I’m going to engage in some blue-sky thinking here. I am not a policy wonk, and this is not a policy document of any kind.
A response to the Modern Language Association (MLA) task force report on graduate education, co-authored by a group of 10 humanities scholars and published this week in Inside Higher Ed, draws attention to the limitations of the existing proposal. Proposals to shorten the time to degree and to welcome new engagements with digital technology are hardly controversial, of course. But the recommendations of the task force, like many of the activities of the MLA, do not a thing to meet on their own ground the gross inequalities of academic labor conditions in the profession.
I am far from the first to observe that the disconnect between the activities of the MLA and the lived realities of the profession has…
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