Category: Academia

While Justice Everywhere takes a break over the summer, we recall from our archives some of our memorable posts from 2016-2017.

Here are four good reads on matters of academic practice that you may have missed or be interested to re-read:

Mollie Gerver’s ‘Blind Reviewing for Workshops‘

Bruno Leipold’s ‘6 Tips for Graduate Political Theory Students‘

Maeve McKeown’s ‘Support for Early Career Researchers, Increase Diversity‘

Andrew Walton’s ‘Writing a Good Referee Report for a Journal Article‘

What’s the best way of digesting student teaching evaluations?

This is a difficult question to answer, even for an experienced teacher. Student evaluations can be very helpful and give you a good sense of what is working and what isn’t, and also perhaps what to do about it. But it can be quite upsetting to receive negative feedback especially if it is flippant or personal, as some of it is.

For these reasons, when we received the student evaluations for our first year compulsory political theory module, I emailed my teaching assistants (all PhD students or recent graduates) with some advice.

I am sure there’s lots more good advice I missed out and perhaps there are things that I say here are mistaken. If so I’d be delighted to be further informed about how best to react to feedback and how I might better advise my TAs in particular. But thinking it might have some useful guidance for others, I post a slightly altered version of the email below.

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Thomas Swann is a Research Associate at Loughborough University working on an ESRC-funded project examining rule-making and constitutionalising in anarchist politics. He has a PhD in management and a background in social and political philosophy. His research explores the connections between anarchism and organisational cybernetics, aiming to develop ‘anarchist cybernetics’ as a framework for understanding radical left social movement organisation. His is the final post in the series:

Ethics in Academic Events

As theorists of justice and professional ethicists we are used to scrutinizing the practices of others. Is it not about time that we turned our analytical skills and discerning moral sensitivities on ourselves? Inspired by discussions at the closing of the workshop ‘Global Justice and Global Health Ethics Exploring the Influence of Iris Marion Young’, this series of posts seeks to examine our own actions and practices and explore the moral dilemmas of the academy.

Do safer spaces stiffle or enable debate?

In September of this year, the Anarchist Studies Network (ASN) conference agreed upon a draft safer spaces policy for future events. Among other things, the safer spaces policy, called for participants to avoiding making assumptions about people’s gender, be aware of being part of a privileged group, make sure discussions of traumatic subjects are entered into with care and reject racist or sexist language.

Documents like this that are designed to govern behaviour in academic spaces have become controversial over the last year or so. Claims are often made that safer spaces policies (‘safer’ rather than ‘safe’ because insecurity can never be eliminated entirely) are akin to censorship and that they wrap people in protective cotton wool.

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Maeve McKeown is a Junior Research Fellow in Political Theory at St Hilda’s College, Oxford. She is a former co-editor at New Left Project and convener of the St Hilda’s Feminist Salon. Hers is the fourth post in a series on:

Ethics in Academic Events

As theorists of justice and professional ethicists we are used to scrutinizing the practices of others. Is it not about time that we turned our analytical skills and discerning moral sensitivities on ourselves? Inspired by discussions at the closing of the workshop ‘Global Justice and Global Health Ethics Exploring the Influence of Iris Marion Young’, this series of posts seeks to examine our own actions and practices and explore the moral dilemmas of the academy.

As political theorists we often critique inequality in society, but we rarely critique inequality in our own profession. We know that wealth is concentrated in the hands of a few tenured professors, with junior faculty struggling in short-term, poorly-paid, precarious contracts, often moving cities or countries on a yearly basis (with all the hidden costs that incurs). We know that there are few women and people of colour in permanent, senior positions. So what are we doing about this? And how does it apply to conference organising?

One of the ways academics disseminate their research and are spotted for jobs is through presenting at conferences. But conference fees and travel expenses are often too expensive for junior faculty, with their just-about-living wages (or sometimes not living wages). Short-term contracts usually do not come with research expenses, or at least not sufficient expenses to participate in overseas or even local conferences. (more…)

This post is the third in a series on:

Ethics in Academic Events

As theorists of justice and professional ethicists we are used to scrutinizing the practices of others. Is it not about time that we turned our analytical skills and discerning moral sensitivities on ourselves? Inspired by discussions at the closing of the workshop ‘Global Justice and Global Health Ethics Exploring the Influence of Iris Marion Young’, this series of posts seeks to examine our own actions and practices and explore the moral dilemmas of the academy.

Exclusivity in Academia

Verina Wild’s post highlighted that much of the polemical critique of liberal elites is unfair and dangerous. However, academia has played a role in sustaining the cultural divide that is now being effectively exploited by the right to turn people against each other. In this post I explore this issue and discuss how academic philosophers should respond to it.

‘We Middle-class Liberals’

Countless times I have heard ‘we liberals’ or read ‘as middle class people’ in academic discussions concerning questions of justice and ethics. At first it made me think I didn’t belong, later it just made me uncomfortable to be part of an in-group. The idea of a liberal middle-class ‘we’ is troubling and yet class awareness is vital to understanding injustice.  The tension for radical and progressive political theorists between the need to recognize in-group privilege and the need to challenge and oppose rather than reproduce it is a complex one. (more…)

Verina Wild is a post-doctoral researcher at the Philosophy Department at Ludwig-Maximilians-University of Munich, and Senior Teaching and Research Associate at the Institute for Biomedical Ethics and History of Medicine at University of Zurich. Her research concerns questions of public health ethics, social and global justice in health and health of migrants. Hers is the second post in a series on:

Ethics in Academic Events

As theorists of justice and professional ethicists we are used to scrutinizing the practices of others. Is it not about time that we turned our analytical skills and discerning moral sensitivities on ourselves? Inspired by discussions at the closing of the workshop ‘Global Justice and Global Health Ethics Exploring the Influence of Iris Marion Young’, this series of posts seeks to examine our own actions and practices and explore the moral dilemmas of the academy.

‘Us’ versus ‘Them’

Since the US election the internet has been awash with accusations. Apparently, ‘we liberal intellectuals’ should be ashamed of how blind we have become to real-life experiences or to any other school of thought. ‘We’ have been in “elegantly scented bubbles of privilege and prejudice” [1] in the metropolitan capitals of the world. ‘We’ looked down on ‘them’ (Trump supporters but also conservative academics) without respect, uttering endless calls for openness and diversity, but in reality not being open at all. ‘If ‘they’ are against progressive ideals ‘we’ immediately call them misogynists and racists, instead of listening to ‘their’ thoughts in an open way. ‘We’ are the true haters of democracy, because what ‘we’ really want is the imposed (not democratically elected) rule of progressive, liberal thought. ‘We’ adopt the self-image as the only group who thinks rationally and reasonably. However, in doing so, ‘we’ have been intolerant and dogmatic: ‘we’ are the totalitarians. (more…)

Mollie Gerver recently completed her PhD at LSE, and now teaches at Leeds University. Her research is in the ethics of refugee repatriation. Hers is the first post in a series on:

Ethics in Academic Events

As theorists of justice and professional ethicists we are used to scrutinizing the practices of others. Is it not about time that we turned our analytical skills and discerning moral sensitivities on ourselves? Inspired by discussions at the closing of the workshop ‘Global Justice and Global Health Ethics Exploring the Influence of Iris Marion Young’, this series of posts seeks to examine our own actions and practices and explore the moral dilemmas of the academy.

At the age of sixteen Art Davis started to learn the double-bass. By the 1960s he was playing alongside Judy Garland and Louis Armstrong, but was consistently turned down by symphony orchestras. He suspected this was because he was black, so in 1969 he asked the New York Philharmonic to use a screen during auditions, hiding his identity from the selection panel. His request was denied, he sued the orchestra for discrimination, and lost the case, but had nonetheless set off a revolution: other orchestras began putting up screens for blind auditions, and within two decades began recruiting significantly more women and minorities.

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Academic political theorists are not always very good at telling students how to become political theorists. As a wise political theorist once said ‘nobody ever told me how to do [political theory], and, so far as I would guess, nobody will have told you how to do it, or is likely to tell you how to do it in the future.’

This is certainly true of the big questions around how to do political theory. But it also applies to the more mundane aspects of being a graduate political theory student. There is a lingering assumption that students will just muddle their way through three or four years of lonely research, and then *puff*, a fully-formed political theorist will appear, a copy of Hobbes in one hand and a CV in the other, ready to do battle with the modern academic job market.

This is obviously a silly way to organise the professional development of a discipline’s next generation. But a more nefarious aspect of this, is that the informal networks through which students eventually do learn about these things, are much easier to access for privileged students from big-name universities. One motivation for making this kind of knowledge accessible online, is that it can help democratise that knowledge.

The following tips are only suggestions. They should not be taken as necessary, and certainly not sufficient, steps for getting a job after the PhD! They are instead supposed to highlight some of the more everyday aspects that students don’t always know about.

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