I’ve had two articles come out in the last two days, and I think both deserve at least a shout-out here. The first is a Chronicle Vitae “column” about teaching that has been well-received on Twitter. Give it a look if you’re interested in teaching….or trucks.
The second is a collaboration between my co-author Jonathan Poritz and I in the AAUP journal Academe. While it obviously shares some similarities to Education Is Not an App, I like it a lot because it’s such a good collaboration that I can’t tell where my ideas stop and JP’s begin. The one exception to that is the reference to the “shopfloor” in the title of the essay (as I’m the labor historian of the two of us) – and a few very stray references to Marxism/Leninism in the text.
This is the residual to what was the first conclusion to this piece, all of which ended up the cutting room floor. However, I want to resurrect a bit of it here for the sake of added value. While JP and I were discussing shared governance during the planning process for that article, it suddenly struck me just how unique shared governance is. After all, what other worker besides college professors have even a fraction of the control over the conditions of production that we do? We work alone. As long as we don’t make the mistake of using the learning management system there are few direct records of our work and our output is almost impossible to measure accurately.
I’m not saying that professors should have completely unfettered control over their workplace. That’s why it’s called shared governance, after all. However, our training and expertise has traditionally bought that us far more autonomy than most other workers. Technology is a threat to that autonomy. If you want to see why, look at practically every other post on this blog going back five or six years.
But – and this is where my epiphany come in – unlike skilled production workers, college professors don’t have to unite with anybody in order to control the means of production. By employing whatever educational technology best suits our needs, we can ride the wave of automation all by themselves – like my Chronicle Vitae piece suggests, automating the tasks that should actually be automated, and utilizing our skills to combat the edge cases that come up in teaching every day. Because we already control the means of educational production, we don’t have to give it up without a fight.
The problem comes up when either the labor supply expands beyond what the market can absorb – see Marc Bousquet on grad students as a waste product – or when technology enables our employers to try to re-define what learning is. Shared governance is our protection against both these kinds of changes. That’s why fighting for its continuation can be revolutionary all by itself.