May 2018 Special Issue of TETYC:
Academic Freedom and the Teaching of English in the Two-Year College
Many of us teaching in higher education have recognized important changes to the cultural, financial, structural, and ethical aspects of postsecondary teaching, from the increasing reliance on contingent faculty to a decline in state funding contributions to public colleges, and an increasing emphasis on corporate management models. These converging factors are reshaping higher education, but have a particular resonance for two-year college English instructors who work with a wide range of students, take on many uncompensated service and administrative responsibilities, and often work off the tenure track. Further, two-year colleges traditionally have had fewer traditions of shared/faculty governance than our university counterparts. As a result, our institutions may be affected disproportionately by these paradigm shifts in higher education.
Within this context, TETYC invites proposals for articles or other features focused on the special issue theme of “Academic Freedom and Teaching English in the Two-Year College.” (See the Information for Authors page for an overview of the types of pieces the journal publishes). I imagine this theme expansively, with the following suggested topics or themes serving as a starting point:
- Contingency, expectations of continuing employment, and short-term or long-term contract faculty
- Teaching and learning conditions, and working conditions more broadly
- State contexts, including legislative influence on higher education institutions within specific states
- Curricular regularization /standardization
- Faculty autonomy–influenced by employment status or other factors, deprofessionalizing or professionalizing efforts within institutions or other contexts
- Imposition of corporate models on the two-year college mission; reductions in state funding and disinvestment in public higher education–impacts, consequences, opportunities?
- Ongoing faculty development in two-year college English (including institutional and departmental training for instructors)
- How we develop our programs within the 21st century college and other contexts
- Liberal education, vocational education, and the multipronged missions of two-year colleges
- Faculty protections and job security inflected differently across the states, including assaults on public unions, threats to tenure and shared governance; legislation mandating right-to-work policies, etc
- The risks and rewards of teacher-scholar-activist work; with a greater need than ever for faculty advocacy, what are the risks of such work (see Sullivan, 2015)?
Timeline and Process
Unlike prior calls for special issues which seek complete manuscripts, the TETYC editor and editorial board hope to work with authors closely throughout the process of developing manuscripts.
- Proposals of 500 words are invited for submission by December 1, 2016. Authors should remove all identifying references to their identities or institutions; the proposals should identify the type of manuscript (feature article, instructional note, symposium, review essay, etc) as well as key arguments and sources, the exigency and importance of the topic to readers of TETYC.
- Please submit proposals to the TETYC Editorial Manager site; when the dropdown menu appears, select “Proposal for Special Issue” as the “Article Type.”
- Proposals will be reviewed by the Editorial Board, with authors of pieces selected for inclusion to be notified by March 20 2017. Complete manuscripts will be due to the TETYC submission system, Editorial Manager, by August 15, 2017. Revision suggestions will be provided by October 1, 2017, and final manuscripts are due to the editor by December, 30, 2017.