Last Wednesday, February 25th, was the first National Adjunct Walkout Day. The initiative started in the United States and despite participation in Canada as well as other countries the majority of media attention was to American working conditions and American participation in the project. Inside Higher Education has a comprehensive piece on the emotional success of #NAWD, in a different genre, Gawker covered the walkout, and the warriors at Democracy Now! addressed the walkout and adjunct working conditions. In Canada, rabble.ca published a very smart piece by Aalya Ahmad, and there was some coverage elsewhere, including ongoing support from colleagues at ACCUTE who generously republished my love letter to Contract Academic Faculty. If you weren't on a publicly active campus, Twitter was the place to really see action happening. Here's a shot of the first two tweets that come up when you search #NAWD
On the campus where I am underemployed there was more teach-in action and education happening that public protest. Colleagues of mine--mostly tenured colleagues--at Dalhousie took time to speak to their students about what Contract Academic Faculty are (mostly PhD-ed colleagues who are as qualified as tenured professors), how they function in the university (in precarious teaching-heavy positions that are tenuous at best), and what they are paid (I can't even).
But that was last week. What do we do now that #NAWD is in the past? The issues have hardly passed, and now teaching assistants at the University of Toronto are on strike. Like so many other dispersed issues-based actions it can be difficult to maintain public concern and collective momentum on the Internet and in your daily life (think Idle No More, think Occupy, think anti-fracking protests like that in Elsipogtog, think, in a different context, the outrage over Ghomeshi, Dalhousie Dentistry's 'Gentlemen's Club,' and other serious issues that have responses constellate, for reasons of practicality, on social media).
Well, here's a shocker: there are no easy solutions and all ideas take work. However, I do have some practical suggestions for maintaining momentum in your daily life, in your academic context, and in Canada. I'll identify suggestions for tenured colleges, Contract Academic Faculty from sessionals to limited term folks on salary, and for interested students.
Contract Academic Faculty:
Talk about your working conditions in a clear and factual way. Building support means building diverse communities of people from different working conditions. It is hard. It takes time and energy. Anger only gets us so far, so keep your anger, but refine it. Make it clear, cogent, and compelling. The facts, if you will, and the narrative needed to understand what it is to live those facts.
Talk with colleagues about your working conditions in a formal way--do you have access to photocopiers, letter head, a mailbox, an office, the library? If not, let them know formally and ask for their help. Many tenured colleagues simply don't know the material conditions of CAF work.
Talk with the union you are affiliated with, or would like to be affiliated with, and do this in collaborations with other CAFs in your academic setting. Can the union help? Shift its membership parameters?
Build metro-allegiances with other CAFs in your city, if this is a possibility. Networking can mean sharing job resources (I know. Sharing is hard enough in the best of times, but I tell you, bridges are better built than burned).
Join national organizations and make your voice heard. Its not so difficult! For example, if you're a teacher of English you can contact me. I'm the CAF representative for ACCUTE. I'd be more than happy to represent our collective suggestions to ACCUTE and to CAUT, but I need help. Email me, and I will collate the emails, work with ACCUTE, and reach out to CAUT.
Don't internalize your material conditions as personal failure. This is, admittedly, the hardest. It is the one I struggle with on a daily (hourly?) basis. It requires vigilance, vulnerability, and radical attitude re-hauls. Doing something proactive helps. Consider following Melissa's new #Alt-Ac 101 series here on Thursdays, or reading blogs such as From PhD to Life even if you don't plan to leave the profession.
Recognize--really recognize--that CAF issues are your issues. They are issues of sustainability for the department and discipline to which you've dedicated your life. You have more power than you think.
Strategize hiring at the CAF and tenure-track levels with your tenured colleagues. Can your department pioneer and advocate radical job ads? I don't mean such as this tom foolery, I mean something more in the realm of job sharing.
Think in terms of curriculum development at the undergraduate and graduate levels. If teaching is the bread and butter of your department's budget, how can you keep the dollars in sight while also thinking about what other successful departments around the country are doing to meet the changing needs of students? You can find is a good example of one department's innovation from Lisa Surridge's ACCUTE report "Humanities in the Crisis Zone."
Can your department not only adopt ACCUTE's CAF best practice checklist, but also create a bespoke one that addresses the material conditions of your context? I bet it can.
Some of my incredible colleagues at Dalhousie go out of their way to directly address the Dean, VPs, President, and Senate about budget cuts to hiring. They give me hope. I see how time consuming and emotionally exhausting it is for them, and I want to give them a great big hug every time I see them. Why? Because they are using their tenure on behalf of their departments, their faculties, their students, and their precarious colleagues. Consider how you and your department might proactively address the powers that be in a way that benefits your community in the short and long term.
You have more power than you think! The trick is to learn which questions to ask and to figure out why these issues matter for you.
Ask for the numbers: how many of your professors are precariously employed?
Think: If a professor whose teaching you love is precariously employed, will they be able to write letters of recommendation for you? In other words, will they be at your institution next semester or next year? Chances are, no.
Ask: how much of your tuition goes to paying teachers?
Ask: When did your department last hire a permanent faculty member?
Ask: How often is your department's curriculum revised in relation to current trends in the discipline, in the job market? And how are faculty in your department engaged in continuing to learn about trends in these areas?
Think: What kinds of campus venues are there for discussing these issues? Is your student association engaged in real and meaningful conversations about sustainable teaching environments? Is your campus newspaper?
Alright, readers. I offer these as good faith and genuinely-positive suggestions. Many people and places do some or all of these things already, but I think we in Canada need a more centralized and cohesive foundation upon which to build specific scenarios for individual learning environments (ie. your university or college differs from mine).
What other ideas, suggestions, and success stories do you have?