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Keeping It Old-School on the New Faculty Majority

  • Geoffrey B. Elliott (author)
Chapter of: The Ballad of the Lone Medievalist(pp. 51–64)

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TitleKeeping It Old-School on the New Faculty Majority
ContributorGeoffrey B. Elliott (author)
DOIhttps://doi.org/10.21983/P3.0205.1.05
Landing pagehttps://punctumbooks.com/titles/the-ballad-of-the-lone-medievalist/
Licensehttps://creativecommons.org/licenses/by-nc-sa/4.0/
CopyrightElliott, Geoffrey B.
Publisherpunctum books
Published on2018-08-23
Long abstractI have the good fortune to teach in an English department at a Big 12 school. While it is not as well-funded as, say, the me-chanical engineering department or any of the departments in the business school, it does have a fair bit of resources avail-able. Tenured and tenure-track faculty members are eligible for travel support, research grants, sabbaticals, and college- and university-wide awards that carry substantial stipends. Training programs and continuing education opportunities are widely available, as well, and the building in which the department is housed is one of the oldest on campus, constructed in a fine style and solid enough to withstand tornadoes and earthquakes.Adding my voice to the Ballad may be a bit of an oddity, as I am not the only medievalist in the department. There is one other, a tenured associate professor who specializes in Old Eng-lish. I am the only member of the department who specializes in Middle English, however, and the only one among the many contingent faculty in the department who specializes in me-dieval literature of any sort. While I am privileged among the academic precariat — I have office space in which to meet with students, a desk and computer with which to do at least some of the work involved in my position, an annual contract that lends itself to renewal, and some health care benefits — I am nonethe-less in a position that typically has me teach so-called service courses. In my time in my current position, I have only once been assigned to teach a class that explicitly includes my area of expertise: a sophomore-level survey of British literature, span-ning its beginnings through 1800. In such a course, I could give no more than a few weeks to my general area of expertise and even less to my specialty of Malory and his transmission.
Page rangepp. 51–64
Print length14 pages
LanguageEnglish (Original)