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Editors' Introduction: "Our Work"

Editors' Introduction: "Our Work" When we were still graduate students and began to consider founding the journal that would become Pedagogy, we little thought about what shape the university would take over a decade hence. But we were concerned, even then, with what the discipline seemed to value, with the rather uneven weighting of the reward system given the hours of our day. Ten years into Pedagogy’s publication and writing now as tenured professors, we find that though much has changed, much of what has appeared in these pages still resonates. Indeed, in the very first issue of Pedagogy, George Levine’s (2001: 7) commentary argued that English studies is “a nation divided” between our work as teachers and our work as scholars. His description of our dilemma remains remarkably accurate. “My work” usually means research and writing as opposed to work in the classroom or service to department or university. But what is most remarkable about this obvious fact of university life is that despite professional devaluing and recent years of attack on the professoriate for not caring about teaching, “my work” normally waits in second place after dedicated, even passionate commitment to students and teaching. Even those who measure academic success, http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture Duke University Press

Editors' Introduction: "Our Work"

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Publisher
Duke University Press
Copyright
Copyright 2010 by Duke University Press
ISSN
1531-4200
eISSN
1533-6255
DOI
10.1215/15314200-2009-016
Publisher site
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Abstract

When we were still graduate students and began to consider founding the journal that would become Pedagogy, we little thought about what shape the university would take over a decade hence. But we were concerned, even then, with what the discipline seemed to value, with the rather uneven weighting of the reward system given the hours of our day. Ten years into Pedagogy’s publication and writing now as tenured professors, we find that though much has changed, much of what has appeared in these pages still resonates. Indeed, in the very first issue of Pedagogy, George Levine’s (2001: 7) commentary argued that English studies is “a nation divided” between our work as teachers and our work as scholars. His description of our dilemma remains remarkably accurate. “My work” usually means research and writing as opposed to work in the classroom or service to department or university. But what is most remarkable about this obvious fact of university life is that despite professional devaluing and recent years of attack on the professoriate for not caring about teaching, “my work” normally waits in second place after dedicated, even passionate commitment to students and teaching. Even those who measure academic success,

Journal

Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture – Duke University Press

Published: Jan 1, 2010

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