It seems a fair amount of academics, especially women, suffer from impostor syndrome, “a constant fear of being discovered to be a fraud and a charlatan.” Self-doubt is surely a universal human trait, but we vary in our ability to suppress, ignore, and/or manage such feelings. What is perhaps somewhat unique about impostor syndrome among academics is that “it’s the successful who tend to suffer from it: In order to feel like you’re faking it, you need to have already reached a certain level in your discipline.” As Kate Bahn puts it, it’s “a twisted version of the Socratic paradox—the more you know, the more you feel like you know nothing.” I once calculated that for every book I read I find myself discovering at least ten new books or articles I feel I need to read. That means that if I read a book a week there are about five hundred and twenty new books on my list by the end of the year, each of which feels urgent and essential for my own intellectual development. One’s awareness of the vast body of knowledge we don’t know is actually part of what makes us “experts” but the price we pay for this expertise is a kind of self-doubt. It is always possible that the next book will contain the golden nugget we are searching for.
Savage Minds welcomes guest blogger Takami Delisle. Tak currently works as a medical interpreter for Japanese patients and helps run an organization for anthropology students of color. You can read the first installment of this piece here. She also has her own blog. If you’re interested, please contact her through Twitter @tsd1888.
Toward Living with (not Under) Anthropology
by Takami Delisle
Looking back on those years when I was perpetually in fear of disappointing my professors, I realize that’s when I began to question the whole point of anthropology. I wasn’t alone; there have been many discussions out there about what anthropology can teach us, what we can do with it, and what anthropological knowledge means (e.g., Anthropologies, Issue 1, and Ryan’s open thread on who owns anthropology). Among them I encountered a handful of anthropologists questioning the validity of academic anthropology. I felt vindicated – I too am in disbelief of academic anthropology, because what it seems to be doing is producing its own kind of species of “anthropologists,” claiming that they are the only real, true, and legitimate anthropologists. If the goal of anthropology is to better understand humankind and help make the world an equitable place, now would be a good time for these academic anthropologists to take a good look in their own backyard. Those who are leading the next generations of anthropologists have to learn not to take themselves too seriously, not to be arrogant. They owe mentorship and respect to their students, the future generations of anthropologists, before claiming how righteous, intellectual, and special they are.
Earlier this summer here at the Savage Minds editorial offices, we had a temporary informational mishap that led some of our staff to believe that the mega-publisher Elsevier had purchased Academia.edu and, possibly, the rights to all of our first born children. This insider intelligence had us all on the edges of our figurative seats for about 11 tension-ridden minutes.*
In the end, the intel turned out to be incorrect and we all let out a collective sigh of status-quo-preserving relief. For a minute there we thought we might have to get all up in arms and start checking the oil in our X-Wing fighters and such to fight the big Open Access battle of the century. No need. Stand down folks, stand down.
But the false alarm got me thinking of the time that Elsevier issued more than 2,000 take-down notices to authors who had illegally posted articles on Academia.edu. This was back in 2013. Remember that? You might not. But. It. happened. That was the time that a bunch of scholars get all bent out of shape at the Big Evil Publisher that had committed the dastardly act of exercising its legal rights! The nerve! The gall! What right does that Big Evil Publisher have over work that authors freely and willingly gave away via signed author agreements? I mean, seriously, what those publishers are doing is an outrage. Right? Who has the time to read the author agreements? Is there even any text on those agreements? Who reads any fine print these days? Continue reading
Earlier this year we conducted the Savage Minds Reader Survey. Kerim described some of the demographic results in this post. Here I’ll provide a very brief recap. The majority of the responses came from readers in North America (62.8%) and Western Europe (16.7%). In terms of gender, 57% chose “female,” 43% chose “male” and two chose “other.” About 70% of the responses came from people in their 20s and 30s. Seventy six percent have either a PhD or a Master’s degree. Finally, to add one demographic detail to Kerim’s summary, when asked about their ethnicity, about 81% of the respondents chose “white” (244 out of 302 respondents).* For the rest of this post I’ll be talking about education, work (employment), and debt. Continue reading
Savage Minds welcomes guest blogger Takami Delisle. Tak currently works as a medical interpreter for Japanese patients and helps run an organization for anthropology students of color. You can find her on Twitter @tsd1888 and she also has her own blog. If you’re interested, please contact her.
Toward Living with (not Under) Anthropology
by Takami Delisle
I have spent most of my American life doing anthropology. I think about and with anthropology when I observe the world around me, whether watching the news or listening to friends’ conversations. It’s not that someone is forcing me to do so with a knife right at my jugular, but it’s that anthropology has been one of the biggest passions I have ever had in my entire life. Coming home after my very first cultural anthropology class, I felt as if I had just been awakened by something magical. I still remember the sense of thrill when I declared my major as anthropology at my first U.S. university. I sat in the very front row in every single cultural anthropology class like a little kid watching a cartoon right in front of the TV.
What drew me into anthropology is that it opened a door to a wide-open space where I was encouraged to ask questions that I had never felt allowed to voice – like Japan’s appalling gender inequalities, Japanese corporations’ socioeconomic exploitations overseas, and the central government’s ill treatments of Okinawa. Anthropology gave me opportunities to critically and objectively reevaluate the country where I was born and raised, the place I often took for granted. It’s not that anthropology gave me answers to all of my questions, but it did bring me closer to the answers.
My first anthropology graduate program did not betray my expectations of anthropology. The seminar “Poverty, Power, and Privilege” was the most instrumental for strengthening my passion for anthropology. It provided me with theoretical and analytical tools to trace social injustices back through history – to see where they came from and how they changed over time. This seminar taught me to look at the bigger picture when it comes to inequality, and to pay close attention to issues of power. Everything about the seminar blew my mind.
I also learned what it means to be a good anthropologist from this graduate program, which had incredible, worldly-minded teachers who were also good mentors. For instance, after I submitted the final draft of my master’s thesis to my faculty committee members, one of them, who was also the department chair, e-mailed me his comment, which started with, “I want to thank you for teaching me about this important community” – his humbleness taught me to be humble, as I also thanked many of my own students for teaching me things I didn’t know. Another professor, who didn’t believe in the value of testing and grading his graduate students, asked us in his seminar to write what each of us found the most intriguing about the seminar, instead of giving us a final exam – his consistent practice of the principle against the standardized education taught me to be loyal to my principles. When a white student in one of my discussion sections complained about the class materials on racial issues and accused me of being a racist toward whites, the professor whom I was a TA for asked me to let him directly speak with the student to defend me, instead of telling me to ignore the incident – his courage to pursue justice taught me to stand up to injustice. When I brought the dilemmas and difficulties that I had encountered during my research fieldwork to my advisor, instead of telling me to figure them out on my own, she patiently listened, worked out strategies with me, and suggested to incorporate these encounters into my research data and thesis – her mentorship taught me to stay motivated, to keep pushing forward. I was entirely impressed, when another professor, who was often quite harsh on me, stood in front of the whole seminar at the first meeting of the semester and publicly admitted that she was wrong for her vehement disagreement with my argument in another seminar during the previous semester. Her honesty and integrity as an anthropologist taught me to be committed to anthropological inquiries. All these professors helped solidify my deeper understanding of what anthropology should be as a discipline.
The following is an invited post by Sarah Williams and Jennifer Gibson.*
“It’s business as usual at University of Toronto”, the Provost’s messages proclaim. These messages, meant for students and the media, assert that CUPE 3902 Unit 1’s decision to strike has had no impact on undergraduate classes or the daily operations of Canada’s largest university, recently ranked number 20 in the world. This union represents more than 6,000 graduate student employees. The provost’s claims seek to undermine both the value and importance of graduate student labour and justify the administration’s hard line against raising the minimum funding package, stalled at $15,000 per year, to an amount closer to, though not exceeding, Toronto’s version of a poverty line, the “Low Income Cut-Off” (LICO), which is $23,000. However, underneath the calm and unaffected airs of the university administration lies the reality that over 800 undergraduate classes and tutorials are no longer meeting or have been cancelled for the duration of the strike. As finals draw closer, so too does the possibility that students’ graduations may be delayed.
At base, the aim articulated by striking CUPE 3902 members is one of structural change to the funding relationship between graduate students and the university. The guaranteed minimum funding package achieved as a direct outcome of this union’s last strike, fifteen years ago, has dramatically diminished in real wage value thanks to the rapidly rising cost of living in one of Canada’s most costly cities, and has not seen any increase to account for inflation since 2008. Meanwhile, tuition––particularly for international students––continues to climb to the maximum rates legal in Ontario ($8,000-20,000––the highest rates in all of Canada). Combined, it is these two issues that have led to the now 21 day standoff between graduate student contract workers and the administration. If any tentative agreement is to achieve ratification, two core demands must be addressed: meaningful increases to the minimum funding package, and significant reductions in post-funded-cohort tuition. Continue reading
In case you didn’t know, today is National Adjunct Walkout Day. If you need to catch up, here’s a good piece from Democracy Now. For some more background, check out this recent piece from Inside Higher Ed. It’s a good day to think about all those adjuncts, lecturers, part-timers and other contingent workers in academia–and what the university is, perhaps, versus what it should be.
Most importantly, I think, it’s time for those who are doing relatively well, and in relatively stable positions, to think about the current labor situation in academia, and how that is affecting the system as a whole. As Sarah Kendzior argues, this is everyone’s problem, not just those who are working those low-paying, contingent academic jobs. If we’re going to do something about this issue, it’s going to require attention–and solidarity–across the academic ranks. The tenured, the retired, comfortable, and the secure need to pay attention and speak up…right alongside these adjuncts and others who are putting themselves out there to raise awareness. Now, onto some links and excerpts (from me and others). Please feel free to share your links, comments, and thoughts below. Continue reading
The following is based upon a conversation about the implications of Open Access that Jeremy Trombley and I have been having over the course of the past few weeks. Please do add your own thoughts below. Jeremy blogs at Struggleforever.
Ryan Anderson: So I just finished grad school, and I’m focusing on publishing some articles. I remember a while back you mentioned that you want to commit to publishing all Open Access (OA) articles, and I am right there with you. I think it’s important to push OA forward through our own work. Have you started looking into this?
Jeremy Trombley: OA is always in my mind, but I haven’t had the opportunity to publish too much yet so it hasn’t been a major issue. I have one co-authored with my advisor in a journal called Estuaries and Coasts, which has the option of publishing OA. But now I’m in the process of writing three(!) articles, and I’m thinking about where to publish them — if I ever get around to finishing them.
So that’s where I’m at, I guess. I think it’s a real challenge as a grad student trying to get publications so that I can get noticed so that I can maybe — if the stars align, and I pick the right lotto numbers, and my I Ching comes out well — get a job when I graduate. At the same time, I’m increasingly wondering if I should even bother with academia or focus on learning skills that might be useful in the “real world” — which I want to do anyway, but it’s hard to balance with all the writing, reading, etc. I have to do otherwise.
RA: I hear that. I spent so much time with anthropologies and Savage Minds during graduate school that I didn’t make much time for publishing in journals. Continue reading
Earlier this year I posted two informal student debt surveys here on Savage Minds as part of the Anthropologies issue on Student Debt. Both of these surveys focused on student debt in anthropology. Here at long last are some of the results. (Sorry for taking so long to get to this…I was writing a dissertation over the last nine or so months.)*
There was a lot of data to sift through. In this post I’ll discuss the first survey, which had 285 total responses. We’ll start with the highest level of education attained. Thirty-four percent have completed their MA. Thirty-three have completed their PhD, fourteen percent have completed an undergraduate degree, nine percent have completed “some grad school,” six percent have completed between one and three years of college, and another six percent chose “other.”
Fifty-six percent of respondents said they are not currently enrolled in college or grad school. Forty-six percent are enrolled. Two percent chose “other” when asked if they are currently enrolled.
In terms of current employment status, forty-five percent have a full-time job, twenty-two percent have a part-time job, nineteen percent are unemployed, and fourteen percent chose “other.”
The majority of responses came from socio-cultural anthropologists (59%), followed by archaeologists (18%), biological anthropologists (13%), and linguistic anthropologists (3%). Eight percent chose “other” when asked about their disciplinary niche within anthropology.
Now we get to the subject of debt. Continue reading
This is the second part of my interview with Karen Brodkin. Part I is here.
Ryan Anderson: All of this has me wondering how this is happening in US anthropology. As a discipline, we have this sort of pride that comes with our Boasian legacy of anti-racism. But your work seems to indicate that something is terribly amiss. Despite all of our rhetoric about anti-racism, it turns out we have some serious internal problems when it comes to race and diversity. In your view, how has this happened and why do we tell ourselves such a different story?
Karen Brodkin: In its institutional profile, anthropology is not much different from other white-majority institutions, and like them, we also think we’re doing better than especially non-white anthropologists think we are. I’ve used “white public space” to highlight the different views that white and racialized minority anthropologists have about anthropology’s racial climate. But knowing that only raises two more questions. What are the specific practices and narratives that have led anthropologists of color give the discipline’s racial climate low marks over some 40 years? And, what are the positive changes anthropologists have been making within their departments and scholarly networks? Both these efforts and conversations about them need a bigger public profile within the discipline. Continue reading
The following is an interview with Karen Brodkin, Professor Emeritus in the UCLA anthropology Department.
Ryan Anderson: You co-wrote an article back in 2011 with Sandra Morgen and Janis Hutchinson about anthropology as “white public space” (AWPS). What’s your assessment of the state of anthropology three years later? If you could add an “update” to this article, what would it be?
Karen Brodkin: The short answer is that anthropology is still white public space, especially in the consistently different ways that white and racialized minority anthropologists see race and racism in anthropology departments and universities. This is my reading of results of the 2013 online survey of the AAA membership (more on that in a minute). What I’ll do here is summarize the findings of the article, and then survey findings that buttress, complicate or contradict them.
AWPS was based on a survey of about 100 anthropologists of color about how they experienced anthropology. We used “white public space,” to sum up attitudes and organizational patterns that told anthropologists of color that they and their ideas were not real anthropology.
The 2013 survey (referred to hereafter as TFRR) was developed by the Task force on Race and Racism appointed by AAA president Leith Mullings (full disclosure, Raymond Codrington and I were its co-chairs). More than 15% of the membership, 1500 people, mostly white, took it. Half were faculty. We reported findings to the AAA Exec Board June 2014. Continue reading
UPDATE: Read comments for statements from the AAA and the UIUC anthropology faculty and graduate students.
UPDATE 2: Here is the official AAA blog post with the letter that was sent to UIUC.
In the week since Rex’s post on the Salaita case things have been moving fast. So fast that (unlike Corey Robin) I have a hard time keeping up. As of today, six departments at UIUC have taken votes of no confidence in the university leadership, with the number expected to rise to ten by the end of the week. Add to that seven academic associations which have issued letters condemning the university’s handling of the case, as well as numerous talks, conferences, and other events which have been canceled by scholars boycotting the university, and it is safe to call this a “movement.”
This week, I embark on my 12th year as an adjunct at the College of Southern Nevada (formerly the Community College of Southern Nevada, which I much prefer — they changed the name in a bid to sound classier). For the last 11 years, I’ve taught intro-level anthropology, even as my career shifted from academia into the museum world.
Teaching is a choice for me. I have a full-time job, a MORE than full-time job, running the Burlesque Hall of Fame, and much of what little spare time I have left is spent as a caretaker for my father (who suffers from Alzheimer’s) and maintaining some kind of social life, but when I can pick up a class, I do. I enjoy the classroom experience, and if you’ve ever worked at a community college, you know how rewarding it can be.
My classes are typically full of very bright, hopeful young people (along with a scattering of returning students and retirees) who have been terribly served by the educational system. Many of them are minorities and/or from poor families, which means not only has their K-12 education been abysmally bad (on purpose, I’d argue), but so has the rest of their lives during their developmental years. Continue reading
[The following is an invited post by Arpan Roy. Arpan is a student of anthropology and currently an instructor of English and linguistics at An-Najah National University in Nablus. His research interests are activism and dual narratives in Israel/Palestine.]
Although I was instantly moved by the Palestinian narrative from the moment I learned of it, it would be years before I knew any Palestinians. Nor did I know any Israelis. Yet, in the bohemian subcultures of urban America, you could say that I, in the ironic words of Najla Said, ‘grew up as a Jew.’ Jews were friends, ex-girlfriends, band mates, co-workers, classmates, bosses, and professors. Some broke from the dominant Zionist narrative, while others did not. Usually we didn’t talk about it. There was enough going on with my own coming of age to get into world politics. Somehow I missed the second intifada.
Soon I’d have more to say. Once, in San Francisco, a band I was playing in broke up when the harmonium player stormed out of practice after I debuted a new song about Palestine. A few months later, in 2006, I was traveling in South America when the Second Lebanon War broke out. I was surrounded by herds of Israeli backpackers fresh out of the military. It was difficult for me not to separate the scenes of destruction I read in the news from the aloof and giddy young ex-soldiers let loose on the streets of Cuzco and La Paz. More than a few conversations went late into those nights.
Shore, Bruce M. 2014. The Graduate Advisor Handbook : A Student-centered Approach. Chicago: University of Chicago Press
I’m a big fan of the University of Chicago Press’s series on academic life (disclosure: this may be because I went there for graduate school). Their series on writing, editing, and publishing features several of my favorite titles, and their younger series on ‘the academic life’ has also gotten off to a good start. So I was optimistic about Bruce Shore’s The Graduate Advisor Handbook: A Student-Centered Approach. Having read it (disclosure: I received a free review copy), I don’t feel like it’s the Final Statement In Human History About Advising Graduate Students. But I do strongly recommend that you read it, especially if you are new faculty or a new graduate student trying to get a grasp of what good advising looks like. Continue reading