The Executive Committee of the American Studies Association has issued a statement calling for a "full, transparent and timely" inquiry into the death of MIchael Brown, who was killed by a police officer in Ferguson, Missouri. "The killing of Michael Brown by a police officer in Ferguson, Missouri earlier this summer is a profoundly troubling event. Far from isolated or exceptional, it reflects a long history of police violence against African Americans," said the statement. "As educators we oppose the militarization of police power and support investments in free education. We urge law enforcement, policymakers, media and the nation to consider decades of research in the field of American studies about the systemic state violence that takes place against bodies marked by race, the repeated prioritization of property rights over the rights of people, and the long history of 'legal' killing of black people in the name of private or communal self-defense."
The American Philological Association, founded in 1869 and the primary disciplinary association for classics scholars, on Friday announced a new name: the Society for Classical Studies. A press release quoted the association's president, Kathryn Gutzwiller of the University of Cincinnati, as saying that the group remains committed to a "philological focus." But she added that "we recognize that the term is no longer widely understood and therefore can be a barrier to communication with a broader public. Especially now, when it is so important for us to advocate for the study of classics and, indeed, of all the humanities, we must strive for clarity in the delivery of our message.”
American University has placed on leave a professor charged with breaking into stores beneath his apartment and setting fires, The Washington Post reported. The professor is David W. Pitts, chair of public administration and policy. His lawyer did not return calls seeking comment. Authorities have also noted that Pitts was at the hotel where the American Political Science Association met last month, and which had to be evacuated due to small fires set in the hotel.
The topic of “civility,” including its place among the professional responsibilities of faculty members, has come to the fore recently, as it does from time to time when there is some especially hot-button, polarizing issue in academe. This time, the context is the Israeli/Palestinian conflict.
Much can be said – and has been said – about this particular context, including the observation there is a large body of writing by academics and public intellectuals that is highly critical of Israel’s treatment of the Palestinians that is based on research, evidence, and analysis. While this may not be an invariable guarantee of accuracy, such writings have a claim both to serious attention and to the protections of academic freedom for their authors. Such efforts and contributions are not well-served when faculty colleagues indulge in loose invective in what are now relatively public channels of communication – channels that are, in these times, open to students.
The same might be said of the more serious and substantive efforts of those who also engage in intemperate blogging and tweeting themselves. To take a not-quite-the-same-but-perhaps-close-enough-for-comparison case from the profession of journalism: would Paul Krugman’s work be more effective or less effective if he were sending out personally abusive tweets about Angela Merkel on the side? And, if he were, would The New York Times be just as proud and happy to have him on the roster? And would the newspaper’s editors and board be in as strong a position to defend him against outside pressure from those who do not share his economic, political, and moral views – that is, would they be in as strong a position to defend freedom of the press, an important responsibility of editors and boards of newspapers?
The American Association of University Professors has been understandably wary of the use of “civility,” particularly in matters of appointments and tenure. Like its close associate “collegiality,” it is open to multiple interpretations and may be put to various ignoble purposes. It may simply be thrown around too loosely for its message to be clear. Invoking it in the context of current affairs in the Middle East may seem ironic to some, downright offensive to others.
When we invoke “civility” in the context of higher education the focus must be on maintaining the kind of light-to-heat ratio that serves our role as teachers and scholars. What it certainly does not mean is sweeping difficult, controversial, painful issues under the rug. Let us also bear in mind that when we or our colleagues may be found wanting in the exercise of our professional responsibilities, this can be addressed in ways well short of the to-be-or-not-to-be of hiring, firing, and tenure.
Some critics of the civility standard propose that it can only be useful if operationalized and thus able to pass muster in terms of specificity. This, however, requires us to face the fact that formal codes and procedures are no substitute for shared norms about appropriate, responsible, civilized behavior.
We have seen this in the misbegotten attempt to address prejudice, ignorance, and general nastiness through formal speech codes that have the additional disadvantage of falling afoul of our legal systems.
We have seen it in the attempt of the University of Virginia’s board to pass a formal policy preventing trustees from speaking out of school, i.e., publicly criticizing decisions made by their fellow board members – yet another occasion for the university to receive negative attention in the higher education press.
Societies have various means of social control at their disposal. There is what the Quakers call “eldering,” whereby a respected, usually senior, member of the community offers guidance. Less kindly approaches include withholding important social rewards: positions of authority, honors, invitations. At the social extreme, there is ostracism.
This is not intended as a to-do list, but rather as examples of how a community expresses its attachment to what it sees as core values. Surely, we can manage to promote such values without sacrificing the forms of individualism and eccentricity necessary to academe.
And, also surely, it would seem desirable for such standards to be maintained first and foremost by faculty members themselves, rather than by administrative action from above (or, as some may see it, below). “Corporate” has become a term of abuse in academe, but we might go back to its more general reference to a group of individuals acting as a body, a community. It may well be that the corporate exercise of professional responsibility on the part of the faculty is key not only to preserving the tenure system but to making our colleges and universities the kinds of places where we truly want to work and live.
Judith Shapiro is professor of anthropology emerita at Bryn Mawr College and Barnard College.
In today's Academic Minute, David Rosenbaum, a psychologist at Pennsylvania State University, discusses "precrastination," a term he coined to describe those who jump directly into the task at hand, sometimes to their detriment. Learn more about the Academic Minute here.
If your college or university is anything like mine – seeking significantly increased resources to enable all the research, student aid, and facilities development that we would like to support – then perhaps you’ve been watching this summer’s social media phenom of the ALS ice bucket challenge with a sense of envy.
I share in the general pleasure that a worthy charity has enormously increased its finances, which may speed up a cure for a terrible disease. On the tally board of life, this profuse bucketing outbreak goes on the plus side for those of us who’d like to believe that people are basically good and inclined to help others in need.
And I also see the cavils: that this movement is a “slacktivist” fad, an easy and lazy manifestation of commitment; that amyotrophic lateral sclerosis is relatively rare, and perhaps less deserving of funding than more prevalent maladies like malaria, diabetes, and Alzheimer’s; and that research funding should be determined by the rational standards of peer review rather than clickbait.
But my own foremost (and self-centered) response to this orgy of charitable energy is: If only I’d thought of it first. We might have a half-dozen new endowed chairs in our department and teaching-free dissertation fellowships for every one of our graduate students. Zadie Smith and Thomas Pynchon would be the featured speakers in our English department lecture series. (Granted, Pynchon’s not very visible on the lecture circuit, but wait until he sees our offer!)
Is our cause sufficiently worthy? Of course it is, and it’s pointless to argue whether higher education or ALS is more deserving: apples and oranges. The suffering of an ALS victim is terrible. The plight of people who cannot maximize their talents, too, is terrible. At my university, where over half our students qualify for Pell Grants and a third are first-generation college students, I see firsthand every day how profoundly meaningful a college education is for those who are marginally able to achieve it, and how fundamentally valuable it would be to extend that margin as much as possible.
So what can we do to connect with the public, to promote our worthy cause, and to set off a chain reaction that will bring along hordes of people jumping onto our bandwagon?
In the meta-analysis of the ice bucket challenge, many have commented on the arbitrariness of charitable giving and of catching the public’s eyes and hearts. But still, is there something we in academe can learn from this? Is this sort of philanthropic enterprise replicable?
Where can I sign up my department to raise millions of dollars? I suppose I’d include the humanities at large – or even more magnanimously, I’ll extend the invitation to academe generally. (Participants from every campus could sport their university T-shirts to identify the recipient of each donation.)
Nearly as important as the cash, it would be extremely rewarding to find ourselves in the thick of a snowballing social movement, like the ALS campaign, that raises national consciousness and unleashes a contagious enthusiasm about what we do in higher education and how deserving our mission is of support.
Probably the appeal of the ice bucket campaign was lucky and unpredictable; if anyone knew exactly what makes a multimillion-hit meme, I imagine there would be consultants charging multimillion-dollar fees to produce them. (Perhaps there actually are such consultants, though I’m not aware of them.) Is it the snazzy visuals of the unexpected? The counterintuitive willingness to ruin an outfit and suffer – however momentarily – what I imagine would be a very unpleasant experience? (I haven’t taken this challenge myself, though I strongly suspect that I will be invited to do so any minute now.)
Honestly, I don’t have any bright ideas about how exactly to stage an academic iteration: a pie in the face? Banana peel pratfalls? Blind man’s bluff into a vat of tomato sauce?
Perhaps we in the academy should aspire to something more dignified, but maybe, presuming that the success of ALS merits attention as a “best practice” ripe for our own adaptation, what draws massive crowds of participants is precisely the unexpected contrast between the seriousness of the problem and the oddly undignified escapism of the momentary “challenge.”
Some kind of slapstick gesture seems necessary: something physical and messy and shocking, involving a very intimately personal – bodily – engagement.
As silly as it is, the ALS Association’s challenge represents a wonderful manifestation of human ambition and determination: curing a debilitating disease seems undoable until it’s doable. With enough resolve, and enough money to throw at the problem, and enough human intelligence (which mainly takes the form, I will note, of academic research), it can be done.
The same goes for a university education. Our scholarship, our teaching, and our community partnerships all contribute to the creation of a better society as measured by myriad qualitative and quantitative metrics. The notion of millions of citizens taking the time and energy to help us out by doing something that affirms our value would vitally reinvigorate our campuses after years of retrenched government funding and skyrocketing student debt. If our campaign were as successful as the ice bucket challenge – and why not dare to dream big? – we could actually mitigate those twin financial catastrophes that have lately taken such a toll on higher education.
I’ve done the hard part here in announcing this challenge to launch our challenge. Now somebody please just send me the YouTube link when you’ve figured out the specifics.
Randy Malamud is Regents’ Professor and chair of the English department at Georgia State University.
Phyllis Wise, chancellor of the University of Illinois at Urbana-Champaign, is standing by her decision to block the hiring of Steven Salaita -- known for his anti-Israel tweets -- to teach in the American Indian studies program. But The News-Gazette reported that in a campus appearance Wednesday she noted "errors" in the process by which appointments are reviewed. For instance, she noted that candidates are offered jobs pending board approval, sometimes teaching before the board has assented. She also said she should have consulted with more people before making the decision.
Faculty members and administrators in Idaho have been protesting a new law permitting concealed carry on campus. On Tuesday, an instructor with a concealed carry permit accidentally shot himself in the foot, in a classroom with others present, The Idaho State Journalreported. The gun was in the instructor's pocket when it went off.