Note to self: if you’re eventually fortunate enough to start getting some good stuff published, Mike, and if you’re ever fortunate enough to get yourself to professor-land, please don’t assign your own stuff as required seminar reading material. Cause when you have your students discuss your stuff, it’s so easy to slip into them discussing you, and that sets up some nasty alignments. You’ll have the ones who give you the “Oh it was so good to read” and you’ll have the ones who won’t, and those ones who won’t — if they raise any questions — are gonna look to at least some of the other students like they’re attacking you. And there’s no good way to answer those questions that pleases everybody — you, the believers, the sycophants, the questioners.
Bet y’all can’t guess what happened in seminar tonight.
Better yet, here’s the bonus question: guess who the questioner was?
Yeah. And I should know better, too; I mean, I know I’ve got that super-critical streak, and I also know I’m socially pretty shy — your basic tortured-geek combination — and you put those together in a seminar where you don’t know any of the other students and you’re gonna come across as the guy who only opens his mouth to attack, no two ways about it. I usually try to be pretty good about this stuff, but tonight was a disaster, ’cause the prof went immediately defensive and turned the questions I was raising about the politics of research as manifested in the thing we read into questions about the politics of the prof’s research, and I didn’t realize it until too late.
Which is too bad, because I thought there was some useful stuff that could’ve come out of tonight’s discussion, if it had been a discussion about the politics of research rather than about the prof. Stuff about how poststructuralist research practitioners acknowledge the power of language but seem to often deny the power and privilege of their own discursive positions as researchers. Stuff about how “the tension embedded within the term economy between management (as a practice of intervention) and system (that which manages itself) has periodically loosened and tightened, drastically changing the meaning of the word” (Gibson-Graham, New Keywords 1), and how, now, “As a system the economy has been reduced to the market, and as a style of calculation and management, it has taken hold of all manner of human interactions” (5). But I’m not really feeling like working through that stuff tonight; it’d be like picking dimes from the cinders of the day.
I got home, I cooked dinner — spicy tender curried beef in a cardamom and tomato and yogurt sauce, over brown rice — and put the leftovers in the fridge with the hoppin john and the roast pork with peppers and marjoram and juniper berries, I’ve been cooking like a fiend this week and no one to eat it with, and blasted some Patti Smith and put together teaching materials for tomorrow’s classes (which I’m looking forward to, since actual in-the-classroom teaching time almost inevitably makes me feel good and useful and productive and, quite often, pretty dang happy) and some stuff for the classroom research project, and played kill-the-hand-in-the-sock with the kittens, and blasted some more Patti Smith, and washed the dishes, and now I feel a little better.
Washing dishes is good that way.
Sigh. I know. I get that way trying to discuss e-text with people here in SLIS. It immediately becomes a personality issue.
I just have to walk away and remember that these people can’t stop me from doing what I want to do once I’m out.
Dorothea, I was actually pretty intrigued by your posts on e-text. Mark Bernstein makes some of the same arguments (critiquing William Gass and the whole reading-in-the-bathtub thing) over at eastgate.com, and I’ve been in seminars myself where there was the same antagonism between the George Landows and the Sven Birkertses. I’d agree that the reading-in-the-tub or reading-without-power arguments are kinda silly, but there is something behind them, in that you’ve got a big technological back end tacked onto the reading requirements, which itself poses a pretty significant barrier to entrance in terms of cost. My only use of e-text has been for reading online versions of javascript textbooks, which seems to me to be a content perfectly suited to the technological medium: using computers to read about computer stuff, no problem. But the cost thing gets to be problematic when it’s not strictly computer related, as with the difficulties recently encountered at several new universities in South Africa, where the faculty were sold on the potentials of computer technologies for classroom instruction but couldn’t afford textbooks and reference books. It’s an extreme case, but it may point to why so many people are inclined to make the ceci tuera cela argument. (Geoffrey Nunberg’s The Future of the Book is really worth checking out on this count.)