1) A speculative thought on class in the US, prompted by @jbouie's excellent newsletter, in which he quotes (to take issue with) this miserable assessment of the capitol insurrectionists by Caitlin Flanagan in The Atlantic ...
2) @jbouie concludes, correctly and contra Flanagan, with this. Which honestly made me think of class in 18th c. Britain, in the sense that ...
3) ... we're not quite talking about 'lower,' 'middle,' and 'upper' classes, but a more fine-grained 'class' system of socioeconomic ranks, as in the 18th c. To explain ...
4) You have people in ownership and managerial roles who nevertheless lack something like cultural capital. They aren't the proletariat, but they aren't 'upper class' in many of the connotations of that term. And the people rightly condemning this group of insurrectionists ...
5) ... include the flip side, people who are highly educated workers, not owners or managers. No major insight here from me on this one: people in the former group call adjunct professors making 25K/year 'elites,' and get away with it. ...
6) All of this, taken together, suggests a class system that looks much less like the tripartite structure most Americans are raised to believe is how class works in this country, and more like complex 18c system of socioeconomic ranks based on money, family, trade, etc. ...
7) As someone who's used to guiding students through counterintuitive class issues in 18c novels, like why low-income clergy have status, or why an overextended earl looks down on a rich merchant, I'm seeing comparable confusion in how we talk about class in the US today. /end
Addendum: For more on the (roughly 40) 18c English socioeconomic ranks, see G.E. Mingay, _English Landed Society in the 18th Century_: books.google.com/books/about/En…
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Whereas I have tons of pedagogical chill (being patient, supportive, encouraging, looking for the good in student work) the material I teach has no chill. Sometimes I wonder what students think of that.
Sometimes I feel bad about the prospect of students coming to my course because of what they've heard about me and then I'm like 'Cowley was the last of the metaphysical poets according to Johnson...let's talk about Aristotelian referentiality and anti-Ciceronianism...'
'You've signed up for a literature course...Let's talk about the emergence of 'Literature' at the end of the 18th century and why we're not reading any of that...'
1) I've said for years now that 'STEM' vs. 'humanities' is a silly and destructive dichotomy, as is the blame game that goes along with it. I've also said non-biz 'STEM' fields will face pressure similar to 'hum' fields. Viz., cuts to the math dept. at Murdoch U:
2) By 'non-biz' I mean fields without a direct biz application & that don't pull in profit for the institution. 'STEM' marketing relies on the 'T' and the 'E,' & 'STEM' has been valuable branding as biz incentives have increasingly driven higher ed governance & policy choices. ..
3) The 'S' and the 'M' won't be able to ride this marketing wave forever. People will realize an English degree and a biology degree have near identical employment prospects and start asking ?s of biology they now do of English. ...
1) Quick thread about tenure (I'm up for tenure right now). I value the prospect of tenure. Highly. I don't think people like Dean White at UC Boulder understand that if you take that away then people like me work elsewhere, including in another industry altogether. ...
2) I quit a consulting job to get a PhD in English. In 2008. I wasn't naive abt what it meant for my financial & employment prospects to make that decision. If you're thinking, whoa, that was stupid, I don't agree, but that should tell you how much I value the prospect of tenure.
3) I wouldn't have quit my job to do a PhD if there were no prospect of tenure. Notwithstanding the impression you have by now from this thread of my appetite for risk, I'm an extremely risk averse person. The best I can explain this is with a poker analogy (sorry). ...
1) Thread for literature scholars and psychology researchers, both of whom will be cranky with me but for different reasons. Let’s talk about ‘Literary’ versus ‘Popular’ or ‘Genre’ fiction in this new(ish) study about their effects on readers. psypost.org/2020/10/readin…
2) Here’s how the authors of the study distinguish between Literary and Popular fiction:
3) Lots of interesting stuff in here, much of which literature scholars would agree with (that's part of the problem, I think, and will explain). But I'd break it down roughly this way:
1) You’ll sometimes hear reporters for right-wing campus ‘watchdog’ groups (pressure groups to chill faculty speech) working the non-newsworthy professor Twitter beat say ‘I’m just reporting, I don’t want my target to get threats and harassment.’ I think that’s genuine. HOWEVER..
2) It’s like you’ve watched someone lob a water balloon into a crowd of 100 about 1000 times, and some of those times it was even you who threw the balloon. ‘I was just observing the trajectory, I didn’t mean for anyone to get wet.’ ...
3) You really need to stop and think about what you’re doing. There’s no plausible deniability here. You’re part of an apparatus designed to chill faculty speech by leveraging media networks to whip up angry mobs that threaten and harass the targets and call for their jobs. ...
1) I started as an economics major and now teach and study literature for a living. Here's a short Monday morning thread (especially for students) on how that happened and why I still value perspectives from where I started.
2) In college I paired political science w/ econ, ended up dropping econ for legal studies (thinking I'd go to law school). Let go of econ bc the people teaching it to me were speaking of certainties that didn't seem at all certain. I lost trust in it.
3) This experience prejudiced my orientation to the social sciences in general. By the time I realized this and mustered the resolve to change something, I was about to graduate. I took one literature course in college, a Victorian lit. survey. That's it.