Twenty years of schoolin’
And they put you on the day shift
Look out kid
They keep it all hid
—Bob Dylan, Subterranean Homesick Blues
On March 22, a prominent group of education bloggers agreed to provide statements loosely organized on the theme of “why faculty like me support unions.” Unexpectedly Stanley Fish, a career-long opponent of faculty unionism, joined them. “I recently flipped,” he confessed,”and what flipped me, pure and simple, was Wisconsin.” In particular, it turns out, it was reading new Brainstorm colleague Naomi Schaefer’s Riley’s assault on faculty bargaining rights in that newspaper you find under your door in cheap motel rooms:
What Riley fears is that if colleges and universities were unionized, teachers with far out, discomforting ideas couldn’t be fired. It’s hard to imagine a better argument for unions (and also for tenure)…. Riley makes no bones about it. Letting the unions get a foothold “could . . . make the environment more left leaning.” The message is clear: keep those unions out so that we can more easily get rid of the lefties.
There are layers of irony in Fish’s conversion on the road to Damascus, but it’s hard to argue with his reasoning: one of the lessons of Wisconsin is that academic unionism is one of the few effective bulwarks against ideological cleansing.
Framed as a dialogue between Walter Benn Michaels and himself, the piece is particularly worth reading for Michaels’ withering replies to Riley’s psychic channeling of Ayn Rand. After circulating the usual unfounded canard of faculty laziness, Riley quotes the chief executive of SUNY Buffalo comparing unionization to “belonging to a herd.” In reply, Michaels observes that his own department is amidst a union card drive and ranked in the top 20 nationally:
It’s the hard-working ones who want the union most. Why? Because we think that the people who actually do the teaching and the research should have more of a say in how the teaching and the research gets done. [S]ince when does having a voice in what happens in your own workplace count as belonging to the herd? The president of Buffalo, despite the fact that Buffalo is itself unionized, apparently thinks that rugged individualism consists in shutting up and doing what management tells you to do.
As you’d expect from someone who describes his view as the product of a “flip,” Fish’s contributions to the dialogue lack nuance and context: It’s hard to imagine that Fish has suddenly discovered that most faculty are a lunch bucket crowd, some of whom qualified for food stamps on the wages he paid them while whacking down a monster salary as dean.
In Fish world, faculty unions used to wear a black hat; now they wear a white one, and his realization came about because of what he saw on tv: a dastardly governor twirling his mustaches and tieing a virginal faculty to the railroad tracks. Only the white-hatted union can save the innocent now!
The reality, as anyone who has actually spent any time in the academic labor movement can tell you, is very different: Faculty unions have many flaws—and nearly all of them are the flaws of the membership themselves.
The lessons of Wisconsin and Ohio, at least in part, underscore just how seriously faculty and their unions have blundered—how we as a profession have been selfish, foolish, mean-spirited and short-sighted. All the ways, in short, that we haven’t been any better than Stanley Fish but, rather, quite a bit like him, or at least striving to be like him, cheerfully shooting hoops and piloting his Jag down the freeway while the academy burned.
Our Unions Are Not Heroic (Because We Aren’t)
So why do I support faculty unions despite their many imperfections? You could say that I’m a critical supporter of American unions generally: They reflect our virtues—too often expressed at the eleventh hour—as well as our flaws. Our unions are often the final barrier against unsafe roads and hospitals, ersatz education and filth in our food. Unions represent all of us, not just those who pay dues into them. A democratic society cannot exist without vigorous democracy in the workplace.
On the other hand, union memberships have failed to live up to their own ideals for most of my adult life—30 years now. Faced with the difficult challenges of a politically reactionary era—such as hostile regulation, outsourcing, forced volunteerism, and perma-temping—union memberships in every walk of American life have taken the path of least resistance, securing the benefits of older workers and selling out the young.
The members of education unions have been no exception. Faculty represented by the big education unions have turned a blind eye to the hyper-exploitation of student labor, the conversion of jobs to part-time and volunteer positions, the outsourcing of staff and the hostile regulation environment governing collective bargaining in private schools.
But blaming “unions” for the failings of their membership is like blaming the hammer for smashing your thumb. It’s not the hammer’s fault if it’s idle while you’re sitting in front of your television instead of helping mend your neighbor’s fence.
I support unionism the way a carpenter supports tool use. Unions can be misused or neglected by their members, but they’re indispensable to the job of democratizing and diversifying our workplaces, maintaining professional integrity and autonomy, and sustaining high standards in teaching and research.
The current crises in Wisconsin and Ohio have many lessons for faculty in higher education and their unions. I’ll just put forward five for now:
1. Tenure must unite the faculty, not divide it. The single most corrosive faculty myth to emerge since 1970 is the ludicrous notion that tenure is a merit badge for faculty with research-intensive appointments. The biggest reason higher-education unions are powerless is that we’ve allowed administrations to cast the overwhelming majority of faculty on teaching-intensive appointments out of the tenure system: “Oh, they’re not real professors, they teach in a less prestigious university/just undergraduates/in the lower division/community colleges.”
Compare this pathetic, near-total collapse of professional identity, much less of solidarity, to the response of police and fire unions in Wisconsin, who defied the governor to support other public employees not even in their own professions—even when he exempted their unions from the ax.
2. Maximize the movement, not the revenue. Organizing graduate students and nontenurable educators would have made perfect sense in terms of sustaining a labor movement in education. But education union staff operating unapologetically under “revenue maximizing” principles have been slow to invest in the movement’s future, scoffing at the paltry “return on investment” of organizing folks already so poorly paid. (Which explains the inroads made by UAW, AFSCME, and SEIU among the nontenurable.)
Ditto for private schools affected by Yeshiva: the big unions have made a few challenges to this decision—all in all, a weak and sleazy piece of judicial activism that only passed 5-4 because of swing voter Stevens, who apparently hadn’t yet had enough of what he later called “on the job training.”
Today, Ohio public-campus faculty are facing Senate Bill 5, a bitter plateful of the fruit of the major unions’ failure to confront Yeshiva. Having shrugged off the decision when it applied only to private campuses, the unions are in a far weaker position to contest the application of its principles to public faculty in any U.S. state—ginning up already not just in Ohio and Wisconsin, but Alaska, Florida, and beyond.
Things could have been very different. Addressing the hostile regulation environment of private campuses is similar to the situation of organizing in right-to-work states: It would have required much more effort and involved much smaller economic returns, but it would have paid off in solidarity, sustaining a broad-based union culture in the academy, which in turn could have led to a legislative solution … which would have prevented the present specter, of a domino effect, with “monkey see, monkey do” application in one state legislature after another.
3. “It’s a great job if you can afford it” and “I don’t do it for the money” are racist, sexist sentiments. I’ve written about this many times before. Even in Wisconsin and Ohio, the police unions are more diverse than the faculty unions—because the extreme wage discount unfairly segments the academic workforce by race, class and gender. Only a small number of persons, disproportionately white, can afford the extreme economic irrationality of most forms of higher education teaching appointments. Defending irrational compensation schemes on the grounds that persons who start out on third base economically are “doing what they love” is really defending a system that denies everyone else a fair shot at doing something they love. The struggle to make academic compensation fair is a struggle to enormously enlarge the academic talent pool: Way too many black and brown intellectuals are working at the DMV, fighting wars, and walking a beat instead of teaching at the state university. Too many teaching positions are filled by persons who can afford to work for the status compensation of saying “I work at the U.,” rather than the most qualified.
Every time someone with wealth, parental or spousal backing, and/or high household income brays about how they’d do the job for free, they put another brick in the wall in front of those who don’t have those advantages.
4. There is no democracy without active, embodied participation. Emma Goldman shocked the feminists of her day by saying that they shouldn’t prioritize winning the vote, that voting can provide the satisfying feeling of political participation without the substance. The struggle in Wisconsin has made clear to faculty that our politics can never be just teaching and writing, but has to be made real with boots on the ground and bodies in the street. If every professor’s coffee-shop oration and blog comment were instead a knock on the door in the effort to recall the power-grabbing state senators, the battle would already be won.
5. Leadership comes from below. It’s hardly accidental that Walter Benn Michaels’ grad students unionized a decade before he did. The cutting edge of education unionism always has been, and remains, the working-class intellectualism of ordinary schoolteachers and parents. In the far less accomplished sector of higher ed, the best thinking can often be found among graduate students and nontenurable faculty, who represent nearly 80 percent of the teaching force.