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• W2013801412 abstract "Click to increase image sizeClick to decrease image size Notes 1. Gray and Bergmann also contend that [o]verreliance on student ratings also deters innovation in subject matter and methodology. An untenured faculty member can't risk trying out a new way to teach that might improve student achievement if the faculty member knows that the old method will produce above-average ratings.…[A]dministrators treat relative position as if it were an absolute measure of merit. They do not allow for the possibility that some departments will have mostly good teachers, in which case some or even all of those with below-average evaluations will be good teachers.…If the “average” administrators use is the median, the exactly half of the faculty will be labeled bad. If they use the mean, the proportion labeled bad will probably be slightly above or below half (Gray and Bergmann 2003 Gray , Mary and Barbara R. Bergmann . ( September–October 2003 ). Student Teaching Evaluations: Inaccurate, Demeaning, Misused . Academe , 89.5 , 203 – 205 . Available at http://www.aaup.org/publications/Academe/2003/03so/03sogray.htm . [CSA] [Google Scholar], 204). The homology with standardized testing is striking, inasmuch as normed examinations are commonly thought to be “meaningful” only if large numbers of students fail them. 2. My claim should be differentiated from a frequently heard neoconservative argument, which Dominick LaCapra (1998) analyzes as follows: It is, moreover, curious that jeremiads about the insufficient attention paid to undergraduate education often come.…from neoconservative think-tank affiliates who themselves do little or no teaching and seem quite adept at conforming to the market criteria in their own behavior (such as charging enormous fees for lectures bemoaning the way the academic market has led to the decline of undergraduate teaching). And the intemperate quality of recent complaints is often attended by an avoidance of more specific and detailed inquiry into the actual activities of those who are objects of criticism (32). 3. For a more complete account of the complexities of defining and distinguishing of “intrinsic” and “extrinsic” motivators, see Kohn 1993 Kohn , Alfie . ( 1993 ). Punished by Rewards . Boston : Houghton Mifflin . [Google Scholar], 270–76. 4. Armstrong served as chair of the ADE Ad Hoc Committee on Changes in the Profession: Teaching and Research. 5. And yet, according to this and other reasoning in the present essay, one ought to have more sympathy for university presidents. Roger W. Bowen and Jane L. Buck, both officers of the American Association of University Professors, have recently maintained that “[p]residents [of colleges and universities] are paid too much if they seek the position for the wealth it promises rather than the opportunity it affords to promote the common good” (2004, B24). 6. Kohn provides additional compelling evidence for this argument: Even within standard hierarchies, the use of performance appraisals to decide on promotions is based on three dubious assumptions: first, that someone's achievement in his current job is a reliable predictor of how successful he will be in another, very different, position; second, that how much someone has achieved is a more important consideration in deciding whether and how his responsibilities will change than what sort of work he prefers and finds intrinsically motivating; and third, to the extent that performance does matter, that it is best judged by the evaluation of a superior rather than by one's peers or oneself (1993, 185). 7. One might reasonably argue that belonging to a critical, intellectual community is its own reward which some people will prefer to the rewards and recognitions that obtain in other professions. 8. To his credit, Armstrong notes that “[i]t would be desirable to find ways of upsetting the balance of power so that mentoring can go both ways, with senior professors learning from imaginative, pedagogically progressive junior faculty members who may be the better teachers. The realities of power relations may make that a naive wish” (1997, 14). 9. Note also the recent ruling (June 22, 2004) by a federal judge in San Francisco that a sex-discrimination lawsuit against WalMart could proceed to trial as a class action on evidence that the nation's largest employer paid female workers less and gave them fewer promotions (Joyce 2004 Joyce , Amy . ( 2004 ). Wal-Mart Bias Case Moves Forward: 1.6 Million Women May Join Class-Action Suit , The Washington Post ( June 23 ), A1 . [CSA] [Google Scholar], A1). 10. Graff's classic statement of his position is in his Beyond the Culture Wars (1992): [A]cademic institutions are already teaching the conflicts every time a student goes from one course or department to another…[S]tudents typically experience a great clash of values, philosophies, and pedagogical methods among their various professors, but they are denied a view of the interactions and interrelations that give each subject meaning.…This is what has passed for “traditional” education, but a curriculum that screens students from the controversies between texts and ideas serves the traditional goals of education.…poorly (12). Cf. as well ADE's “Statement of Good Practice,” co-authored by Armstrong: “Good teaching is enhanced when faculty members work cooperatively to ensure that instruction in every classroom is related to that in other classes, in the department, in the humanities, or across the university” (Armstrong 1994 Armstrong , Paul B. ( Spring 1994 ). Deprivatizing the Classroom . ADE Bulletin , 107 , 13 – 19 . [CSA] [Google Scholar], 17). 11. For a useful curricular alternative to Graff, see Aronowitz 2000 Aronowitz , Stanley . ( 2000 ). The Knowledge Factory: Dismantling the Corporate University and Creating True Higher Learning . Boston : Beacon Press . [Google Scholar]. To discuss Aronowitz's proposals here would exceed the scope of the present essay. It may suffice to offer the précis that he applies four key knowledge domains (history, literature, science, and philosophy) to specific periods. In the process, he discloses how disciplines might interact rather than be in conflict. 12. For a definition of democracy that informs to some extent Butler's analysis, see Laclau and Mouffe 1985 Laclau , Ernesto and Chantal Mouffe . ( 1985 ). Hegemony and Socialist Strategy: Towards a Radical Democratic Politics , trans. Winston Moore and Paul Cammack . London : Verso . [Google Scholar]. Butler's theorizing of a constant social rearticulation of political signifiers is of central importance toward Laclau and Mouffe's theory of radical democracy. 13. Zipes continues: “What would happen, however, if we altered our priorities and began paying teachers what they deserved and provided them at the university with the support system they needed? This would lead to all sorts of research projects and classes that cut across disciplines and spread talent throughout our educational system from preschool to graduate school” (1996, n. p.). 14. See for instance the summer 2004 decision by the National Labor Relations Board to reverse its previous ruling that graduate students at private universities in the United States had a right to unionize (Greenhouse and Arenson 2004 Greenhouse , Steven and Karen W. Arenson . ( 2004 ). Labor Board Says Graduate Students at Private Universities Have No Right to Unionize . The New York Times ( 16 July ), A14 . [CSA] [Google Scholar], A14). 15. For Butler, Foucault's “care of the self” is a mode of reflexivity that is “stylized and maintained as a social and ethical practice” (Butler 2003a ——— . ( 1997a ). Excitable Speech: A Politics of the Performative . New York : Routledge . [Google Scholar], 66–67). Moreover, “[g]iving an account of oneself is …an act that one performs for and to another, an allocutory deed, an acting for, and in the face of, the Other” (Butler 2003a ——— . ( 1997a ). Excitable Speech: A Politics of the Performative . New York : Routledge . [Google Scholar], 78). 16. Otherwise, one might claim that Foucault's subjectification leads to a classroom environment that is consciously pseudo-therapeutic inasmuch as the pleasures of confession, he argues, have become a widespread “technology” of subjective constitution since the nineteenth century. 17. Having sat in on seminars with Butler when I was an undergraduate, I can confirm that she teaches in a different register; see her “Values of Difficulty” (Butler 2003b ——— . ( 1997b ). The Psychic Life of Power: Theories in Subjection . Stanford , CA : Stanford Uttar Pradesh . [Google Scholar], 199–216). 18. Recently, Butler makes the (rhetorical) claim that “when it is a matter of giving an account of oneself, is one ever only speaking, or ever only doing?” (2003a, 79). 19. I have bracketed out of this essay discussion of important poststructuralist work on the university system by Jacques Derrida, Bill Readings, and many others. What both lack in specificity, they make up for in endorsing a “performative” intervention into the functioning of contemporary academe. In his essay on “The Conflict of the Faculties,” Derrida states that “[d]econstruction is limited neither to a methodological reform that would reassure the given organization, nor, inversely, to a parade of irresponsible or irresponsiblizing destruction, whose surest effect would be to leave everything as is, consolidating the most immobile forces of the university” (1992, 22–23). Readings's much-discussed The University in Ruins—a book which he never completed due to his untimely death—narrates the emergence of the corporatized university while dissecting the fundamental emptiness (and hence administrative effectiveness) of the motto “excellence.” In advocating an alternative community of dissensus, Readings references Derrida's and Lyotard's challenges to ideal speech situations and communicative transparency. In effect, he is calling for what I have termed a resignification of the subjectified “university.” While countenancing market imperatives, faculty may nonetheless retain the capacity to reflect, thereby occupying an “institution whose development at present “tends to make Thought more and more difficult, less and less necessary” (Readings 1996 Readings , Bill . ( 1996 ). The University in Ruins . Cambridge , MA : Harvard Uttar Pradesh . [Google Scholar], 175). Readings regards these paradoxical “actions of Thought” as a fundamental questioning of the terms “responsibility” and “accountability." @default.
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