happens in my little corner of the economy. I think our industry emerged in an economic culture that was far too unregulated and far too greedy. I think we need more regulation and I think that our industry doesn’t need to be so narrowly focused on short-term profits. We share all the problems of modern U.S. capitalism, in other words.

I am also often dismayed at the way problems in the for-profit sector seem to be used as cover for the more profound problems in the public sector.  These problems are dwarfed by the exploitation of adjunct labor, bloated  administrative salaries, the weakening of tenure, the corruptions of big college sports, and the rise of student debt, to name only a few, that have characterized the public sector for the last three or four decades.

These problems in the public sector are more profound because they set the standard for the culture at large.  For-profit schools will come and go– that’s the nature of a market– but without a democratic, service oriented public university system we might not have a democracy or a functioning economy at all. I think, too,  that the for-profit sector will not flourish without profound reform in the public sector.

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Categories: Autobiographical, Economics, Professional, Writing

Less Than Zero

Posted on November 16, 2011 by Ray Watkins
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In the year ahead, Texas plans to reduce its arts budget by 77 percent; Wisconsin by 67 percent. Kansas will eliminate arts funding altogether. Even New York, with an economy that is driven by culture, will cut funding by 12 percent. Since National Endowment for the Arts statutes don’t allow a state to receive a distribution without an arts budget, Kansas will receive no appropriation from the NEA either, leaving the arts without a penny of public support in that state (“As Appropriations Dry Up, Arts Infrastructure Is Dismantled“).

One of the main reasons economics in general, and the discussion of politics in particular, bugs me so much is that so little energy seems to be devoted to what we want to do as opposed to what we are supposed to do. Or, at least, what we are told we are supposed to do. It’s an obvious point, but it’s worth asking: do we want the wealthy to get wealthier or do we want the arts in our schools and in our communities?

What we are supposed to do, what we are told we have to do, what Europe is being asked to do, and what the U.S. will be asked to do soon, is to set aside our desires so that material privilege and profits can be protected. In the schools, administrators rarely cut their own salaries or trim their own budgets in times of crisis, and in the economy at large corporations rarely accept reduced profits in the name of the public good.

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Categories: Autobiographical, Miscellaneous, Professional

Debt Forgiveness

Posted on October 26, 2011 by Ray Watkins
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I was sorry to see that a recent Rasmussen poll which reported that 2/3′s of Americans oppose full forgiveness for student loans (“66% Oppose Forgiveness of Student Loans“). That contrasts sharply with Obama’s announcement limiting loan repayment to around 10% of income for 20 years before forgiveness (President to Ease Student Loan Burden for Low-Income Graduates“).

Or maybe the contrast only suggests Obama’s tedious sense of caution… Either way, I think we need to do a lot more work in putting student debt into the context of the ongoing destruction of both class mobility in general and the middle class standard of living in particular.  It’s part of the same conservative economic world that brought us the housing crash, the European debt crisis, and the seemingly unending recession.

The Reagan ideology said that the market could do no wrong and wildly privatized and deregulated anything and everything. The result was inevitably the same: a radical concentration of power and resources into the hands of a tiny majority. The ruling class succeed beyond its wildest dreams. The problem, of course, is that they are killing the goose that laid this golden egg. It’s time to start to de-concentrate power and resources.

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Categories: Autobiographical, Economics, Professional

Not That Different

Posted on October 3, 2011 by Ray Watkins
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When I was writing my dissertation one of my advisers, Dr. Syverson, used to gently tease me about my over-use of the word crisis. Academics, she said, always feel that academia is in crisis. It’s true, and yet I still believe that academia is nearing some sort of profound change, even if that change is less revolutionary than evolutionary. It’s a big sluggish set of institutions and nothing happens quickly.

What  happened to the U.S. postal system is happening to education: the public monopoly is over, for good or worse. It was a bad idea to allow the fully unregulated growth of online private education. Too often, it allowed the industry to fall victim to it’s own worst instincts. Careful regulation might have slowed growth, but prevented a lot of problems. Now we have a lot of ground to make up.

As this slow-motion crisis unfolds, it’s interesting to see what sorts of ideas and models are held up as potential solutions. The most typical, as exemplified by Jeff Silengo, in the Chronicle of Higher Education, is business (“Think Different? Not in Higher Ed“).  Universities, Silengo says, ought to innovate like Apple. After nearly three or four decades of emulating business, this claim seems silly at best.

The Chronicle also posted an article this week on a very different model, used at Syracuse, rooted not in business but in public service. (“Syracuse’s Slide“).  Even more interesting, this model– it’s not new as much as return to another tradition– is ignored by Silengo, even though it is  discussed just a few clicks away. As  the title suggests, universities should think differently, but not that differently.

 

 

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Categories: Autobiographical, Professional

It’s the marketing, stupid!

Posted on September 19, 2011 by Ray Watkins
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I’ve said before that we– those of us who love computers and new communication technologies and who adapted them early and often– have often been very wrong in our initial assumptions. In the late 1990s we thought that multitasking was a technologically enhanced way to work and learn and play. As it turns out, brains don’t work or play or learn that way at all.

Or, rather, brains can work and learn and play that way, but only by severely limiting the quality of work or play or learning. It’s probably fine to have the radio on the background as you write, but you can’t email with one hand while answering questions in an online classroom with the other; both email and forum postings will be littered with errors at best. Focus matters.

We also believed that our students were increasingly what we called “digital natives” who would not struggle to learn these new technologies in the way we had. This begs some interesting questions. Here’s how one writer, Arthur Goldstuck, puts it:

How is it possible that the typical child is so much more adept at using gadgets than the typical adult? How did we come to stereotype the neighbour’s 12-year-old son as the expert who will sort out our computers, cellphones and TV programming? (“The Myth of the Digital Native“)

In my experience, this idea never held water. At first, I did meet  at least some students, mostly boys, who were fascinated with computers and so knew a lot about them. Very quickly, though, it became clear that students’ interests were very different from my own as a college teacher. I knew about the web and .html, they knew about My Space and video games. Facebook didn’t change that at all.

Goldstuck argues that the difference is developmental. At 15 you are more capable of learning than at, say, 50. That may be true. I think he’s also missing the obvious: a lot of the difference has to do with marketing. Young people, who are arguably more vulnerable to ads, are interested in certain technologies because that’s what they have been sold. That may not help education at all.

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Categories: Autobiographical, Language, Professional
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    Get my book at Southern Illinois University Press, Amazon, or Powell's Books.

     

    The C.C.C.C webpage, A Taste for Language: Literacy, Class, and English Studies includes a short podcast interview with me along with links to these reviews:

    ... by Victor Villanueva in CCC 62.4 (June 2011)
    ... by Chanon Adsanatham in Teaching English in the Two-Year College 38.3 (March 2011)
    ... by Scott McLemee in Inside Higher Education (17 Feb 2010)

    Note: you need to be a member of NCTE, and a subscriber to the relevant journal, to read the reviews by Villanueva and Adsanatham; the review by McLemee is available to the general public.

  • Reading

    • 'Change.edu' and the Problem With For-Profits - Commentary - The Chronicle of Higher Education 2012/02/01
    • Jonathan Franzen: E-readers are 'damaging to society' - CSMonitor.com 2012/01/31
    • The Time is Now: Report from the New Faculty Majority Summit | Inside Higher Ed 2012/01/31
    • MIT Mints a Valuable New Form of Academic Currency - Commentary - The Chronicle of Higher Education 2012/01/26
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