Beyond Just Talking

OK, so we just had our own little in-house symposium on world literature/s that I've been blogging on a bit lately (and on which more to come) that we're thinking of expanding for next fall, but if there's one place I could be this weekend besides home grading, it would be the Rethinking the University conference that Marc Bousquet has been blogging about lately at How the University Works. I'm particularly interested in the calls there to "teach the university," as I've been doing something along those lines the past few years and will have a chance to do it again next fall, once for undergrads entering the major and again for Master's students entering the graduate program. If anyone in Blogoramaville has any suggestions on how to revise my approaches to raising these issues with students, chime in!

On Teaching World Literature/s, Part I: The Value of Just Talking

I'm still processing the 3-hour-long discussion on world literature/s that members of my department had this past Sunday (the last hour of which I missed due to a nasty sinus infection that's hit the Full Metal Archivist just as she enters the home stretch of her MLS program's semester--ugh!), and with grading and advising taking up the rest of this week, I won't be able to do more than a few quick hits on it this week here.

Our original plan was to focus in the first hour on concepts and theories of world/global literature, use the next hour for breakout sessions on how and what and why we teach what we do in the world literature courses that we teach, and then turn to issues of goals, mission, requirements, and curriculum in the final hour. The point wasn't to come up with any proposals or voting items, but to take some time to hear each other out, learn about the history of the department, consider how the issues and debates in the scholarly literature play out in our teaching experiences, and so on. What was great was that we had one emeritus professor (and former dean) and one full professor who could fill the rest of us in on the discussions and planning that went into the shift in the early '90s from a British/American-survey-based core to a world genre-based core; a handful of recently-tenured people who could speak to our intellectual journeys in our time here, partially as a result of teaching in that core; and a good number of new and relatively new hires who could bring fresh eyes to our majors (English and English-Adolescence Education). What was also great was that we could have the discussion without a sense of looming crisis: long before my cohort came here, we were one of the most influential departments in campus governance and we've done a lot of serious work to continue that tradition in the past decade; we have a very high percentage of majors per graduating class relative to the national average in English; and we just had an amazing Open House for admitted students the day before, the largest in the university's history, in which every student I talked to said that we were already their first choice. (That didn't stop those of us at my table during lunch from venting over assessment, accreditation, the SUNY system's misguided approach to general education, and NY State economics/politics, of course.) What wasn't so great was that due to travel, health, birth, leaves, and other matters, some key people had to miss the symposium. On the bright side, that meant those of us who were there could be a bit more informal and flexible than we had originally planned. In fact, we actually had an intense two-hour-straight discussion on our first two topics as a full group, without having to break out into smaller groups--or even break for a snack!

I won't use this post to get into the actual issues we discussed; what I want to focus on instead was the value of the discussion itself. When I arrived here in 1998, the new faculty had plenty of time to talk in the hallway, drop in on each other's offices, hang out downtown together, have each other over for meals, and generally get to know each other and the established faculty quite well, both in personal and professional terms. Over the course of the ensuing decade, I've found that my time is much less my own. This is not simply due to a shift from being single the first half to starting a family the second half, although the fact that so many people in my department and our wider circles of friends have been making the same shift has obviously had a huge effect. But in my experience, what's had an even bigger effect is a marked increase in workload, particularly in service. Increasingly, my time on campus has been eaten up by meetings and preparations for meetings. Even though I've eliminated union service this year (thanks to ballots for the 2007 elections taking forever to reach me in Japan) and cut back sharply on university service (I'm back on the University Senate this semester and was just nominated and voted in to be its Vice Chair next academic year, though, so that's coming to an end), the intensity and stakes of department service have taken me by surprise. What this has meant is that besides the mentoring I've been doing this year (and can I add how pleased I am that 2 of the 3 I worked with as associate chair want to continue working with me?), I've barely had time to sit down and talk with anyone in my department, including my best friends, for more than a few minutes at a time.

So just taking the time to have an intellectual/professional discussion with my friends and colleagues was--how shall I say it?--great fun. Even more fun than listening to my colleagues whom I invited to speak with my students in my introduction to the major half-semester seminar or participating in the Theory Live series one of my new colleagues organized this semester (on which more later). It's funny what a pleasure it can be to simply hear what we think and why, what we've done and how it's worked, what issues we have with the world literature core and what we ought to do about them/it. And to realize how much I missed this kind of exchange. Next in this series: what kind of exchange it was.

On World Literature/s

Since the early 1990s, my department has placed world literature at the core of the English major--students here have to take 3 of 4 courses in an introductory genre-based world lit sequence--but since I've been teaching here we've never really sat down and systematically examined what we mean by "global literature," how we approach teaching it, and how we might improve on the goals and requirements of our major. That's going to change later today. We'll be building on an earlier Global Studies conference we co-organized and responding in particular to a few pieces from the University of Wisconsin-Madison's World Literature/s Research Workshop, 2007-2008:

• the introductory distinction proposed by the workshop organizers between World Literature and World Literatures:
  
  

  World Literature - in the singular - seems reserved for the repository of the timeless wisdom of the world, the best representation of the multitude of narrative forms and traditions around the world from the antiquity to the present. World Literatures - in the plural - however, is unreflectively used for contemporary literature written in and/or translated into English and other languages of European descent. Marketed as exemplars of the contemporariness of the world, such literary works make their way into the classroom through courses and series on “World Literatures.” The seemingly democratic plurality ascribed to the noun, however, does not guarantee this body of works the singularity reserved for the repertoire of “World Literature.” The contemporariness of “World Literatures” creates the impression of their being ephemeral; their multifaceted and purportedly chaotic ambition is often measured against the timeless and eternal value inscribed to representative works of a national or a linguistic canon assembled under the rubric “World Literature.”

  
  
  
• Franco Moretti's "Conjectures on World Literature" (2000) proposes a method for studying world literature: "Distant reading: where distance...is a condition of knowledge: it allows you to focus on units that are much smaller or much larger than the text: devices, themes, tropes--or genres and systems" (57). He takes as one example the "rise of the novel" around the world, and draws the following conclusion from it:
  
  

  if after 1750 the novel arises just about everywhere as a compromise between West European patterns and local reality--well, local reality was different in various places, just as western influence was also very uneven: much stronger in Southern Europe in 1800...than in West Africa around 1940. The forces in play kept changing, and so did the compromises that resulted from their interaction. (64)

  
  
  He suggests that this compromise is not just a matter of form and content alone, but something that expresses itself in the narrative voice itself, as well. And he concludes that tracing out national phylogenetic trees and global diffusionist waves are two competing approaches to analyzing world literature.
  
  
• David Damrosch's definition from What Is World Literature? (2003): "all literary works that circulate beyond their culture of origin, either in translation or in their original language" (4); "a mode of circulation and of reading" (5) that casts a work as both literary and worldly (6). By literary, he suggests inclusiveness in response to the debate over whether world literature consists of "an established body of classics, an evolving canon of masterpieces, or multiple windows on the world" (15), but points out problems with each, as well. By worldly, he argues that "works of world literature take on a new life as they move into the world at large, and to understand this new life we need to look closely at the ways the work becomes reframed in its translations and new cultural contexts" (24). Along the way, he offers advice on avoiding cultural and critical imperialism, presentism, literary ecotourism and cultural Disneyification, total immersion or airy vapidity, and other dangers of reception and production attendant upon translating, editing, and reading world literature. And he suggests that Moretti's choice between a tree or a wave viewpoint on world literature and between close and distant reading techniques is too stark.
  

More on this after our symposium. The Valve's Moretti book event and the online journal Words Without Borders make for interesting reading in the meantime.

Sisyphus for President!

Things are tough all over public higher ed, it appears. But Sisyphus over at Academic Cog has the answer. Who better to run the UC system than someone with on-the-ground experience in how it really works?

Come on, Blogoramaville--are you with her?

On Funding Public Higher Education, Part VII: New York State Budget Webquest

Rather than continue hijacking the comments thread at my IHE column, I'll simply point out here that the crisis in the New York State higher education budget, which pits SUNY vs. CUNY and public colleges and universities vs. privates, is coming to a boiling point.

Here's some testimony from late January that's worth recalling today:

CUNY Chancellor Matthew Goldstein, Co-Chair, Commission on Higher Education

Alan Lubin, Executive Vice President, New York State United Teachers

Barbara Bowen, President, Professional Staff Caucus-CUNY (with related materials)

Fred Floss, then-Acting President, United University Professions

And for context, see the report of the American Association of State Colleges and Universities on the Top Ten State Policy Issues for Higher Education.

I wasn't planning to blog on this so soon, but I guess I won't have the luxury of perspective or reflection. More when I get back from a campus event!

April Fool's Day Came Early This Year

I was pretty familiar with the quality of Inside Higher Ed's commentariat before agreeing to write a column for them, but it appears I've been spared the worst of the usual dreck. I was hoping to pick up a few trolls here out of the whole deal, but no dice.

Thankfully, though, the few comments that did appear from L.L. and Buzz provided much-needed comic relief for the start of the post-spring break rush. It's hard to tell whether

a) they read the title and the blurb only and rushed to comment without reading my piece itself;
b) they misread my piece almost completely;
c) they really expect to influence any colleges or universities in the Billion Dollar Endowment Club that read my piece, see the light, and set up a committee to give out a few million dollars before the end of the semester; or
d) they're cleverly trying to illustrate the lack of value of their own public university degrees by demonstrating what little they got out of them.

Any other options I missed?

Dear New Readers via Inside Higher Ed

Yes, this blog is "chiefly about Hawthorne matters." Just not lately.

But I can say that Hawthorne would have appreciated the writing in the latest J-Drama that the Full Metal Archivist and I have been watching together on Veoh. So much of Bara no nai Hanaya reminds me of The Scarlet Letter--in particular, its plot compression and dramatic economy, its probing of the ethical tensions within and between different forms of love, its bending of the conventions of the romance to address the social tensions of its day--but it puts a dead mother in the place of the vacated seat of the patriarch. Come to think of it, if The Wire is tv's best modernist novel, then Bara no nai Hanaya may well make a case for the superiority of Hawthornean romance for television today. (How's that for a provocative thesis about the relative value of one show I haven't seen at all and another whose final episode I literally can't wait to be fansubbed? Who says evaluative criticism is dead?)

Once the semester is over, I promise to return to research blogging, which mostly means Hawthorne blogging. Looking over my posts from the first few months of CitizenSE's existence, I'm surprised--and delighted--at how many threads I left hanging. But until then, this will remain the academic/family life blog it has morphed into since our return from Japan last August. Feel free to look around the place and leave a comment, and thanks for dropping by.