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Tenured Bosses and Disposable Teachers: Writing Instruction in the Managed University exposes the poor working conditions of contingent composition faculty and explores practical alternatives to the unfair labor practices that are all too common on campuses today.
Editors Marc Bousquet, Tony Scott, and Leo Parascondola bring together diverse perspectives from pragmatism to historical materialism to provide a perceptive and engaging examination of the nature, extent, and economics of the managed labor problem in composition instruction—a field in which as much as ninety-three percent of all classes are taught by graduate students, adjuncts, and other “disposable” teachers. These instructors enjoy few benefits, meager wages, little or no participation in departmental governance, and none of the rewards and protections that encourage innovation and research. And it is from this disenfranchised position that literacy workers are expected to provide some of the core instruction in nearly everyone's higher education experience.
Twenty-six contributors explore a range of real-world solutions to managerial domination of the composition workplace, from traditional academic unionism to ensemble movement activism and the pragmatic rhetoric, accommodations, and resistances practiced by teachers in their daily lives.
Contributors are Leann Bertoncini, Marc Bousquet, Christopher Carter, Christopher Ferry, David Downing, Amanda Godley, Robin Truth Goodman, Bill Hendricks, Walter Jacobsohn, Ruth Kiefson, Paul Lauter, Donald Lazere, Eric Marshall, Randy Martin, Richard Ohmann, Leo Parascondola, Steve Parks, Gary Rhoades, Eileen Schell, Tony Scott, William Thelin, Jennifer Seibel Trainor, Donna Strickland, William Vaughn, Ray Watkins, and Katherine Wills.
|Introduction: Does a "Good Job Market in Composition" Help Composition Labor?||1|
|Pt. 1||Disciplinarity and Capitalist Ideology|
|1||Composition as Management Science||11|
|2||Citizenship and Literacy Work: Thoughts Without a Conclusion||36|
|3||The Managerial Unconscious of Composition Studies||46|
|4||Global Capitalism, Scientific Management, and Disciplinary English||57|
|5||From Adelphi to Enron - and Back||72|
|Pt. 2||Putting Labor First|
|6||Making a Place for Labor: Composition and Unions||83|
|7||Toward a New Labor Movement in Higher Education: Contingent Labor and Organizing for Change||100|
|8||Teaching Writing in a Managed Environment||111|
|9||The Role of Writing Programs in Labor Relations||122|
|10||When Critical Pedagogy Becomes Bad Teaching: Blunders in Adjunct Review||132|
|11||The Politics and Economics of the Super-Exploitation of Adjuncts||143|
|Pt. 3||Critiques of Managerialism|
|12||Managing Labor and Literacy in the Future of Composition Studies||153|
|13||I Was an Adjunct Administrator||165|
|14||Embracing the Logic of the Marketplace: New Rhetorics for the Old Problem of Labor in Composition||171|
|15||Bureaucratic Essentialism and the Corporatization of Composition||186|
|16||Composition and the Future of Contingency: Labor and Identity in Composition||193|
|17||The Lure of "Easy" Psychic Income||201|
|Pt. 4||Pedagogy and Possibility|
|18||"Write-to-Earn": College Writing and Management Discourse||209|
|19||The Future of English Departments: Cultural Capital and Professional Writing||220|
|20||The Righting of Writing||231|
|21||Knowledge Work, Teaching Work, and Doing Composition||242|
|22||Composition, Culture Studies, and Critical Pedagogy in the Managed University||250|
|Afterword: Educating for Literacy, Working for Dignity||256|