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A Concise and Snarky Guide to Writing Academic Book Reviews

September 11, 2024 in Academia, Writing | No comments

A series of books with colorful spines stacked to form a rainbow pattern

I’ve been writing book reviews for over twenty years now, but when I began, I didn’t really know what I was doing. So to help my colleagues who are newer to this area of academic writing, I’ll share what I’ve learned over the years!

This blog post is structured in the way that makes most sense to me: understanding what academic book reviews are, who their audience is, how they should be structured and styled, and miscellaneous concerns (which are range from the amusing to the deeply ethical). Also, putting this up front so nobody misses it: this is unpaid labor, unfortunately, but you should at least get a free book out of it. If someone’s asking you to write a book review but not making sure you’re getting a copy, what even?!

First, why do book reviews exist? Well, nobody has time to read every new book that comes out in their academic discipline every year. Even the superstars who can hyper-focus don’t manage it. So it’s helpful when academic journals – and I think every major academic journal does this, someone please correct me if I’m wrong – have a section where they publish reviews of major books that have come out in the last few years. And here’s another unfortunate caveat: academic publishing is sloooow, so sometimes a book isn’t reviewed til after it’s been out for a while, and if the journal is held up in getting the most recent issue out (which happens a lot, say, during/after the major disruption of a global pandemic), a book review may not appear for a while, up to 3-5 years after a book’s publication. So it’s not a perfect system, but it’s what we’ve got.

Who is the audience for book reviews? Mostly fellow academics, but as the ivory tower crumbles, we get a whole bunch of people in our audiences who are alt-ac or part-time or some flavor of adjacent to academia, so we can’t necessarily assume only a specialist audience. Plus, gatekeeping is stupid, so we will get lay experts and folks who have put in the time and work to learn how to do research in a given field, whether or not they have degrees in that field.

Because we expect a disciplinary specialist audience for book reviews – or readers who are close enough, or adjacent or interested for other reasons – the tone and style of book reviews tend to be on the slightly formal side, with jargon allowed if it’s commonly used in the discipline. So for example, I’m one of the book review editors at Marvels & Tales, which is the premier North American journal of fairy-tale studies, and hence I expect my readers to have some sense that fairy tales go deeper than Disney, to know what I mean when I refer to structuralism or the ATU index, to know the names and contributions of a handful of major scholars, and so on. And if they don’t know those things, I expect them to be proficient enough researchers to learn them on the fly, in case anything in a text isn’t quite making sense to them.

Otherwise, we tend to prefer clear, direct language; since book reviews don’t have a single overarching idea or argument or thesis statement like academic articles do, you don’t need to get into the convoluted phrasing that many academic authors churn out. Tell the reader what the book’s about, how well you think it accomplishes its aims, in which contexts it might be useful, and you’re basically good to go. This can generally be done in around one thousand words, which is handily enough what the suggested word count at my home base journal is.

How you structure a review is somewhat subjective; commonly you’ll see an opening paragraph describing the premise of the book, some middle paragraphs going through the book chapter by chapter or topic by topic, and a concluding paragraph or two talking about the book’s strong points, flaws, and/or potential uses. But I’ve seen reviewers choose to go through a book’s points in terms of themes or arguments instead of chronologically, and that’s fine too. Sometimes it helps to add context, like if you know that the author has recently pivoted in their career from researching X thing to researching Y thing, or if you know that a book covers a controversial topic in a field.

Speaking of controversy, how blunt should you be if you don’t like the book or disagree with its premise or findings? Well…it’s unlikely that a complete pile of trash will make it through the academic publication process, since that takes years and will have multiple sets of eyes on it. But it does sometimes happen. If you think a book is legit terrible, you can always contact the review editor and be like, “is this book even a suitable fit for your journal? my impression was…” or whatever. Even if a book is not your cup of tea, it probably wouldn’t have been published if it had absolutely no merit, so your job is to locate those good things and mention them.

An academic book review, however, needs to do more than summarize. This is not just your high school book report genre; yes, you should include some summary so your reader gets a sense of what the book is about in case they haven’t read it yet, but you need to also do the brainier heavy-lifting to identify the significance of this book in a larger academic context. Here are some topics you may want to touch on your book review:

  • How well the author is positioned to write this particular book (what are their credentials? have they published in this area before?)
  • What the author is using as evidence, and how they obtained it? (if analyzing, say, a collection of fairy tales, as happens often in books we might review for Marvels & Tales, when/where was the text published, and in which language, and if not in English, who translated it? if the book’s author did their own fieldwork to collect/obtain cultural data, what are the details of that situation?)
  • Which methods and/or theories the author is bringing to this project (major trends in fairy-tale studies, for example, have included structuralism, feminist theory, queer theory, disability studies, Marxist/cultural studies, psychoanalysis, and more recently, critical race theory)
  • What the author’s main claims are (a.k.a. their thesis statement or central argument; what is the point of this book, what is their “go big or go home” moment, etc.)
  • What the the book’s contribution is, or how we might conceive of its overall significance (is it a new translation of an important text or something more minor, or perhaps the only translation that exists in a given language? is it the first book applying X theory to Y topic? is it poised to become a foundational text in a certain subfield, or does it continue a conversation that a foundational text began?)
  • In which contexts the book might be used, or might prove useful (is this something you’d assign in a college course? or is it more likely to gather dust on your bookshelf until you need it for a super specific project?)
  • And, specifically continuing to think about which kind of college course this might be useful in, are you thinking more of a general, “intro-to-???” course, or more of a specialized course for majors, or even graduate students? If you don’t feel prepared to address this, consider whether that’s because you’re out of touch with something you should perhaps be in touch with in order to be a good fit for this review, or if this is legit an academic gatekeeping issue because despite having one of the best educations in your field you’ve never been given the chance to supervise grad students (*stares in yes, this is meant to sound like something I’m personally upset about*), you can always ask a colleague who’s more in touch with that experience for their thoughts on it

Finally, you may get lucky and score a book that doesn’t relate to anything political or controversial, but that seems unlikely in this current world. Journal editors may reserve the right to tone down incendiary language, or ask you to reframe your comments. Commenting on outright misogyny, racism, etc. is usually acceptable, and if you want to get a bit sassy with your tone, I know that I as an editor am fine with that choice. But again, be aware that there’s often a lag between the submission of your review and its appearance (possibly up to a year or two or more, thanks to academic publishing moving soooo sloooow), so a clever remark about a current event may end up not-so-current once your review goes live.

This may sound like a lot, but don’t be intimidated! As my co-editor at Marvels & Tales, Julie Koehler, points out, book reviews can be a great first publication for newer scholars simply trying to get used to getting published. The process is very similar (being in touch with editors over email, revisions, etc.) and this can still go on your CV, so you can get acquainted with the process and get a nice-looking publication out of it. This familiarity with the process might help you be less freaked out when it comes time to try to submit a journal article.

Staying on that topic for a moment: we editors are only human, so please give us grace, and we’ll try to extend the same to you. If you find you absolutely cannot complete a book review you agreed to do, please get in touch! We can have you mail the book back to us and we’ll find another suitable reviewer. Even though it feels crummy to have to back out of an agreement, please don’t wallow in shame and ignore our emails. And I’ve been on both sides of this; I currently owe two reviews to two different journals and they might be, errr, three-ish years overdue, which I definitely feel crappy about, but none of the editors have reached out to reassign the book or be like “wtf, mate?” so I am gonna try to buckle up and get them done over winter break (which, granted, is what I said last year). So…we know stuff can get weird, it’s fine, just keep us posted and let us know if an insurmountable obstacle arises so we can make another plan if need be.

Seriously, we’re not here to be downers or gatekeepers. However, with academia trending towards contingent labor rather than full-on tenured professors, it’s becoming a strange situation. Like, in my NTT (non-tenure-track) position, research and publishing are not technically even in my job description…so I guess I do them for funsies because I’m an overachieving masochist? And service at my university “counts” for more in my job evaluations than service to my discipline more broadly, so this time-consuming review editor job I’ve taken on…basically does not “count” for my actual-pays-the-bills job, unlike for my tenured colleagues who teach lighter course loads (for more money!) since they have research and publishing expectations built into their jobs.

In my own field of folklore studies, we have spent a long time (seriously, decades) bemoaning the lack of professionalization of the discipline, but ironically, can we really call ourselves professionals if we literally can’t make a full-time living doing our jobs? As I point out in my article “Theorizing from the Margins” (Journal of Folklore Research, Vol. 58, No. 3, 2021), this tension has rather sobering implications: “Putting the burden of service to the discipline on those who are not employed fulltime within the discipline—and in the US context especially, where lacking full-time employment might mean lacking health care—is an odd contradiction at best, and an unethical, exploitative practice at worst” (105). So uh, be nice to us because we’re canaries in a very concerning coal mine.

A couple of miscellaneous considerations as I wrap this up:

  • Whoever wrote the book you’re reviewing might, gasp, read the review! This point hit home for me recently since my own books are now being reviewed, and I have been abjectly grateful at every kind word tossed my way, whereas critiques have hit me pretty hard…I guess I’ll develop a thicker skin regarding this kind of thing with more experience! Just something to keep in mind as you pen your own reviews.
  • We book review editors… hm, how do I say this… don’t have any real power. Or influence. Or anything beyond the ability to write some emails and get presses to send out free books. We don’t have any sway with our own press, like the ability to tell when exactly an issue is coming out, or to get deadlines moved. So you can ask us when your stuff will appear in print, but we legit don’t know, and we can’t do much about how slowly academic publishing moves.
  • Academic publishing is exploitative and relies on free labor and I seriously don’t know why I keep doing it so, like, while I give good research/writing/editing advice because I’ve been at it for 20 years, maaaaybe take some of this with a grain of salt and try to make better life choices while you still can, kids!

I hope this was useful! I really do think book reviews are a great way to get more involved with your field or one you’re getting better acquainted with, as a scholar or aspiring scholar or other category of (hopefully healthier) human entirely. And if you’ve never published anything before and want to give it a shot, despite how broken academic publishing is (did I mention the whole “expected to work for free” thing?!), book reviews are a pretty chill way to do so.

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Stop Asking Teachers When School Starts for Us

August 29, 2024 in Academia, Education | No comments

A stick of books by a beach shore.
Photo from Unsplash by Link Hoang.

We get it. You’re a well-meaning friend, acquaintance, or family member who is curious about how our lives are going or wanting to know when we’ll be more or less available to hang out. Perhaps you’ve got your bowl of popcorn out, preparing to watch the demise of American education (especially higher ed) and you want to know when it’s okay to tap out for a bathroom break, so you don’t miss anything spectacular.

But please, stop asking us when school starts. It’s tantamount to a personal attack at this point.

See, for many of us teachers, summer break is when we can relax and breathe again. I know I went a bit feral this summer, letting my side shave grow out and barely wearing makeup (which is worth mentioning since, without makeup, my face looks like that of a hungover 15-year-old; hardly ideal for a college professor).

Many of us are returning to hostile work environments: we can’t say gay, we can’t respect students’ pronouns and nick/names, we are told to arm ourselves because gun violence is *shrug* inevitable in schools. Granted, some of us face hostile environments at home as well, so I suppose for some teachers, returning to school in the fall is a relief.

Plus it’s not like I laze around eating bon-bons in the summer; first of all, they would definitely melt all over me in the Indiana summer heat, which is made both worse and weirder by global warming. Second, I’m pretty much always working (writing, dancing, etc.), I just get to eat lunch at home instead of meal-prepping for a week’s worth of lunches, and that is a special summer-time joy for me, since I also delight in visiting my local farmer’s markets to pick out fresh produce to cook throughout the week.

The rhythm of summertime life allows many of us the rest we so desperately need, as so many teachers are teetering on the edge of burnout. It’s been worse, of course, in the pandemic, with the pivot to online teaching (and I swear, if anyone says “pivot” to me in a regular conversation I might just scream, that’s how sick of it we are), along with the larger emotional loads we carry when our students need additional help figuring out things that are more intuitive in IRL settings, and the expectations that we do more with less that, well, teachers have basically always had put on us.

And I’m in higher ed, where at least I don’t have to buy crayons for my students out of pocket (but I’ve watched my mom and countless other teachers do so over the years). We have, however, been informed that due to budget cuts we will be responsible for moving the trash from the bins in our offices to designated trash cans around campus. This is not hugely burdensome – which I can only really say because I have minor invisible disabilities, which is not true for all my colleagues – and hopefully this new policy will lead to many riffs on the “taking out the trash” jokes; maybe while taking out the trash we can also take out neoliberalism and the eagerness to embrace AI? (my new fave rant on the matter is here, I don’t know who this person is other than a data scientist but I love their brain)

Thus, any reminder that school is starting soon is also a reminder that we teachers are tasked with the gigantically important job of helping guide our culture’s young, while not given adequate pay or supplies or support to fulfill said task. It’s a reminder that our time without grading papers and checking for plagiarism is over, and if there were ever an onerous task, trust me, it is having a policy stating that AI use in the classroom is plagiarism, but still knowing I’ll need to enforce this policy, which both is an energy drain for me and something that feels like quite a failure, given how I try so hard to give extensions on papers when requested and assert to my students that I want to read their thoughts, not stolen words that have been sifted through a mediocre sieve, like the crappiest confectioner’s sugar to go atop the world’s worst cupcake. That I still have to eat, because it’s my job.

You could contribute to these reminders, or you could just say that you hope the semester starts off well for us, and perhaps leave some wine and chocolate at our doorstop while you’re at it, since between the low pay most teachers see and the continuing attacks on academic freedom at all levels of teaching, we’re gonna need it. I’m not saying I’ve been having increasing panic attacks leading up to the start of the semester, but I’m not not saying it either.

So, thoughts and prayers please…or not, because I’m an atheist-voting, agnostic-leaning Jewish-flavored human. Let’s go with tots and pears instead, because I am a very food-motivated critter, like many both domesticated and undomesticated creatures.

Or, maybe things will be okay. I lost my ID on campus a few days ago (darn those dresses with pockets that are not very deep!), and was emailed the next day to let me know that someone found it. I met some of our incoming students and they are inquisitive, lovely humans. I am working with colleagues to design some new courses that will address lesser-known aspects of history and culture while teaching critical thinking skills, and those are some of the things I love most about my job, seeing the students reach those “aha!” moments about how complex culture is, how important it is to do good research, how much we all have yet to learn about this ridiculously cruel and and wondrous and multi-layered social world we inhabit.

In case you’re wondering, today’s the first day of classes for me. So wish me luck (and again, not gonna say no to wine), and wish all the other teachers and learners and support staff and really everyone in education good luck as well. Help us do our jobs by not traumatizing us with reminders about our jobs, maybe instead using that energy to vote in people who trust teachers and understand that there is something worth saving here.

See you on the other side of the semester, and solidarity to you, my fellow teachers.

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Teaching, Touching, and Pleasure

June 9, 2015 in Academia, Dance, Gender & Sexuality | No comments

Teaching a belly dance workshop. Photo by Pauline Shypula.

Teaching a belly dance workshop. Photo by Pauline Shypula.

I just got back from the annual conference of the American Association of Sexuality Educators, Counselors, and Therapists (AASECT). Since I’ve started doing more work as a sex educator, it made sense for me to go, and while I learned tons about sexuality, it also provided me with valuable opportunities to reflect on the connections between teaching, touching, and pleasure.

There’s a lot of concern in sexuality fields (particularly counseling and therapy) about maintaining ethical boundaries when practicing with a client. Obviously the same concern applies to sex educators too, but it seemed less pronounced. I attended one panel on the ethics of touch, which focused on touch-based practices like sex partner surrogacy and sexological bodywork. There’s so much ethical grey area around these professions that long-time AASECT board members were dodging the question of whether an AASECT certified therapist can even ethically recommend these kind of hands-on treatments to a client (even when it seems like the best modality to help that client). I listened in on related conversations, too, and those helped me put into context the real fear of bodily connection that many people in the sexuality field seem to have, because of how connecting through touch is seen as dangerous both since it risks intimacy that can compromise a professional relationship, and because it just looks bad to an erotophobic culture like ours (plus there are potential legal ramifications, because getting paid to touch people in certain ways is illegal in many parts of the world). Touch – especially sexual and/or pleasurable touch – is incredibly suspect to people today, and that’s a shame in my opinion, because it can definitely be healing.

The two main venues I teach in – the academic classroom and the dance classroom – allow me to handle connection in different ways. In the academic classroom, it’s rare that I have a reason to touch my students, which is fine by me. We do, however, spend a lot of time connecting intellectually. I believe that face-to-face conversations offer hugely important ways of conveying both information and critical thinking strategies, and I think my teaching would suffer if I had to give up the live, face-to-face component.

Unlike touch, I do try to incorporate pleasure into my academic teaching. I let it show when I’m excited about a topic. I praise students when they pick up a concept quickly or bring a pertinent example to class, knowing that many will receive a compliment with pleasure. I try to make things “fun” without capitulating to an all-play, no-work atmosphere. Pleasure is a frequent guest in my classroom, and I like it that way. If teaching and learning weren’t pleasurable, I’d wonder where I was going wrong. I think this helps in the creation of a safe space: my students trust me not to drag them through unnecessarily tedious or unpleasant stuff all the time, and to make topics fun and exciting, and so that when we do have to buckle down and do the hard work, they’ll be ready to come with me on that journey (at least, that’s what I like to believe is happening).

In the dance classroom, I do touch my students. I try not to do it very often, and I certainly keep it appropriate. I ask consent very frequently, even though they sign waivers before stepping into the studio with me. Here, as with the academic classroom, I believe it’s important to establish a precedent that involves a fair bit of trust. I think they need to trust that I won’t unexpectedly come up behind them and touch them without warning, which carries over from social norms in the rest of life. As in other areas of life, I try to model good consent practices, in part because lots of people don’t get this information elsewhere, and in part because it’s central to how I choose to live my life.

Pleasure also figures significantly in the dance classroom, especially for my main style of dance, belly dancing. It’s pleasurable to learn to skillfully move your body, and to adorn yourself to practice. I make a point of complimenting students when they do things right. The thrill of learning to improvise, as we do in American Tribal Style® Belly Dance, carries its own unique sense of enjoyment. As a dance teacher, I try to harness these modes of pleasure and give my students multiple opportunities to explore them.

Learning can be plenty intimidating: fear of failure, feeling stupid, not getting things right, feeling overwhelmed, ramifications for failure (like with grades or wasted money on a class), and so on. Having solid boundaries around touch (when it has a role in that kind of classroom) and incorporating pleasure can both be ways of engaging students and making them feel connected. I don’t think my use of touch or pleasure in either context is inappropriate, but the more I get into the sexuality field, the more I see people scrutinizing – and in some cases fearing – touch and pleasure. In these cases, I want to figure out what’s really going on, and then continue to do what I pride myself on: putting the students first.

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Taboo Topics in the Classroom

April 23, 2015 in Academia, Education, Gender & Sexuality | 1 comment

This file was shared under a Creative Commons Attribution image from Wikimedia Commons. Thanks to user Stefan-Xp for sharing it.

Over at my sex education blog, Sex Ed with Dr. Jeana, I have a post called Syphilis in the Social Sciences Classroom. In it, I describe the ways in which syphilis has proved to be a relevant STI for me to bring into my anthropology and gender studies classes.

For all the silence around STIs today in the U.S., you’d think STIs were a taboo topic – and for many they are. As I’ve already discussed, teaching sex education is not the same as encouraging sex, despite the claims of those who believe that teaching about something is the same thing as endorsing it. Add in the (unwarranted) shame and stigma of admitting that you’ve got an STI, or are even interested in learning more (“for a friend,” right?) and it becomes clear that simply talking about STIs is a revolutionary act in many contexts.

I’ve taught plenty of taboo topics (non-monogamy, BDSM, trauma, Freud, feminism) in my college classes, and while there’s no magic trick to getting it right, I’ve found a couple of things that tend to work well for me. Here are some of my favorite strategies:

  • Explicitly acknowledge that teaching about a topic is not the same as endorsing it. This is one example of how I’ll often use verbal communication to the point where it seems way too obvious to even bother saying, which is why I go ahead and say it anyway. I’d much rather sound a tad silly than risk misunderstanding.
  • When introducing the topic, ask students what their impression of the topic is. Perhaps we old fogies are clinging to taboos of our day, while our students might be pretty well over something. Or maybe they’ll shed some light on an aspect of the topic that hadn’t occurred to us.
  • Try to find that balance between acknowledging that a topic is controversial, and introducing it as just another thing people do, hence worthy of scholarly attention. Take, for instance, my approach to kink in the classroom in my blog post And Then I Brought Up Flesh Hooks. Normalizing human sexual behavior – especially when it’s been stigmatized – is a huge mission of mine as a sex educator and an educator in general, and thus I try to talk about things in a not-terribly sensationalistic way. Again, if people are doing it, it’s worthy of study (from the hybrid social sciences/humanities perspective that I’ve come to as an interdisciplinary folklorist and gender studies scholar).
  • Give students time to respond to the topic in a less-structured way, such as journaling, doing an in-class writing prompt, or talking in pairs. Allowing them to process their feelings in some forum other than talking in front of the whole group, or having to answer directed questions from you, can be beneficial.
  • Frame the conversation with a set of rules, boundaries, or guidelines for respectful discussion. I like to remind my students that it’s okay to disagree with me, with the reading/texts, and even with each other, so long as they do it politely. In certain conversations I’ll emphasize that no one’s required to share anything about their personal lives, but only to engage with the material as it’s handled in the class. The way I do this, it’s less about creating a “safe space” where everyone feels 100% comfortable and nurtured all the time, but rather creating a space where people feel supported in speaking up, and where it’s okay to challenge and be challenged.
  • Divide students into groups and have them debate different facets of the topic. Again, this might bring up ideas and issues that I haven’t even considered.
  • Give them an opportunity to make up classroom credit if a topic proves to be triggering or emotionally activating. This might be listening to a podcast, reviewing a blog post, watching a TED talk, or something along those lines. Since I deal with sexual topics a lot in my classroom, I tend to have a lot of these options floating around my brain at any given moment, in case somebody needs to pass on participating.

At risk of being snarky, I’m sure it helps that I have white, middle-class privilege and thus can bring up certain topics without being seen as too offensive. At the same time, being a woman means I probably come across as nurturing and supportive when I don’t necessarily think of myself that way, which may help students feel more comfortable during difficult discussions. I’m not thrilled about these areas of privilege, but I have to acknowledge them, and I might as well try to use my privilege to benefit others, by creating unique educational opportunities.

I’ve never had anyone tell me not to teach a topic, or that I was being too controversial, or that I would be penalized for anything I taught. But I’m sure there’s a first time for everything. In the end, I try to keep in mind that teaching is less about my experience (as much as I might feel like a bad-ass for handling touchy topics with grace) and more about the students’ experiences, and that helps me navigate some of these tricky subjects. In the end, if it doesn’t benefit them, why am I doing it?

What about you? How do you handle taboo topics in the classroom?

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Activist Conversations

March 31, 2015 in Academia, Gender & Sexuality | 1 comment

Image from Wikimedia under a Creative Commons license. Originally uploaded by user Fry1989.

I thought about putting this post over at my sex education site, but decided to publish it here instead. Why? Because I’m increasingly convinced that activism needs to be a part of my scholarship as well as my daily life.

The state in which I currently reside, Indiana, has passed a so-called “Religious Freedom Restoration Act” (RFRA, also known as SB101). As this Huffington Post blogger explains, it basically opens the door to discrimination against groups that are not currently protected from such – namely, LGBTQ folks and other sexual minorities, anyone to whose existence a religious group might object.

While I generally support protests and even certain boycotts, in part to raise consciousness and in part to display displeasure, I have to agree with friend and colleague Mike Underwood who states:

Rather than a blanket boycott of Indiana, I’d suggest a strategic and vocal boycott of businesses seen to use this law to discriminate against marginalized persons. Instead why not vocally patronize inclusive businesses?

And on top of that, fight to make sexual orientation a protected class for the entire state, and to get SB 101 overturned so a more reasonable protection for religious expression can be crafted and implemented.

Boycotts punish everyone, and tend to disproportionately hurt smaller business of those already marginalized.

That’s why I’ve started asking establishments that I go into what their policy on RFRA is. And you know what? It seems like a small act, but it has so much potential.

Already I’ve spoken with employees at my favorite cafe on the northside of Indy, and heard that they promote tolerance and inclusion. I cheekily replied that I’d be happy to give them more of my money. What I wasn’t expecting was for one of the employees to approach me as I was packing my things to leave, and to warmly thank me for bringing up the issue. That was really touching, and a good reminder that activism isn’t just about creating concrete change in economic patterns, but also about connecting with people.

On the scholarly side, we’ll see how much attention I can give this issue in my classroom. On the one hand, I may not need to mention it much, as my wonderful students this semester have already posted links to relevant news in our online discussion group. On the other hand, my status as a PhD-wielding college lecturer gives my words a certain amount of weight, and so speaking up might infuse some opinions with a bit more legitimacy, and give my students something to fall back on if they want to mention our hypothetical classroom discussions to their peers or family members.

As Kelly J. Baker points out, scholarship and activism have an uneasy relationship: “Activism appears to have merit when it can be neatly attached to one’s scholarship or a vision of a shared politics.” I’m already pretty “out there” as a scholar who does a lot of work on gender, sex, and sexuality, so it’s probably not surprising to anyone  that I hold the position that RFRA is thinly-disguised homophobic bigotry.

We’ll see how things go with this (abhorrent) piece of legislation. I’m going to try to speak up as much as I can, in both formal and informal settings, in part because I have a privileged position as an institutionally-recognized scholar, and in part because I get to vote with my wallet, and make human connections while doing so. I also get to lean on some personal privilege here, as I walk around wearing a wedding ring and am cisgendered. In my mind, one of the better things to do with privilege is use it to challenge the status quo and help others out, so hopefully I can do some of that here.

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ICFA & Scholarly Compersion

March 25, 2015 in Academia, Fairy Tales | No comments

Me at the ICFA Banquet with my dear friend Austin Sirkin.

Me at the ICFA Banquet with my dear friend Austin Sirkin.

As most people who know me know by now, ICFA (the annual meeting of the International Association of the Fantastic in the Arts) is one of my all-time favorite conferences. I get to present on and learn about cutting-edge fairy-tale scholarship, as well as overlapping areas like fantasy literature, children’s literature, science fiction, fan culture, and so on. I get to see some of my favorite people, scholars and writers and artists alike. I get to regale people with stories and meet really amazing writers who have thoughtful things to say about folklore. And since it’s in Orlando, I get to enjoy some nice weather and also meet up with some of my family members who are in the area.

Last year, I came out as post-ac at ICFA, which went far better than I could’ve hoped. This year, I continued that trend of engaging people in conversations about adjunct activism and awareness, and being quite open about my new career as a sex educator. I even got to dispense some relationship advice, and talk about how ideas from the history of sex education are relevant to everything from Twilight to other vampire fiction to speculative fiction set in World War I! People flocked to see my paper (despite the early morning slot it was in) and requested a copy if they couldn’t make it, so that helped me feel validated as a scholar still, even if I’m not doing scholarship full-time or trying for a full-time academic job. I guess it helps that I’m researching the sexy TV show Lost Girl!

One of the other notable things that happened at ICFA was  the huge amount of scholarly compersion I experienced. I’ve written about compersion before – the feelings of happiness we can experience when our partners/lovers/loved ones are happy by someone else’s doing – and I think it applies here.

So while my list of things that I enjoyed at ICFA in the above paragraphs may sound very self-congratulatory, fear not, I was also very moved by the successes and joys of my colleagues. I got to witness and be a part of the inception of a new group devoted to Fairy Tales and Folk Narratives, which is a major step forward for our interdisciplinary bunch of scholars. I got to cheer on colleagues who are going to play a major role in next year’s ICFA specifically dedicated to Wonder Tales. I got to introduce people working on similar themes – say, disability studies – in disparate textual fields like science fiction and fairy tales. That connection might’ve happened without me, but I still felt great about having the social contacts to make sure that scholars who should know each other’s work will from now on.

I got to hear about the success of one colleague who’s working to unionize adjuncts on her campus. I got to hear about another colleague’s book coming together. I got to support another colleague as she prepares to start a family. I got to congratulate yet another on the formation of a new relationship.

These reminders of other people’s joys and successes that have nothing to do with me are always a pleasure. Even though academia is largely run on a limited-good model wherein we must compete for increasingly dwindling resources, it’s still possible to be happy for each other when these successes occur. Perhaps it’s even easier from a vantage point on the margins, when I’m less affected by the drama and politics of being invested at the full-time level. Another reminder as to the importance of context, eh?

While this may not be the most polished blog post ever, I wanted to make sure to get my thoughts written out and shared while I’m still feeling the post-conference glow. The addition of compersion to my normal maelstrom of conference feels – elation, intellectual stimulation, despondence when it’s over – is a welcome one, furthering the alchemy that makes ICFA the amazing experience that it is.

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Thoughts on National Adjunct Walkout Day

February 25, 2015 in Academia | No comments

Me walking on... onto a pier in Lithuania. Like ya do.

Me walking out… onto a frozen pier in Lithuania. Like ya do.

Before bursting into tears, I managed to shut the door to my office.

The shared computer I normally use to print my lesson plan wasn’t working, and I didn’t know if it was one of the other adjuncts who used the office who’d mucked it up, but I didn’t have the right permissions to print off any other nearby computer. One of the tenured faculty took pity on me and let me print my lesson plan from his office. Normally tech frustrations aren’t enough to make me cry, but there was also some stuff going on in my personal life that enhanced my feelings of helplessness, so out came the tears.

As I sobbed, I remembered thinking: At least I have an office to myself, unlike when I was teaching at ____ University.

Today is National Adjunct Walkout Day. I am not walking out, though I am recycling a (relevant) lesson plan and planning to talk to my students about what adjuncting is and how it fits into some of the power dynamics we’ve been discussing in related topics in our anthropology and gender studies curriculum.

Then again, I’m currently working as an adjunct in the way that I think it “should” be done: it’s not my main income stream. As I’ve written in the past, comparing academia to a very expensive hobby for those of us who aren’t full-time, trying to make it in academia can be very time-consuming and financially all-encompassing. Now that I’m more aware of this reality, I’m able to allot my time and resources better. I seek part-time work to fill in the gaps in my adjuncting schedule (and paycheck), and I’ve adjusted my expectations accordingly (a process I document in my blog post series at Conditionally Accepted).

The system is very broken. My place in it is very unstable (especially since I teach about gender and sexuality, always touchy topics – though perennially popular ones!). Under different circumstances, I might’ve walked out (I’m already canceling a class this semester so I can attend a conference, and I want to reserve an emergency/sick cancellation possibility, etc.). As my anecdote above shows, many adjuncts lack the institutional support they need. The fact that I was so grateful to have an office to (temporarily) call my own, when I was having a break-down before class (which I don’t recommend, by the way), boggles the mind.

I definitely support other walkers-out… but I think, right now, it’s best for me to go in, and teach, and be generally awesome, and gently encourage my students to consider where their tuition money’s going.

Because if other tactics aren’t working – activism, unionizing, and so on – perhaps getting the people paying tuition (students and/or their parents) to start asking the hard questions might get us somewhere. Maybe it’ll take a combination of these things. I don’t know what’ll work, if anything’ll work. But I’m trying.

 

More resources:

Precaricorps.org

NAWD awareness-raising slideshow presentation

The American Association of University Professors (AAUP)’s background facts on contingent faculty 

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Keep Your Woo Out of My U.

January 13, 2015 in Academia | No comments

This won’t be as citation-laden as many of my posts on academia are, so please feel free to ask if you’d like references. Mostly, though, I encourage you to sit back and enjoy the rant.

As a scholar, I engage in a lot of qualitative research, ranging from fairy-tale interpretation to studying the numinous in dance. I love me some qualitative research – but even then, I’d like to note that there are methods, theories, and disciplinary frameworks to keep us from wandering off too far into hyper-subjective la-la land.

I really loathe bad scholarship (view one of my rants on the topic here), but obviously that’s a somewhat subjective judgment. I get annoyed when people make erroneous assumptions, such as that everyone is equally knowledgeable about folklore (you’re not), or that all folklorists are good for is writing children’s books (we’re not). Ungrounded assumptions have no place in the academy, in my view.

So, with those two admissions up front, I have to say: I really hate it when stuff that is not empirically, well, anything gets discussed as though it’s valid in an academic context. I am all for personal exploration when it comes to spirituality, religion, and Jungian-type analysis. Hell, I’ve published on Tarot (though I’ll note that it was a historical overview of Tarot iconography in light of feminist spirituality, so, something that can be examined in terms of evidence and theories). I’m not saying that all inward-looking work is useless, or irrelevant, just that I dislike seeing it in a university setting.

Two examples come to mind: the works of Carl Jung and Joseph Campbell, and the practice of Tantra. My folklore mentor, Alan Dundes, had a lot to say about Jung Campbell, but what I’ll point out here is what Jung himself has said: that archetypes are essentially unknowable. I’m sorry, but if something is unknowable, then it cannot be empirically investigated and thus is has no place in academic discourse. Use it all you want in your personal life, but keep it out of my peer-reviewed journals and accredited schools, please. In terms of Tantra, I just. don’t. get. it. I’m not sure if I’m more dumbfounded that anyone believes that there could be an unbroken chain of cultural transmission that’s thousands of years old, or that it’s being promoted within academic settings as something that can be empirically conceptualized and used. I’m all for reaping the benefits of mindfulness, deep breathing, and connecting with people via eye gazing… but why not just call it those things?

Again, I like qualitative research. I think it adds a necessary complement to quantitative research. I love working in the humanities as well as the social sciences. I think art is incredibly important. I recognize that there are subjective components in the classroom, and those are often incredibly important to the student’s overall learning experience. But if there’s not some empirical aspect to what you’re doing, if there’s not some way to replicate the study or teach it or even to use language accurately to define or discuss it, then I don’t want it in official academic discourse.

It’s entirely possible that I’m missing something here, or overlooking some important function that “woo” stuff serves as a complement to the rest of what happens in the university. But mostly I’m annoyed that this stuff gets airtime when it doesn’t really stand up to the same rigor that the rest of what we’re supposed to engage with does.

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The Whirlwind Summer

August 28, 2014 in Academia, Dance | No comments

Hooping at GenCon 2014. Photo by Curtis Claspell.Remember how I said I was taking the summer off? Yeah, that didn’t so much happen. Well, it did but only in one sense.

I was intent on resting from the near-burn-out I’d been suffering as a result of the academic job market and other career-oriented stress, and I did manage to do that. As I chronicled in my blog post series over at Conditionally Accepted, I need to move in a direction that’s better for my mental health and my overall life goals, and that means reevaluating my relationship to academia.

So far, so good. I only did a little academic work over the summer, such as prepping my fall course, revising a couple essays for publication, and reviewing manuscripts for journals.

The rest of the time, I danced, traveled, read, cooked, exercised, and socialized. I took on paid writing work, taught dance classes and performed at both paid and community gigs, and took steps toward increasing my knowledge of the professional sex education world. So there was a lot of self-care interspersed with work (most of it non-academic in nature).

I selected this picture because of how it visually represents the whirlwind of activity that my summer became. Performing belly dance and fire dance at a yoga festival? Check. Roadtripping to Philadelphia to hang out with my folklore/foodie friends? Check. Rock-climbing with my husband and leveling up my climbing skills? Check. Performing for thousands of people at GenCon? Check. Learning new hoop tricks and dancing with LED hoops? Check. Plundering my local farmers market for tasty foods to cook and/or preserve? Check. Seeing my parents, grandparents, aunt, sister, and other relatives? Check. Meeting tons of new people at flow arts festivals, conventions, and sex education workshops? Check. I’m sure I’m leaving things out, too, because there was just too much cool stuff happening this summer to recount in one blog post.

So, this summer’s been a good reminder that there’s life outside career angst, and that taking time for myself and my personal goals can be incredibly healthy and uplifting. Now I’m off to teach my first Body Art class of the semester, and with that I’ll plunge headlong into whatever the fall holds for me.

Summer Break (for real)

May 16, 2014 in Academia | 2 comments

Me in the Carmel Public Library, looking thoughtful (as I feel now). Photo by James Moriarty.

I’ve been talking about this idea to a handful of folks, and now I’m implementing it: I’m taking a real summer break. This has some implications for how I comport myself online and in the rest of life, so thought I’d explain those here.

Like many scholars, I’m a highly-driven, passionate, disciplined person. This can have its downsides, though, like when I work myself into stress-induced illness or don’t make time for the relationships that are important to me. I went straight from high school to undergrad to grad school, and since starting grad school I did “everything right” to try to get a job as a professor, which meant spending almost every waking minute on activities that would enhance my CV. Even after finishing my PhD, I remained in “production mode”: doing extensive research, publishing, and presenting while also adjuncting and freelance writing.

In other words, I’ve never really had a break or a vacation since starting grad school. Even on trips, I had an article to be working on. Or a conference proposal to write. Or a syllabus to finish. Or grading, grading, grading.

This summer will not be the true break I wish it were. I am not going to be doing absolutely nothing (in fact, I fear I am incapable of doing nothing unless forced to by circumstances outside my control). I am going to be nurturing my dance community, visiting my family, maintaining friendships/relationships, and doing freelance writing to bring in some money, because hey, one of the downsides of adjuncting is that there’s no guarantee of summer employment and it’s not like you can claim unemployment either. Like many, I feel that contingent work has begun to make the rest of my life feel contingent too.

Since reflecting on normalized weekend work in academia, I’ve been facing the real prospect of burn-out. What’s the point of working so hard for so little reward, I wonder. I’ve enjoyed the decade+ journey of becoming a professional in my field but I’ve spent 3 years on the job market only landing local contract teaching gigs (which I do find fulfilling; they’re just not full-time work hence not long-term sustainable). I love what I do, but do I love it enough to keep doing it when it takes an obvious toll on the rest of my life? When I find myself writing so many qualifications, so many “yes, buts” when I describe my experience, how am I to deal with this deep ambivalence, this weariness over a layer of hurt/frustration? (Curious why academic rejection seems to hurt so much more than other kinds? read this crowd-sourced list for some insight)

I am taking to heart some of Rebecca Schuman’s suggestions about how to recover from academia, including the notion that making space to de-tox might help. And that might involve limiting contact with the kinds of people and pressures that academics normally encounter. If I can’t afford to travel to more than one or two conferences per year, do I really need to be seeing ads for them? If I can’t justify time to work on unpaid academic writing projects because I’m either working on paid writing to bring income to my household, or domestic tasks that I voluntarily take on because I’m not the breadwinner so I feel I should… do I really need to be seeing those CFPs? That sort of thing. And, if I am being honest with myself, I want to be happy for my colleagues that are succeeding in academia, but it just makes me feel bad about my own failures. There, I said it. It’s shallow, and it’s selfish, but every post I see from a recent graduate about getting a job reminds me that I’m lingering in adjunct-land, which is not what I had envisioned for myself. And wondering why they got the job and I didn’t is unproductive, since I won’t ever know.

We all know that the academic job market is cruelly arbitrary, lacking in transparency, cult-like, and drawn-out to the point of making planning the rest of one’s life an absurd impracticality. Describing the hiring process to non-academics makes it sound ridiculous beyond words. Knowing these things makes me feel somewhat better about my “failure” to get a job, but still. I feel pretty crummy about my situation and I’m trying to change that.

To that end, I’m going to remove many of the academics I follow from my Twitter and Facebook lists, unless you’re more on the post-ac/alt-ac side of things, or unless I follow  you because you’re a friend first, and an academic second. It’s nothing personal, and I may restore y’all once the fall semester starts and I’m feeling excited about the course I’m teaching, and once I’m doing… whatever it is I’ll be doing in the fall in addition to teaching. Which is hopefully something I’ll figure out this summer.

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