Alison Mountz, “Women on the Edge”

The geographer Alison Mountz published a remarkable paper last year, “Women on the edge: Workplace stress at universities in North America” in The Canadian Geographer (or on ResearchGate) . Based on 21 interviews and first-hand observations as a career academic, Mountz documents a series of difficult — at times impossible — working conditions and their bad consequences for the women in question. These difficult working conditions included gendered and racialized inequities, such as devalued research topics and disproportionate burdens of emotional labor. They also included more generalized bad consequences of contemporary academic work environments, such as generalized overwork, an “always on” situation exacerbated by technology, and a lack of boundaries between work and home life.

The personal consequences of these work-related stressors are multiple and, taken cumulatively, heartbreaking. They are above all psychological and affective, covering stress, burnout, anxiety, despair, isolation, fear and loss. They also extend into the human body, including weight fluctuations, problems with diet and sleep, and physical or mental illness. Mountz speaks of:

a constant aching and tiredness, coupled with insomnia—waking up alert in the middle of the night or extremely early, unable to sleep again; a yearning for sleep coupled with its elusive nature, a familiar frustration… (p. 213)

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Institutionalizing Critical University Studies

One thing I’ve been keeping an eye on for a while is the slow institutionalization of a subfield of “Critical University Studies” (call it CUS). For those who may not have come across it, CUS is a sort of compromise category that brings together a diverse set of interdisciplinary research and criticism on higher education. Jeffrey Williams began publicizing the field qua field in a 2012 piece in the Chronicle of Higher Education, where he noted, as I recall, that the name was modeled on “Critical Legal Studies.” CUS, by contrast, still lacks its own Wikipedia article (I leave that as an exercise to the reader), but I’ll just note for now that CUS brings together some very different political views about higher education, ranging from social democrats like Davydd Greenwood to revolutionaries like the Undercommoning project.

Anyway, I realized today that there are actually three book series in CUS, which seems like a clear barometer of institutionalization. It may be useful for new people to the field to see them all assembled in one place:

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Applied Anthropology and Higher Education

Over at the Society for Applied Anthropology, a Topical Interest Group (“TIG”) on Higher Education has recently come into being. I attended their first set of sessions at the SFAA conference in 2015 and found them to be a large and quite diverse group of people, many working outside of the academic social sciences. The TIG recently sent out a newsletter that announces some of the interesting work they are doing in 2017, which I thought was worth reposting here.

If anyone wants to get in touch, the current co-chair, Brian Foster (formerly provost at the University of Missouri-Columbia), can be reached at fosterbl@missouri.edu.

SPRING NEWSLETTER

From Brian Foster, Co-Chair
ANTHROPOLOGY OF HIGHER EDUCATION TIG
Society for Applied Anthropology

It was great to see many of our affiliates at the SfAA meeting in Santa Fe, many of whom were presenters in our TIG’s cluster of sessions and quite a few who presented in other areas. Our cluster of sessions on Anthropology of Higher Education was very impressive: great papers, great discussion in the sessions, and a good deal of informal interaction. We had over 100 presenters (including more than 30 who were first-timers in our TIG) in 25 sessions.

A new “feature” of this year’s cluster was a mini-cluster of seven sessions on diversity which was perhaps the richest and most thoughtful discussion I have ever seen on diversity in higher education. The structure was to address the question “How does it play out to be Hispanic in Higher Education?” And how does it play out to be Black, Native American, Asian, White, and a Woman? And then there was an overarching session with a discussion of the first six sessions were similar and were different—e.g., not surprisingly it plays out very differently to be Black than to be Asian. One goal of this mini-cluster was to identify new perspectives for sessions in the 2018 meeting in Philadelphia. A brief set of notes on the overarching session is provided below. A major question is whether to organize such mini-clusters in key content areas as a way to achieve more structure for future meetings.

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Briot and Soulié, “History of administrative and service workers at the University of Vincennes”

Continuing our coverage of research on university staff, the French sociologists Guy Briot and Charles Soulié have recently examined the politics of French university staff in the 1970s, in “Histoire des personnels BIATOSS de l’université de Vincennes : de l’AG permanente au règlement intérieur (1968-1980).” In English, that’s “History of administrative and service workers [personnels BIATOSS] at the University of Vincennes: From direct democracy to internal regulations (1968-1980).” Their paper is a chapter in an edited volume, De l’Université de Paris aux universités d’Île-de-France, which I haven’t read in full, but which documents the postwar expansion of public universities in the Paris region.

Briot and Soulié document an exceptionally militant political culture among the staff of an experimental university, the University of Paris 8—Vincennes-Saint-Denis, founded in 1968 after the massive protest movement of that May-June (see Un mythe à détruire, 2012). The fieldsite is close to my own interests, since my fieldwork on French higher education focused on this same university forty years later, after it had been relocated from its original site at Vincennes to a new campus in Saint-Denis. I note that Soulié has long supported my own ethnographic research on this campus, where he also teaches — the world of critical research on higher education is not so large. Briot for his part was formerly the secretary of the Paris 8 Sociology Department, which places him in the unusual category of administrative staff conducting reflexive research on their own institutions.

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Steven Gregory, “The Radiant University”

Steven Gregory recently published a paper in City & Society, “The Radiant University: Space, Urban Redevelopment, and the Public Good,” in which he analyzes Columbia University’s efforts to expand its Morningside Heights campus into West Harlem. The paper came out in 2013, so let’s call it “relatively recent” rather than brand new, but it makes a good contribution to the literature on universities and urban geography, and thus falls within Academography’s ambit. Gregory’s paper is more ethnographic than conceptual, but its significance lies precisely in the wealth of detail provided by its extended case study.

Gregory’s story is a tale of “David and Goliath”: it recounts how Columbia University fought to get the power to expand its campus into Manhattanville (an area in West Harlem just north of the historical Columbia campus in Morningside Heights) and how the community sought, unsuccessfully, to resist. It seems that Columbia would have preferred simply to have bought up all the property in the relevant area. However, since not all property owners wanted to sell, the university was obliged to resort to more complex legal and rhetorical tactics, which in turn elicited legal action and public protests from the community in question. The key weird premise here is that it would have been calamitous for Columbia to only mostly own the Manhattanville area, as if any amount of non-university-owned space was an intolerable form of contamination to campus space. The expansion plans were all or nothing. Thus when in 2009 all but two property owners had sold out to the university, the university still vehemently continued its efforts to acquire the last holdouts (48).

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Interview with Mariya Ivancheva (University of Leeds)

Mariya Ivancheva is currently working on a research project with the Universities of Leeds and Cape Town called “The Unbundled University.” Some of her recent work includes “The Discreet Charm of University Autonomy: Conflicting Legacies in the Venezuelan Student Movements” (2016), “Academic freedom and the commercialisation of universities: a critical ethical analysis” (2016, with Kathleen Lynch), “The age of precarity and the new challenges to the academic profession” (2015), and “The Bolivarian University of Venezuela: A radical alternative in the global field of higher education?” (2013). You can also follow her on Twitter or Academia.edu.

Eli Thorkelson: I was really interested to see that your early work was about Walter Benjamin’s theory of utopia, and that you’ve written a great deal about Bulgarian women’s and environmental movements (and migrant workers in Britain) as well as about university politics in Venezuela and precarious academic labor in Europe. Do you think you could say a few words about how your research projects have evolved since you entered the academy?

Mariya Ivancheva: Where to start… All these different topics and field-sites might sound thematically and geographically eclectic – even more so, given that my current field research is in South Africa. The new project I just started working on with the University of Leeds and the University of Cape Town is on widening of access to higher education through digital technologies, in contexts where marketization and disaggregation of traditional degrees (unbundling) are going on. And yes, many times we come to study topics that mix our biographical and intellectual trajectory with contingencies of educational institutions and the job market…

Still, I would rather think of my interest in all these projects as feeding into one bigger intellectual/academic project, which I have tried to address through different field sites. Walter Benjamin’s (unwritten) theory of utopia, which I explored in my days as a student in Philosophy and Social Theory, had a strong influence on my thinking. Benjamin insisted that lost revolutionary moments (unsuccessful struggles or intentions that don’t enter the historical record, because official history is written by the winners) need to be salvaged “from the garbage heap of history”. I see myself as a social historian of lost projects of radical social change. As an anthropologist, I study them not only in their own contemporaneity but through the concrete material and social effects left behind in their aftermath.

My major case studies are about progressive projects that started with good intentions but – due to a combination of structural and agentive forces – have gotten derailed or faced unintended consequences, failure, and sometimes oblivion. Such is the story of my main field sites, state socialist Bulgaria and Venezuela of socialism of the 21st century, and I see many commonalities in post-apartheid South Africa. These were places where good intentions failed, and the institutions which reproduce an unequal society got perpetuated in spite of egalitarian aspirations. By studying these projects’ initial intentions, their historical development (including turning points of rupture or continuities), and the legacies and silences left in their aftermath, scholarly research can help nurture the historical imaginary of new generations.

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Alex Cockain, “Identity Work at a Normal University in Shanghai”

Alex Cockain’s recent paper, “Identity Work at a Normal University in Shanghai,” documents the subjective dilemmas and blockages that are created when vocationalist higher education meets a bad labor market. Why force yourself to attend university when the prospects afterwards are unclear? Why value education in itself in an instrumentalist world? What happens when the educational self is torn by ambivalence and contradictory ideals? Cockain explores these questions through an intricate ethnographic analysis of student identities at his own former workplace, an unnamed non-elite (“normal”) Chinese university. The data essentially emerges from student interviews and written self-reports, along with some autoethnographic recollections of his own classroom encounters.

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Critical questions on Trump and higher education

This is an introduction to a series of critical analyses of Donald Trump’s impact on higher education.

The intense instability of the U.S. political situation in the days since Trump’s inauguration makes it hard for any of us to know the future or even the present. Nevertheless, the ascension of the Trump administration — a possible misnomer, admittedly, since “administering” is a plainly inadequate label for their praxis — forces us to think reflexively about our situation as academics and as denizens of the U.S. academy. What, then, is the impact of Trump on higher education? What has it been already? What will it continue to be?

Some initial elements of the situation are already becoming clear. Trump’s election sparked a wave of racist incidents across U.S. campuses, particularly by (invariably male) white nationalists, with swastikas painted on campus buildings, Muslim women choked or grabbed by the hijab, and threats of “tarring and feathering.” Scholarly research is being affected across the disciplines, as the EPA freezes and then unfreezes grants for environmental research, while humanities and the arts are targeted by threats to abolish the NEA and NEH. The currently-contested immigration ban on Yemen, Iraq, Iran, Syria, Libya, Somalia and Yemen affects more than 17,000 international students, and has led visiting speakers to avoid visiting the country: “I simply do not have the stomach to deal with being held and interrogated for hours after a transatlantic flight only to be refused entry based on directives imposed by a government where neo-Nazis are pulling the strings,” one wrote. Other scholars are proposing boycotts of U.S. academic conferences.

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Vita Peacock, “Academic precarity as hierarchical dependence”

Vita Peacock turns in a significant contribution to the growing literature on precarious academic labor with her “Academic precarity as hierarchical dependence at the Max Planck Society,” which she published this year in the open-access journal Hau. Peacock’s paper is a challenge to what we could generically call “neoliberalism theory,” a body of thinking which has often viewed the ongoing explosion of precarious labor as a consequence of the general process of neoliberalization that has reshaped the global political economy since the 1970s. In academia, to rehearse the obvious, neoliberalization usually refers to things like the growth of contract and audit-based funding systems; the treatment of students as consumers (whose student debt is considered an investment in “human capital”); the expansion of academic branding and marketing; and the generalized decline in job security for university staff. Indeed, when the contingent workforce grows to 74.8% of all academic teachers in the United States (in 2007), one may reasonably speak of a growth of precarity. It matters how we analyze and historicize precarity, though; which is the crux of Peacock’s intervention.

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Magolda and Delman, “Campus Custodians in the Corporate University”

Peter Magolda and Liliana Delman mount a strong ethnographic critique of the hypocritical treatment of service workers in midwestern U.S. universities, in a recent paper entitled “Campus Custodians in the Corporate University: Castes, Crossing Borders, and Critical Consciousness.” The first section of the paper presents three rich ethnographic cases; the second half is a meditation on why universities treat service workers so badly, and on what might be done to transcend the “caste system” in higher education.

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