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Category Archives: Economics

Why the Right Hates Teachers

Posted on October 5, 2011 by Ray Watkins
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I was reading yet another piece about Republican efforts to demonize college professors– in this case, by targeting Labor Studies professors– and thinking about why the right-wing hates teachers so much (“Groups Investigating E-Mails of Professors in Michigan and Wisconsin Produce No Evidence of Wrongdoing“). Luckily, this particular witch hunt has so far failed to find anything that might be used to drum up the sorts of fear and anger that have made the right-wing so effective in recent years.

At one level, this is very straightforward hardball politics, similar to the ongoing efforts to restrict voter registration. If  you can demonize government officials, you can by extension make it easier to destroy the last real bastion of organized labor. If you can destroy or undermine organized labor, you can undermine the democratic party and so retard social progress. Social progress, of course, is anathema to the right because it by definition shifts wealth away from the rich and powerful and to the rest of us.

It’s also a part of the right’s embrace of anti-intellectualism, which it confuses (perhaps deliberately) with populism. You can’t believe in global warming, or evolution because that would suggest support for the people “behind” these things, the intellectuals, that is, the scientists and teachers who develop and teach these ideas. That would mean support for the public schools and that would mean support for the public school unions.  All of that reduces profits. It’s a Matryoshka doll of nested craziness.

 

Amplify

Categories: Economics, Professional, Union, Writing

Coming in from the Cold

Posted on September 29, 2011 by Ray Watkins
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The  ongoing consolidation of the online higher education system, especially in the for-profit sector, is one of the most important developments in the last twenty years.  Yet, like the emergence of the internet in the early to mid 1990′s, it remains almost completely invisible in the mainstream– I am tempted to say lamestream– media.  I think it’s under-reported even in the education media.

There’s a lot to be concerned about the emerging online system– arguably, the most transformative development of the internet so far– yet the emergence of the new institutions seems to be happening without much public discussion, much less scrutiny.  The discussion that is going on, such as in Inside Higher Ed (“Going Off on Online Rankings“) seems so lost in the trees that it never considers the forest.

The U.S. News and World Report’s rankings of online schools are significant because they signal the first stages in the maturation of the online industry, led by for-profits, but increasingly joined by public schools. The final shape of the system– it’s ratio of for and not for profit institutions– has yet to be determined, mostly because the online system so radically widens the pool of potential students.

We need answers or at least a debate. Will the new system make life-long learning a practical reality? It’s not a part of  the Republican or Democrat deadbeats’ agendas, but ironically that absence  may signal its significance.  Just as importantly, is this emerging system going to reproduce the traditional system’s exploitative labor policies,  massive debt, and alienating mass consumption?

Amplify

Categories: Economics, Professional, Union, Writing

Our Latest Myth: Adaptive Learning

Posted on September 27, 2011 by Ray Watkins
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I’ve long been fascinated with what I can only call (pardon my Marx) the ideology of bourgeois individualism that underlies so much of U.S. education. It really shows up when you talk about grading and commenting on papers. Students need, it is said, what is called “individual” help. Of course, students are members of cultures, and so the help we give is often as collective as it is individual. There’s nothing unique or individual about the conventions of writing. Most students need “collective” help with their writing; they need to understand that it’s not all personal expression.

Facebook writing has it’s conventions as much as college writing .  We don’t always teach individual expression,  as often as not we teach the collective traditions and standards that transcend individuals and that make communication possible. Yet acknowledgment of our collective existence is one of the taboos of pedagogy. It’s not simply pedagogy, either, it’s morality, too. If we don’t use “individualized” instruction, we are teaching poorly, or so it is said, but more importantly, we are doing something wrong. We are denying a student’s humanity.

Our humanity, of course, is more than individual. Americans, though, don’t like to be thought of as members of a class,although we don’t mind putting others into categories or groups.  If current politics teaches us anything, it teaches us that we fear our collective identity. These were my admittedly cranky thoughts as I read, “Why You Should Root for College to Go Online.” The public universities do need to move more quickly into more substantive online programs. They don’t need to get bogged down in the bourgeois muddiness of so-called adaptive learning.

Amplify

Categories: Economics, Language, Professional, Writing

The Good, The Bad, and the Ugly

Posted on September 7, 2011 by Ray Watkins
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I was a Peace Corps Volunteer in the 1980s, and I thought a lot about imperialism. The truth is that I wanted to get out of the country, and I didn’t want to join the military, and I was too poor to be able to afford travel. In one sense it was selfish, but in another sense it created an opportunity for me to cross borders that would have ordinarily been barriers. That seemed like a good thing.

I think imperialism works through ignorance as well as power. As a volunteer, I might not change the world– or the Philippines where I worked– but I might be able, simply by going, to embody a more complex view of my culture, if not my country, to a people who I knew had every reason to mistrust both. I still think that this is true and that programs like the Peace Corps do more good than harm.

I also learned that cultural domination was a very slippery thing. The U.S. has done horrible things in the Philippines; it’s probably doing horrible things there now, especially in the Muslim south.  The Filipinos, though, are people, and like all people they are more complex than we often give them credit for. American culture does have a heavy hand, but the Filipinos are by no means passive vessels.

Filipinos transform American power in ways that are both dramatic and very subtle. I was thinking about this today, both because this month marks the 50th anniversary of the Peace Corps, but also because I find myself in a similar position now, in that I work in an industry, for-profit higher education, that to some seems as dubious as the Peace Corps seemed to many of my friends 25 years ago.

“The Fear and Frustration of Faculty at For-Profit Colleges,” is a dramatic, if perhaps exaggerated, example of  the suspicion many feel. This argument bothers me, first, because it suggests that the not-for profit sector has some sort of moral high ground, as if it had somehow escaped the corruptions of education under capitalism.  Just a  moments research illustrates that this is not true.

These critiques too often treat students in the same fashion that many critics of imperialism treat Filipinos: as passive victims. I want to a public school– the University of Texas at Austin– that made me pay tuition to teach, as a part of my graduate program, creating a debt that I have yet to repay. This school made all sorts of promises about full-time, tenured teaching positions, that were not true.

Maybe it was stupid of me to believe the pitch, but they are the same arguments being made now in colleges across the country, in for and not for profit schools alike.  U.T.’s solid academic reputation, to my dismay, was of little help. I had to find my way without much guidance, but I wasn’t a victim. I would like to see lots of things change in my industry, but I think my students are more than victims too.

 

 

 

 

Amplify

Categories: Autobiographical, Economics, Professional

Hidden in Plain Sight

Posted on September 5, 2011 by Ray Watkins
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It’s a bleak Labor Day in every sense. The economy’s in a mess, and our so-called Democratic president has prepared us for his big speech on jobs–  no doubt it’ll be a catalog of concessions to capital– by abandoning updates to the EPA. More and more, Obama just seems like another in a long line of liberal cowards too ready to believe the ever-present whining of the rich. “No we can’t!” “No we can’t!”

Of course they can.  Obama chose to ignore all the wealth squirreled away, and the potential for green technology to jump-start the economy, and the (obvious) popularity of investing in clean water and air and better health and preventing disease. I think that future historians (are you listening?) should name our particular slice of time, the “hidden in plain sight” era.

As Robert Reich has pointed out, we know what the economy needs, from historical evidence– what we did the last time there was an economic crisis of this size– and from contemporary evidence, particularly from Germany (“Why Inequality is the Real Cause of Our Ongoing Terrible Economy“). He sums up the evidence here:

Germany has grown faster than the United States for the last 15 years, and the gains have been more widely spread. While Americans’ average hourly pay has risen only 6 percent since 1985, adjusted for inflation, German workers’ pay has risen almost 30 percent. At the same time, the top 1 percent of German households now take home about 11 percent of all income — about the same as in 1970. And although in the last months Germany has been hit by the debt crisis of its neighbors, its unemployment is still below where it was when the financial crisis started in 2007.

How has Germany done it? Mainly by focusing like a laser on education (German math scores continue to extend their lead over American), and by maintaining strong labor unions.

There’s no real mystery. Too many people in the U.S. were sold a bill of goods and came to believe that the very institutions necessary to maintaining a healthy economy and preventing disaster– measures that ought to be the basis of fiscal conservatism– had to be dismantled or rendered powerless. Roads, bridges, unions, schools: nothing’s worth the investment, government is the problem.

It’s not hard to imagine why a capitalist system resists anything that might restrict profits.  It’s basic premise is greed. It is much harder to imagine why anyone who’s not rich would buy into the idea of unrestricted profits and power.  History shows that dismantling labor unions is not much different from giving someone permission to withdraw as much as they like from your bank account.

Maybe that’s too abstract, somehow. Despite all evidence to the contrary, Americans like to believe that they can achieve whatever they like individually despite or perhaps because of  their collective powerlessness.  That’s the essence of right-wing libertarianism and the Tea Party (and the status system in academia) . That’s not economics, that’s Mad Max. Yet there’s also very concrete evidence too.

Americans are nothing if not sentimental about children, so you would think that anything that hurts their kids would cause an uprising.  Yet according to data gathered by the New York Federal Reserve (“Chart of the Day: Student Loans Have Grown 511% Since 1999“) student debt rose by more than 500% during the Bush presidency.  It’s hidden in plain sight; so is one good solution.

Amplify

Categories: Economics, Professional, Union

Administrating Greed

Posted on August 22, 2011 by Ray Watkins
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While faculty, students, and staff  has been struggling through a recession and its lingering aftermath, the administrators have quietly been lining their pockets.  If the American Council of Trustees and Alumni folks are complaining,  the privileged pot calling the kettle black, then you know the greed is getting embarrassing.  The ACTA cites statistics from a survey of administrators.

43 percent of respondents “said that they were the first such employees to hold the title at their institutions.” – 51 percent of respondents “reported having annual budgets that exceed $300,000.” – More than 2/3 of respondents reported that their annual income was at least $100,000 while 14 percent reported an income in excess of $200,000.

Deregulated markets have created the same distortion in healthcare.  It’s not unrelated to the more traditional forms of corruption that’s become routine in big sports programs.  The administrators can only line their pockets– and bribe young athletes–because their control of institutions is so unchecked. The lack of unions is just as important as the lack of regulatory oversight.

Amplify

Categories: Economics, 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
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    • 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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