Toward Job Security for Teaching-Track Composition Faculty: Recognizing and Rewarding Affective-Labor-in-Space
Abstract
In this essay, I argue that contemporary efforts to advocate for job security for teaching-track faculty in English studies, especially in composition, can be enhanced by identifying and reconfiguring two types of negative affects: those circulating around the “affective labor” required to teach writing and those circulating around the educational spaces in which such labor typically occurs. After defining my terms, I begin analyzing the impact of these two types of negative affect on calls for teaching-track job security. I then use Grego and Thompson’s “studio” model of basic writing as an example of teaching work that can be used to generate and circulate positive affects regarding the “affective-labor-in-space” performed by writing teachers. Finally, I articulate three premises designed to help articulate and emplace positive affects regarding teaching-track composition work such that possibilities for job security are enhanced.
- Journal
- College English
- Published
- 2016-03-01
- DOI
- 10.58680/ce201628217
- CompPile
- Open Access
- Closed
- Topics
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Citation context
Cited by in this index (4)
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Ratliff (2019)Pedagogy
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Kalish et al. (2019)Pedagogy
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McNamara (2018)Literacy in Composition Studies
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McNamara (2018)Literacy in Composition Studies
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