Taking an administrative turn: Derivative logics for a recharged humanities

Representations

Volumn 116, Issue , 2011, Pages 156-176

  Martin, Randy ^a  

^a NONE

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EID: 80054090773     PISSN: 07346018     EISSN: None     Source Type: Journal    
DOI: 10.1525/rep.2011.116.1.156     Document Type: Review

References (63)

1. These figures include a range of loans and credits from emergency short-term funds to a safety-net account or loan-loss backstop. Of the $1.2 trillion stimulus, much of the money was allocated to business as well. $456 billion was for tax cuts including $51 billion for businesses, another $195 billion to banks to compensate for losses on student loans, and $8 billion to extend unemployment benefits. See David Goldman, "CNNMoney.com's Bailout Tracker," November 16, 2009, CNNMoney, http://money.cnn.com/news/storysupplement/economy/ bailouttracker/.
2. Surely, one way of understanding the history of Marxism is as an ongoing burial and disinterring of Marx, a trope captured by Jacques Derrida's notion of "hauntology" in his Spectres of Marx: The State of the Debt, The Work of Mourning, and the New International (New York, 1994)
3. Using a moment of declared crisis to stage a return of Marx is not without its own perils, especially if the theory is exiled again when the economy is said to have recovered. My own efforts to think the occasions for reading Marx can be found in Randy Martin, On Your Marx: Relinking Socialism and the Left (Minneapolis, 2001)
4. More recently with respect to the financial debacle, "What's In It for Us? Rethinking the Financial Crisis," Rethinking Marxism 22, no. 2 (April 2010);
5. "Whose Crisis Is That? Thinking Finance Otherwise," Ephemera: Theory and Politics in Organization 9, no. 4 (2009)
6. "The Good, the Bad, and the Ugly: Economies of Parable," Cultural Studies 24, nos. 3-4 (May-July 2010): 418-30.
7. The term creative destruction was developed by Joseph Schumpeter in Capitalism, Socialism, Democracy (New York, 1942).
8. I trace the historical permutations of interdisciplinarity in chap. 6, "Conditions of Interdisciplinarity," of my Under New Management: Universities, Administrative Labor, and the Professional Turn (Philadelphia, 2011).
9. See also Ellen Messer-Davidow, David R. Shumway, and David J. Sylan, ed., Knowledges: Historical and Critical Studies in Disciplinarity (Charlottesville, 1993), who, in their introduction observe that "new disciplines are assembled from bits and pieces of other disciplines" 2.
10. For a list of these definitions, see OED Online, s.v. "Derivative," http://www.oed.com/viewdictionaryentry/Entry/50609.
11. For explanations of the cultural and political economic implications of the recent prevalence of derivative logics see Dick Bryan and Mike Rafferty, Capitalism with Derivatives: A Political Economy of Financial Derivatives, Capital and Class (Basingstoke, UK, 2005)
12. Edward Lipuma and Ben Lee, Financial Derivatives and the Globalization of Risk (Durham, 2004)
13. Randy Martin, Financialization of Daily Life (Philadelphia, 2002).
14. Derivatives contracts are constructed directly between firms or over the counter (OTC) and traded on exchanges. The Bank of International Settlements maintains statistics on the notional or face value of both, including time series that track their precipitous rise over the past twenty years. The quadrillion-dollar figure comes from adding up the two kinds of derivatives for June, 2008 ($672 billion for OTC and $428 billion for exchange-based). See "Statistics on Exchange Traded Derivatives," Bank for International Settlements, http:// www.bis.org/statistics/extderiv.htm;
15. and "Semiannual OTC Derivatives Statistics at End-December 2011," Bank for International Settlements, http://www.bis.org/statistics/ derstats.htm.
16. There are now a plethora of accounts of the financial crisis that most commonly distribute blame among overzealous financiers, inept regulators, irrational behavior of investors, insufficient reserves and industry safeguards, ungovernable speculative bubbles, failed quantitative risk-management models, and insufficiently policed credit protocols. For accessible perspectives see, Paul Mason, Meltdown: The End of the Age of Greed, 2nd ed. (London, 2010)
17. Gillian Tett, Fool's Gold: How the Bold Dream of a Small Tribe at J. P. Morgan Was Corrupted by Wall Street Greed and Unleashed a Catastrophe (New York, 2009)
18. Michael Lewis, The Big Short: Inside the Doomsday Machine (New York, 2010).
19. That the present would be experienced as fragmentary underlies David Harvey's analysis of postmodernity in The Condition of Postmodernity (Malden, MA, 1990)
20. or a departure from an earlier era of commonality as in Todd Gitlin's The Twilight of Common Dreams: Why America Is Wracked by Culture Wars (New York, 1996).
21. Conversely, the disunifying effects of calls for unity have been noted by Judith Butler, "Merely Cultural," Social Text 52/53 (Autumn/Winter 1997): 265-77
22. and Michael E. Brown and Randy Martin, "Left Futures," Socialism and Democracy 9, no. 1 (Spring 1995): 59-90.
23. These discussions from two decades ago continue to reverberate when coming to terms with the current crisis. 9. See, for example, Mary Poovey, "The Twenty-First-Century University and the Market: What Price Economic Viability?" differences: A Journal of Feminist Cultural Studies 12, no. 1 (2001): 1-16
24. for a view of the humanities' aversion to market subsumption. For an account of the complex and negotiated humanities contribution to that economy see, Christopher Newfield, The Unmaking of the Public University (Cambridge, MA, 2008).
25. See, for example, Jacob Hacker, The Great Risk Shift: The New Economic Insecurity and the Decline of the American Dream (New York, 2008).
26. For discussion of managerial humanism, see Christopher Newfield, Ivy and Industry: Business and the Making of the American University, 1880-1980 (Durham, 2003).
27. On the ways managerialism has transformed faculty, see Gary Rhoades, Managed Professionals: Unionized Faculty and Restructuring Academic Labor (Albany, 1998)
28. Marc Bousquet, How the University Works: Higher Education and the Low- Wage Nation (New York, 2008)
29. Stanley Aronowitz, The Knowledge Factory: Dismantling the Corporate University and Creating True Higher Learning (Boston, 2001)
30. Randy Martin, ed., Chalk Lines: The Politics of Work in the Managed University (Durham, 1998).
31. While means of classification vary, by the most expansive measure of professional and managerial responsibilities across all occupation categories, these jobs comprised nearly 60 percent of the United States workforce in 2006. A hundred years earlier, only a tenth of the workforce was employed in professional and managerial fields, and fewer than 3 percent had completed college. In 1960, fewer than half of those who completed high school went on to college; now, more than twothirds continue their education. By 2009, more than one hundred million of those 18 and older had at least some college experience, with more than eighty million holding some kind of degree. The more expansive measure comes from "Table 627. Full-time Wage and Salary Workers," Statistical Abstract of the United States, U.S. Census Bureau, http://www.census.gov/prod/2007pubs/08abstract/ labor.pdf
32. for historical statistics on occupational changes see "Chart 1. Proportional Employment in Occupational Categories, 1910 and 2000," in Ian D. Wyatt and Daniel E. Hecker, "Occupational Changes During the 20th Century," Monthly Labor Review (March 2006): 36, http://www.bls.gov/opub/ mlr/2006/03/art.3full.pdf.
33. For comparisons on college attendance rates see, "Table 200. Recent High School Completers and Their Enrollment in College, by Sex: 1960 Through 2008," Digest of Education Statistics, 2009, U.S. Department of Education, National Center for Education Statistics, http://nces.ed.gov/programs/digest/ d09/tables/dt09-200.asp.
34. For demographics of college attainment see "Table 9. Number of Persons Age 18 and Over, by Highest Level of Education Attained, Age, Sex, and Race/Ethnicity: 2009," Digest of Education Statistics 2009, U.S. Department of Education, National Center for Education Statistics, http://nces.ed.gov/ programs/digest/d09/tables/dt09-009.asp.
35. See, Randy Martin "Beyond Privatization? The Art and Society of Labor, Citizenship, and Consumerism," Social Text 59 (Summer 1999): 35-48.
36. For accounts of the lost autonomy, proletarianization, and managerial colonization of professional expertise, see Steven Brint, In an Age of Experts: The Changing Role of Professionals in Politics and Public Life (Princeton, NJ, 1994)
37. Andrew Ross, No Respect: Intellectuals and Popular Culture (New York, 1989)
38. Harry Collins and Robert Evans, Rethinking Expertise (Chicago, 2007)
39. Jeff Schmidt, Disciplined Minds: A Critical Look at Salaried Professionals and the Soul-Battering System That Shapes Their Lives (Lanham, MD, 2000)
40. Rakesh Khurana, From Higher Aims to Hired Hands: The Social Transformation of American Business Schools and the Unfulfilled Promise of Management as a Profession (Princeton, 2007)
41. Elliot Friedson, Professionalism: The Third Logic (Chicago, 2001)
42. Charles Derber, Professionals as Workers: Mental Labor in Advanced Capitalism (Boston, 1982).
43. The workweek averaged 52.5 hours for full-time faculty in 1992. Administrative and service hours are broken out only for the earlier period. For 2003, teaching and research accounted for 78.2 percent of time; the remainder was classed as "other." See "Table 240. Percentage Distribution of Full-Time Instructional Faculty and Staff in Degree-Granting Institutions, by Type and Control of Institution, Selected Instruction Activities, and Number of Classes Taught for Credit: Fall 2003," Digest of Education Statistics: 2007, U.S. Department of Education, National Center for Education Statistics, http://nces.ed.gov/programs/ digest/d07/tables/dt07-240.asp?referrer=report;
44. and "Table 234. Full-Time Instructional Faculty and Staff in Institutions of Higher Education, by Instruction Activities and Type and Control of Institution: Fall 1992," prepared September 1996, Digest of Education Statistics, 1993, U.S. Department of Education, National Center for Education Statistics, National Study of Postsecondary Faculty (NSOPF), http://nces.ed.gov/programs/digest/d00/dt234.asp.
45. "Chapter 3: Postsecondary Education," Digest of Education Statistics: 2009, U.S. Department of Education, National Center for Education Statistics, http://nces.ed.gov/programs/digest/d09/ch-3.asp.
46. See Sheila Slaughter and Gary Rhoades, Academic Capitalism and the New Economy: Markets, State, and Higher Education (Baltimore, 2004), 1.
47. Sheila Slaughter and Larry Leslie's earlier formulation of the concept appeared as Academic Capitalism: Policies, Politics, and the Entrepreneurial University (Baltimore, 1997). The passing of the Bayh-Dole Act in 1980 allowed campuses to keep patent revenues generated with federal monies, which triggered a general reduction in government grants for tuition and operating expenses. While the number of patents increased sevenfold between the early seventies and the nineties, by 2006 universities still received only 5 percent of the total
48. See National Science Foundation, Science and Engineering Indicators 2008, "Chapter 5: Academic Research and Development," January 2008, http://www.nsf.gov/statistics/ seind08/c5/c5s3.htm.
49. Gary Rhoades, "The Higher Education We Choose: A Question of Balance," Review of Higher Education 29, no. 3 (Spring 2006): 381-404.
50. In 2007 more than half of college presidents earned less than $400,000. The following year, median compensation passed the $400,000 mark. Andrea Fuller, "Compensation of 30 Private-College Presidents Topped $1-Million in 2008," Chronicle of Higher Education, November 14, 2010, http://chronicle.com/article/Compensation-of-30/ 125371/.
51. "Table 246. Average Base Salary of Full-Time Instructional Faculty and Staff in Degree-Granting Institutions, by Type and Control of Institution and Field of Instruction: Selected Years, 1987-88 through 2003-04," Digest of Education Statistics 2007, 373, U.S. Department of Education, National Center for Education Statistics, nces.ed.gov/pubs2008/2008022.pdf.
52. Robert Birnbaum, Management Fads in Higher Education: Where They Come From, What They Do, Why They Fail (San Francisco, 2000).
53. The notion of education for itself comes from John Henry Cardinal Newman, The Idea of the University, originally published in 1852, although, interestingly, Newman was crafting the autonomy of lay learning before the higher purposes of religious calling.
54. Abraham Flexner's formulation of research-based professional education, Medical Education in the United States and Canada (Boston, 1910)
55. proposed a mission of original knowledge production for the university; while Clark Kerr's The Uses of the University (Cambridge, MA, 1963) imagined a managerially driven multiversity.
56. In 1968, sociologists Christopher Jencks and David Riesman would speak of an Academic Revolution (Garden City, NY, 1968)
57. In which universities were led by faculty in the role of middle managers. More recently, the tone of loss is evident in Frank Donoghue's The Last Professors: The Corporate University and the Fate of the Humanities (New York, 2008)
58. while Cary Nelson, in No University Is An Island: Saving Academic Freedom (New York, 2010), argues for the necessity of academic freedom and shared faculty governance to be achieved and maintained through organizing efforts.
59. See Louis Menand, The Marketplace of Ideas: Reform and Resistance in the American University (New York, 2010);
60. Martha C. Nussbaum, Not-for-Profit: Why Democracy Needs the Humanities (Princeton, 2010);
61. Mark C. Taylor, Crisis on Campus: A Bold Plan for Reforming our Colleges and Universities (New York, 2010).
62. From the beginning to the end of the nineties, the percentage of adults taking an adult education course jumped from 32 to 45 percent, with the largest proportionate increase during the period in work-related courses. Kwang Kim et al., "National Household Surveys of 2001: Participation in Adult Education and Lifelong Learning: 2000-01," xi, September 2004, National Center for Education Statistics, National Household Education Surveys Program, http://nces.ed.gov/pubs2004/2004050.pdf.
63. Michel Feher, "Self-Appreciation; or, The Aspirations of Human Capital," Public Culture 21, no. 1 (2009): 21-41.