Sobriquet 37.9
Anyone who has ever attended graduate school in the humanities, especially those folks in fields where the odds of landing a tenure-track job are not particularly high, will be familiar with the phrase "publish or perish," the unofficial motto of academia. Essentially, we are told from the moment we set foot in our first graduate seminar that if we do not publish research in our respective fields, the likelihood of securing a comfortable living teaching at a college or university is essentially that of the Miami Dolphins making the NFL playoffs this year. In other words, your dreams of a twenty hour work week perish if you do not publish a sufficient amount of research to prove your worth as a scholar. Now, for some people, research is a great joy and the primary reason for attending graduate school. For others, the research is something to do in order to secure a teaching post. I place myself in the latter camp; though I genuinely enjoy reading and researching the authors and ideas I find fascinating, I am primarily concerned with teaching. That is where I find the most joy in life and, ironically, classroom discussion often inspires the critical thinking behind the articles I write.
In any case, I find myself at a rather interesting place in my academic career. As an ABD student, I am qualified to teach at many schools and have, fortunately, not had a great deal of difficulty finding employment. As a fifth-year doctoral student, however, I am entirely off funding at my graduate school and must teach more classes than would optimally enable me to work on my dissertation at the pace I feel it deserves. (Note: the following passage is painfully cyclical and may make the reader dizzy). As a result, I find that I have to do the thing I most want to do (teach) in order to afford to support the completion of my doctoral studies (research), which I need to finish in order to land the sort of teaching job that will give me time to research and be an effective educator. Thus, teaching becomes the means to an end (that is, in itself, essentially, another means to another end) rather than the end to a means, which can be frustrating. I feel as if I am both where I want to be and about as far from where I want to be as one can be.
Add the pressure to publish on top of all this and one may well find oneself taking on research duties unrelated to his or her dissertation in order to prove his or her scholarly value to a potential employer which, with the deadlines such extracurricular work carries with it, often pushes the deadline-free dissertation to the proverbial back burner's back burner. Having spent a significant time producing such "extra" research, I have been fortunate enough to forge good relationships with a number of publishers who occasionally solicit additional work from me. Naturally, I really want to keep writing for these publications. Unfortunately, I find that I am at a stage in my career where I actually have to decline such flattering solicitations if I am to free up the time I need to work on my own, increasingly burdensome, projects. Again, I am both where I want to be and, in being there, preventing myself from securing a comfortable position in the spot I am already in.
This is the place I find myself in at the moment. I am slowly finishing up a few projects I took on, including a few for publications I am honored to be affiliated with. The reason I bring all this up is to justify why I will be assigning myself somewhat smaller dissertation readings for the next little while. In other words, I am not lazy, I promise! So, here's my plan: finish up the stuff pushing the dissertation back, work on the dissertation, focus on teaching. Makes sense, right?
In any case, I did review the two essays I assigned to myself for today. The first article I read was Mike Marais's "Places of Pigs: The Tension between Implication and Transcendence in J. M. Coetzee's Age of Iron
and The Master of Petersburg." This essay, like the article of Marais's I reviewed a few days ago, devotes most of its space to a discussion of several key critical debates surrounding Coetzee's writing: those dealing with power, language, and their effects on one another. What I found most interesting, however, was Marais's discussion of the ways in which Coetzee uses the physical states of his protagonists to mirror and comment upon the social and political conditions of their respective environments, an issue I found myself contemplating as I re-read Age of Iron last week.
A year or so ago, when the tiny academic journal I edit was assembling an issue devoted to Coetzee, several noted Coetzee scholars served on our editorial advisory board. One of the critics kind enough to work with our staff, Lidan Lin, penned the second essay I read today, "J. M. Coetzee and the Postcolonial Rhetoric of Simultaneity," a fact which sparked a bit more interest in the essay than I might otherwise have had. I am pleased to share my favorable impression of Lin's scholarship. This is another of the more accessible articles I have encountered and one with a pleasingly critical tendency to engage with poststructural and postcolonial theory in such a way as to problematize some of the more sweepingly poststructural readings of Coetzee's work while simultaneously acknowledging their value. Although the essay dealt overwhelmingly with Foe, Lin's exploration of Coetzee's "rhetoric of simultaneity" provides a valuable insight into the author's entire body of work. Whereas some critics fault Coetzee for seemingly avoiding a specifically South African literature, Lin rightfully praises the author for his "willingness to de-essentialize the uniqueness of colonial oppression by bringing it to bear on similar human experiences outside the historical specificity of colonialism" (43). Though brief, Lin's discussion of Age of Iron is insightful and adds to the discussion surrounding Curren's relationship with Vercueil by focusing on the role the other (the vagrant) plays in forming the self (Curren).
For tomorrow: Read one article, work on the aforementioned "extras," and have a delightful evening socializing with my wonderful coworkers because, hey, I deserve a break!
In any case, I find myself at a rather interesting place in my academic career. As an ABD student, I am qualified to teach at many schools and have, fortunately, not had a great deal of difficulty finding employment. As a fifth-year doctoral student, however, I am entirely off funding at my graduate school and must teach more classes than would optimally enable me to work on my dissertation at the pace I feel it deserves. (Note: the following passage is painfully cyclical and may make the reader dizzy). As a result, I find that I have to do the thing I most want to do (teach) in order to afford to support the completion of my doctoral studies (research), which I need to finish in order to land the sort of teaching job that will give me time to research and be an effective educator. Thus, teaching becomes the means to an end (that is, in itself, essentially, another means to another end) rather than the end to a means, which can be frustrating. I feel as if I am both where I want to be and about as far from where I want to be as one can be.
Add the pressure to publish on top of all this and one may well find oneself taking on research duties unrelated to his or her dissertation in order to prove his or her scholarly value to a potential employer which, with the deadlines such extracurricular work carries with it, often pushes the deadline-free dissertation to the proverbial back burner's back burner. Having spent a significant time producing such "extra" research, I have been fortunate enough to forge good relationships with a number of publishers who occasionally solicit additional work from me. Naturally, I really want to keep writing for these publications. Unfortunately, I find that I am at a stage in my career where I actually have to decline such flattering solicitations if I am to free up the time I need to work on my own, increasingly burdensome, projects. Again, I am both where I want to be and, in being there, preventing myself from securing a comfortable position in the spot I am already in.
This is the place I find myself in at the moment. I am slowly finishing up a few projects I took on, including a few for publications I am honored to be affiliated with. The reason I bring all this up is to justify why I will be assigning myself somewhat smaller dissertation readings for the next little while. In other words, I am not lazy, I promise! So, here's my plan: finish up the stuff pushing the dissertation back, work on the dissertation, focus on teaching. Makes sense, right?
In any case, I did review the two essays I assigned to myself for today. The first article I read was Mike Marais's "Places of Pigs: The Tension between Implication and Transcendence in J. M. Coetzee's Age of Iron
and The Master of Petersburg." This essay, like the article of Marais's I reviewed a few days ago, devotes most of its space to a discussion of several key critical debates surrounding Coetzee's writing: those dealing with power, language, and their effects on one another. What I found most interesting, however, was Marais's discussion of the ways in which Coetzee uses the physical states of his protagonists to mirror and comment upon the social and political conditions of their respective environments, an issue I found myself contemplating as I re-read Age of Iron last week.A year or so ago, when the tiny academic journal I edit was assembling an issue devoted to Coetzee, several noted Coetzee scholars served on our editorial advisory board. One of the critics kind enough to work with our staff, Lidan Lin, penned the second essay I read today, "J. M. Coetzee and the Postcolonial Rhetoric of Simultaneity," a fact which sparked a bit more interest in the essay than I might otherwise have had. I am pleased to share my favorable impression of Lin's scholarship. This is another of the more accessible articles I have encountered and one with a pleasingly critical tendency to engage with poststructural and postcolonial theory in such a way as to problematize some of the more sweepingly poststructural readings of Coetzee's work while simultaneously acknowledging their value. Although the essay dealt overwhelmingly with Foe
, Lin's exploration of Coetzee's "rhetoric of simultaneity" provides a valuable insight into the author's entire body of work. Whereas some critics fault Coetzee for seemingly avoiding a specifically South African literature, Lin rightfully praises the author for his "willingness to de-essentialize the uniqueness of colonial oppression by bringing it to bear on similar human experiences outside the historical specificity of colonialism" (43). Though brief, Lin's discussion of Age of Iron is insightful and adds to the discussion surrounding Curren's relationship with Vercueil by focusing on the role the other (the vagrant) plays in forming the self (Curren).For tomorrow: Read one article, work on the aforementioned "extras," and have a delightful evening socializing with my wonderful coworkers because, hey, I deserve a break!
Works Cited
Lin, Lidan. "J. M. Coetzee and the Postcolonial Rhetoric of Simultaneity." International Fiction Review. 28.1-2 (2001): 42-53.
Marais, Mike. "Places of Pigs: The Tension between Implication and Transcendence in J. M. Coetzee's Age of Iron and The Master of Petersburg." The Journal of Commonwealth Literature. 31.1 (1996): 83-95.
Marais, Mike. "Places of Pigs: The Tension between Implication and Transcendence in J. M. Coetzee's Age of Iron and The Master of Petersburg." The Journal of Commonwealth Literature. 31.1 (1996): 83-95.
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