Never before in its 91-year history have the officers of the American Association of University Professors heard the call to be arrested in the line of duty. But there we were -- Cary Nelson and Jane Buck, incoming and outgoing AAUP presidents and close friends -- on a New York street on April 27 waiting to be handcuffed and taken to a police station and booked. The AAUP, adding a professional to a basic human right, long ago joined the United Nations in recognizing that all employee groups have the right to choose for themselves whether to be represented collectively. It is not the responsibility of university administrators to decide what is best for their employees. The employees have the right to decide for themselves. NYU graduate employees have twice voted to affirm their decision to engage in collective bargaining.
The National Labor Relations Board appointed by Bill Clinton confirmed the first vote, and the NYU administration negotiated a contract with the union. Then, in a blatantly political move, George Bush's NLRB reversed itself and gave the university the option of withdrawing recognition of the union. Although nothing compelled NYU to do so, it stopped negotiating with its employees. That much is unambiguous, and that alone would have been enough to put us on a New York street blocking traffic, but the crisis at hand was still broader.
The AAUP is concerned not only with the present but also with the future of higher education. We try to articulate principles and set precedents. And we are very much concerned with the precedent this New York struggle is setting. The NYU administration has recklessly ramped up the intensity of the conflict with its graduate students, most of whom had inadequate salaries and health care when the union drive began. So long as those conditions exist across the country, the movement to organize working graduate students will not disappear. But the expectations of what each side can and will do to win have been dramatically increased by the NYU example.
University administrations resisting collective bargaining will now consider it normal and reasonable to retaliate against employees in ways the NLRB would consider flatly illegal in cases where it accepted jurisdiction. And graduate employees will have to counter with more widespread and comprehensive nonviolent civil disobedience. Graduate employees who want some say in their salaries and working conditions will have to bring operations at institutions like NYU to a halt. That is the new and immensely regrettable future the NYU administration has made a reality.
So we sat down in the street north of Washington Square, faculty members from Delaware State University and the University of Illinois at Urbana-Champaign, in a last ditch effort to give the NYU administration a wake-up call. We would prefer a future of rational negotiation, a future characterized by the productive working partnerships graduate employee unions have established with universities across the country. We are concerned that NYU is calling forth a different future -- one of antagonism and opposition.
NYU quite possibly represents a turning point in the history of efforts to improve working conditions in higher education. Especially after nearly 30 years of a steadily growing national trend toward the increasing use of poorly paid contingent labor to do most undergraduate teaching -- a trend in which higher education mirrors the now radical disparity between CEO salaries and the salaries of those on the shop floor -- NYU's effort to decisively disempower its more poorly paid teachers heralds a future of bitter labor conflict in the industry. While it was inspiring to stand beside the courageous students at the forefront of this struggle, it was sobering indeed to realize matters may now get much worse on many other campuses.
Cary Nelson and Jane Buck
Cary Nelson is president-elect and Jane Buck is president of the American Association of University Professors.
In her president’s column in the spring 2006 Modern Language Association newsletter, Marjorie Perloff focuses on the expansion of Ph.D. programs in creative writing (including doctorates in English that allow for a creative dissertation). Perloff argues that the growth of creative-writing doctorates was a reaction to politicization and specialization within the English discipline: “An examination of the catalogues of recently established Ph.D. programs in creative writing suggests that, in our moment, creative writing is perhaps best understood as the revenge of literature on the increasingly sociological, political, and anthropological emphasis of English studies.”
She also cites recent job advertisements in English calling for candidates specializing in a range of theoretical approaches, which relegate the teaching of literature to “a kind of afterthought, a footnote to the fashionable methodologies of the day.”
Perloff is right on both counts: These are central factors that have led to the growth of creative writing Ph.D.s. But she also misses an important element, one that grows out of, but also underlies, the others. It is that people want what they think and write to matter, not just to their colleagues, but also to the world at large. Creative work, and the doctorate in creative writing, holds out this hope.
The doctorate in creative writing comes in various forms, but most are very similar to literary studies doctorates. I myself am a doctoral candidate in English at the University of Denver, writing a creative dissertation -- a book of poetry, accompanied by a critical introduction. As a graduate student, I’ve fulfilled the same coursework requirements as my literary studies peers, with the addition of four writing workshops. I’ve taken comprehensive exams in the same format as my literary studies peers. I’ve taught more or less the same courses as my literary studies peers. The only significant difference between my doctoral work and my literary studies colleague is in the dissertation.
Sometimes, in fact, it strikes me as a bit comic to be doing the creative dissertation, but then I think about the fate of my work. I want my work to find its audience, though I realize that poetry has lost more readers, perhaps, than scholarship has over the last 50 years. Yet I believe that creative writing holds out more hope of finding readers, and of gaining readers back, than scholarship does. Hundreds or thousands of poetry books are published each year, and are more likely to find their way onto the shelves of bookstores than are scholarly studies. For fiction writers, the prospects are even better -- after all, there’s still a market for novels and short fiction.
However, it’s not just for readerly recognition that I want to do this creative work. It is because literature matters to how people live their lives, not just emotionally but intellectually. I speak here specifically of literature, but I think the principle holds true for any kind of creative work, even works we wouldn’t ordinarily think of as artistic, such as historical or psychological or anthropological studies.
Just a few days ago I was talking with a good friend of mine, a fellow graduate student working on her dissertation. My friend’s enthusiasm for the work and the discoveries that she is making, her eloquence on her subject, and her physical animation in talking about it were obvious, even if some of the nuance of her project was lost on me. But then she stopped herself and said, “Of course, nobody really cares about this.”
She described the frustration of talking about her project with non-academic friends and family members, how it takes too long to explain the work she is doing to people outside her specialty area, how their faces fall blank as she goes on too long in explaining the foundations of the debate in which she is involved. She laughed and said archly, “It’s not so bad once you get used to the idea that no one is ever going to read your dissertation except your committee.”
I have had similar conversations with other friends working on dissertations, not just in English, but across the humanities, though the sense of writing into the void is particularly marked among those in my discipline. Let me say here that I don’t want to challenge the value of discipline-specific, specialized scholarship -- after all, it would be foolish to say that the intellectual work of teaching and writing does not require specialist knowledge, or that the ideas formulated in scholarly work don’t find their way to non-specialists through good teaching or through popularizers or public intellectuals, though we could stand a few more of them. Those academics who write for an extra-disciplinary audience, as Mark Oppenheimer pointed out in a recent essay in The Chronicle of Higher Education, play an important part in connecting the academy with the non-academic world, and shaping common conceptions of disciplines such as history. He wrote: “They have the influence that comes with writing for journals at the intersection of academe and the culture at large. They interpret scholarship for people who prefer to read journalism, and their opinions reverberate and multiply, if in ways that we cannot measure.”
This is not a plea for greater “accessibility” or for a return to a “generalist” approach to English. Nor will I rehearse the yearly mocking that the titles of papers at the MLA convention get in major newspapers across the country. But I do think that the sense that nobody’s listening or reading the work of scholars outside their specialized communities points to a real problem of the contemporary humanities department: the loss of audience, and with it, the loss of a sense that the work should matter to a larger, educated, non-academic audience.
There’s no doubt that scholars have produced critical work in humanities subjects that does matter. I think of Raymond Williams, never the easiest of writers, but one who rewards the effort made in engaging with his work and who, perhaps because of his quasi-academic status, writes in such a way that his ideas could be understood outside the academy. I also think of John Berger, Susan Sontag and Fredric Jameson. These are writers who can be exciting for readers coming from outside the academy, and who can influence the way readers experience texts, and even life.
However, with the increasing professionalization of the university, the potential audience for scholarly work has diminished as scholarly writing has become more specialized and jargon-ridden. None of what I say is news, I know. But the creative doctorate as an approach to making scholarly research and thinking matter in the world is news, and very good news.
I think it is important that what we do, literary scholars and creative writers both, makes a difference to how people outside academy walls think. In the history of rhetorical theory, there is a recurring, commonplace idea that the person trained in rhetoric will, through the ethical training in that discipline, constitutionally be able to contribute only to good actions or ideas that improve the state or the community. Cicero put the idea most succinctly, and most famously, in his definition of the ideal orator/citizen as “the good man speaking well.” Learning to “speak well,” however, required years of intense training in the minutiae of the discipline, a close study of the history of oratory.
While this ideal resolutely -- and somewhat courageously -- ignores what we know about human behavior, I do think that as an ideal it offers an important model to live up to. I see the Ph.D. in creative writing as an opportunity to undertake the same kind of close study of literature and writing as ancient rhetoricians would have undergone in their study of oratory, and as a way to position myself to bring that knowledge and experience into both my writing and the classroom without having to give up, or shelve for a long period, my creative work. In fact, it was in support of my creative work that I took up doctoral study.
Cicero’s formulation of the ideal citizen leads me back to my own ideals about the creative dissertation. The creative writer makes a difference not by telling people how to vote, or by engaging in the public sphere with anti-government screeds. Rather, the way literature can matter is by offering a model of the world as it is, in the hope that readers will be moved to action in the real world. Literature is a form of epideictic rhetoric, perhaps the form par excellence of the epideictic:a poem or a novel or a film argues for the values that its authors believe are important to the way we live our lives.
For example, Bertolt Brecht, in his essay “The Modern Theater is the Epic Theater,” makes a list of what it is that epic theater does. According to Brecht’s list, the epic theater:
turns the spectator into an observer, but arouses his capacity for action forces him to take decisions [provides him with] a picture of the world he is made to face something… brought to the point of recognition
I read Brecht’s description of epic theater’s functions as a modernist reworking of the ideal orator tradition, the tradition of the artist offering his readers more than polemic -- offering his readers an experience from which they can learn about their own lives.
The creative Ph.D. is vital to making this possible, if it is possible, because literature (any art, in fact) does not come from nowhere. Or, more importantly, it should not come from nowhere. Good writing comes from intense study and reading, the kind of reading that people don’t typically have time for in the frenetic world of contemporary business or the professions. Moreover, what I would call good writing, the kind of writing that, regardless of genre, has something in common with Brecht’s epic theater, requires its author to have a sense of its location between the past and the present.
The Ph.D. in creative writing gives writers the time and training to explore their fields that they may not get in M.F.A. programs, no longer get as undergraduates, and certainly do not get in high school. At the very least, doctoral work exposes writers and artists to a liberal education that prepares them for analyzing, framing and being in the world in any number of different ways. Doctoral-level reading, doctoral-level thinking, doctoral-level writing will make possible the art that creative Ph.D.s will produce. I think here of Flaubert’s quip that, in preparation for Bouvard and Pecuchet, he had to read 300 books to write one (though the reference might cut both ways, as Julian Barnes has described that book as challenging in being “a vomitorium of pre-digested book learning”). I could call on Matthew Arnold and T.S. Eliot as well, were I eager to lay myself open to misguided charges of cultural conservatism.
But the human need for learning through art goes beyond liberal or conservative approaches to writing and teaching. The experience of literary study at the highest level gives writers the cognizance of literary history they need to produce the epic theater, the epideictic, of our time -- to be good men and women speaking well, writing well, leading and teaching.
The issue for creative writing is that of quality. The value of the creative doctorate is in the opportunity it offers to unite the best elements of the scholarly study of literature or art with the best elements of the study of craft. The writers and artists who come out of creative Ph.D. programs will not only be better guardians of our various and multiform cultural heritage, but they will be better teachers, better thinkers, better innovators. Their research and learning, in the form of creative and critical work, will matter both in the academy and beyond.
In her column, Perloff poses the rhetorical question of where the doctorate in creative writing leaves the idea of the doctorate as such. “Hasn’t the doctorate always been a research degree?” her concerned professor asks in the face of invading creative writers. Yes, it has been, and for creative writers, it remains vitally so.
David Gruber is assistant to the director of the University Writing Program and a graduate teaching assistant in English at the University of Denver.
The title of this column is the title of a manuscript three of us dreamed up some eight years ago. I liked the "how-I-spent-my-summer-vacation" jangle of the words, suggesting something at once so obvious as to be dumb and so dumb as to seem clever. Narrative essays on how a group of people actually wrote their dissertations! Who would have thought? And yet, who could not have thought? The very idea seemed to fit into a mood of exploring all sorts of unconsidered academic practices, a few seemingly invisible.
So we drew up a call for papers. Meanwhile, my two colleagues set about writing their own narratives, as we all canvassed our friends. Gradually, contributions appeared. Organizing principles took shape. Editing began. We actually had a manuscript! Not all of the contributions were as strong as we'd hoped. But most were. And at least the whole didn't suffer from a problem I had been warned plagues all essay collections: sounding as if each essay has been written in the same voice.
Finally, the existential moment drew nigh -- the pitch to a publisher. I began with one whose senior editor I chanced to know. He called for the manuscript, he secured a reader. Was our idea actually going to see the light of published day? Could the process be so smooth? Alas, no. The reader was cool. The idea, it seemed, was interesting. But not all the individual contributions were up to it (excepting a couple of the ones I thought weakest, though including a couple I thought strongest). Worse, the manuscript needed the sort of heft that can only be provided by big names.
This last objection especially maddened me. A section of our introductory rationale explicitly addressed this question. None of us believed in big names for this project because writing a dissertation abides in the profession as something you do in order to get past it (and ideally on to the next stage, publication as a book). The only people who would be interested in writing about how they wrote their dissertations would be people who were not destined to be "names."
The subsequent fate of this manuscript is simply told. It never got published. It never even got a reading from another publisher. Was our pitch letter unsatisfactory? Was the whole idea just a non-starter? In my pitch experience, you never know why, if a publisher's door doesn't swing open. Your manuscript is "just not right for our list." This is usually as specific as a letter of response will be, although sometimes there will be something additional about financial exegencies, worthy manuscripts, and the parlous state of academic publishing today, not to say life itself.
I tell this story for a complicated knot of reasons, having to do with a belief in the power of narrative, a horror of wasted effort, and an acquiescence to the enduring prospect of rejection in professional life. The nice thing about writing a dissertation -- as opposed to writing about writing it -- is that it appears at first to swing free of any of these things, beginning with the fact that nobody ever reads of not successfully writing a dissertation; to write one is perforce to complete it -- and to defend it successfully and finally to receive the doctorate.
What if you fail, and then attempt to write about it? Does anybody actually do this? Whether or no, good luck trying to publish it. Bad enough to try concerning a successful dissertation. Although an account of an unsuccessful one might reveal more about the conditions of writing a dissertation in the first place -- according to a logic whereby failure (or defeat) reveals more about success than success (or victory) itself -- the whole power of the disciplinary narrative embedded in the dissertation is that you complete it, period. Then, perhaps, an individual story begins, albeit again one only possible to relate as a story of success; "How I Wrote My Book," though, is less promising a title than "How I Wrote My Dissertation."
Yet I continue to believe that a narrative -- carefully conceived, creatively organized, and searchingly set out-- about virtually anything possesses an undeniable power of its own. Moreover, some of the best narratives have to do with subjects heretofore disdained, marginalized, or suppressed. Within academic life, a narrative of how you wrote your dissertation constitutes, I think, one of those subjects. How else to demonstrate why to date the story of actual dissertation writing appears to be such an unworthy one?
It's long been a fancy of mine that anything to do with dissertations participates very deeply and mysteriously with waste. Even to complete one efficiently is to have had to keep at bay all manner of false starts, misconceived research, sloppy organization, and other things dissertated flesh is heir to, including inflexible dissertation committees and absent dissertation directors. It's as if to begin in the first place is to have to ignore all this. Many can't. These include people who get to dissertation stage and stop as well as those who never get started.
Another fancy: How I Wrote My Dissertation failed as a project in part because it aimed to explore the waste implicit in writing a dissertation. This was not our intention. (Nor was it the purpose of any of the individual essays.) Yet one reason the very subject appears unworthy is because it cannot avoid bringing to light factors that the profession prefers be suppressed. These include everything from how much time the writing of a dissertation actually takes to how idle is the relation between the completed doctoral degree and a job -- any job.
Writing a dissertation is of course in large part a ritual. It was a ritual when the research it takes to write one could still be expected to inaugurate a scholarly career. Today, when even those who still have some legitimate claim to such a career (because of their institutional pedigree or the disciplinary networks of their directors) can easily wind up as adjuncts, the research seems more hollow than ever. How I Wrote My Dissertation becomes Why I Wrote My Dissertation -- and the reasons emerge as so individual or distinctive (at least this was so in our collection) that ritual efficacy itself is threatened.
Everybody in higher education has an investment in maintaining this efficacy, which is ostensibly so crucial that it cannot be exposed to the vicissitudes of personal experience, as any personal narrative is bound to do. Indeed, personal experience lies at one end of a division encompassing the whole of academic life, at the other end being impersonal professional authority. This authority can of course be questioned -- and personally -- at many levels. But there are levels below which no questioning goes.
A dissertation apparently occupies one of these levels. We don't care Why I Wrote Mine because we care so much instead about the dissertation itself -- whether as the means of authorized entry into a career in higher education or just as a criterion for sorting out prospective adjuncts in terms of their highest degrees. To care about the dissertation is not to care why you or anybody else either did or didn't write one. To care about the dissertation means to believe that even the individual waste involved in writing one can be in some way recuperated.
Curiously, not one of the contributors to How I Wrote My Dissertation would disagree with the last statement. (As I once secretly hoped a few would.) To each, writing a dissertation was worth it, even if it took too long, cost too much, and did or didn't matter with respect to a job. Yet, alas, in the public forum that only publication can command, everybody got rejected together anyway. This brings me to a final point: rejection itself. You've got to be prepared for it in professional life -- the article you can't get published, the class with which you can't connect, the tenure you are denied, the position for which you not got an interview. Arguably, in the construction of a career, the dissertation represents its initial moment, because a dissertation can be rejected.
How I Wrote My Dissertation didn't -- or doesn't -- disturb this moment. And yet in presuming to tell a group of individual stories of how dissertations were accepted, the manuscript does implicitly comport with another story, about how each one could have been rejected. Once more, I think, it is apparently central to the profession that the actual basis of rejection or acceptance not be explored too closely, lest the line between the two grow indistinct or arbitrary. (Was this why the publisher's reader called for narratives of "names," as if to guarantee the boundary?) Part of caring about the importance of a dissertation means upholding both the standards it presumes and the integrity of these standards.
Nobody wants to hear about rejection. Not only because it is always judged to smack of "sour grapes," but because virtually each time rejection threatens to edge up uncomfortably beside acceptance -- and then, although all is not lost, much might well become confounded. The profession after all is full of people who have been rejected in some significant way. (Or in the case of people who choose not to attempt to write a dissertation, effectively self-rejected.) We teach right alongside them. They are part of who we are. No, they are who we are, whether, for starters, we have written dissertations or not. But we don't know many of their -- our -- stories, especially those that courted, or continue to court, rejection.
I've lost touch with the majority of the contributors (and one of the editors) to How I Wrote My Dissertation. I don't know if the rejection of our manuscript bothers any of them; most of the rest I do know seem to have forgotten about it or at least don't bring it up. Why bother? Anyway, in academic publishing, collections of essays especially constitute a crapshoot. (At the moment, I have, let's see, four respective essays with four proposed collections, and haven't so much as heard from the editors of two for a couple of years.) You lose, you move on. What else to say? Not all rejection is worth pondering. Not all rejection is worth narrating.
There are two reasons for offering something of mine. One is that the subject of the rejection marks perhaps the profoundest disconnect in higher education between a professionally authorized project (writing a dissertation) and a personally imagined one (writing about how you wrote it). The second reason follows from the first: Anything to do with dissertations -- ranging from how their content has changed or how they are monitored though what functions they serve -- occupies one of the great mystified spaces. It is mystified because it is uncontested. And it is uncontested, I believe, because it is still not subject to narrative.
Master’s degree programs in history play a role far more influential than would be indicated by the number of students enrolled. Because those students go on to either earn Ph.D.’s, teach in community colleges, teach in high schools or work in "public history," these programs have a broad impact on what millions of Americans will be taught about history.