Weekend Reading

Research by Ozan Jaquette, an assistant professor of higher education at the University of Arizona, has found a direct relationship between declining state appropriations and the rising number of out-of-state students. He has also found that as out-of-state enrollment rises, the number of black and Hispanic students falls. “If we envision the student body as a pie chart, with various student populations representing slices, the slice of low-income students narrows as the slice of out-of-state students grows, with a greater shift at highly ranked institutions and at institutions in high-poverty states,” he writes in a forthcoming paper in The Journal of Higher Education, coauthored with Bradley R. Curs and Julie R. Posselt.

As this happens, public universities become more and more like private ones. At the University of Wisconsin, for example, out-of-state undergraduate tuition, currently around $25,000, is set to go up $10,000. Right now, the state caps the number of out-of-state students at 27.5 percent, but given recent massive budget cuts, many expect that cap to be lifted, meaning the university will be catering more and more to affluent students.

“It’s raising the cost to the country of educating its younger population,” says Christopher Newfield, a professor of literature and American studies at UC Santa Barbara and the author ofUnmaking the Public University: The Forty-Year Assault on the Middle Class. “All the states are now trying to educate the students of other states so they can charge them three times more. The American funding model that we’ve had, it’s broken.” All the private money coming in doesn’t subsidize the public mission of the university. Instead, it undermines it.

Robert Capa’s famous 1936 photograph of a Spanish militiaman purports to record such a moment: The militiaman falls backward on a sunlit battlefield, his body accelerating to meet its shadow. The photograph is contested now — was it staged, or was it truly caught, by serendipity and skill, in the heat of battle? — but it is an image that, for its time, is imaginable. It would have been difficult, if not impossible, to make a picture like it half a century earlier. And by 32 years later, in a world full of small cameras and quick-loading film, there is no longer any doubt that death can be photographed candidly. On a street in Saigon, the American photojournalist Eddie Adams clicks the shutter and captures the precise moment at which Nguyen Ngoc Loan, a South Vietnamese general, fatally shoots Nguyen Van Lem, a Viet Cong commander, in the head. A second before the bullet hits Lem, his face is relaxed. Then the shot — simultaneously of the gun and the camera — but there’s no blood, no splatter, only Lem’s face contorted in mortal agony. A second later he’s on the ground, blood gushing out of his head. We know these things because the execution was also captured on film, by Vo Suu, a cameraman for NBC. Suu’s footage is invaluable, but Adams’s picture, more striking and more iconic, earned him a Pulitzer Prize in 1969. The picture was remarkable for the rarity of its achievement, in recording the last moment, unscripted and hardly anticipated, of someone’s life. But when you see death mediated in this way, pinned down with such dramatic flair, the star is likely to be death itself and not the human who dies. The fact that a photograph exists of a man being shot in the head in Vietnam is easier to remember than Lem’s biography or even his name.

Ebola, Cultural Responses, and the Funding Gap

A few weeks ago I linked to a handful of academic works on Ebola outbreaks past and present. This week, as I round out my job as a high school teacher, I ran my sophomores through a couple of days on the virus and ongoing outbreak. In looking for accessible readings that deal with the cultural and political aspects of the West African Ebola outbreak, I’ve found Amy Maxmen’s reportage at National Geographic really interesting. In particular, I assigned excerpts from two of her articles that are worth highlighting here, if only to quote them in contrast to the Hewlett and Amola piece I linked to before about locally-rooted traditional responses in Uganda that contained the 2000 outbreak there effectively.

The first piece is from March and depicts the challenges of contact tracing in towns where people don’t want to be kept in isolation or taken to clinics from which they may not return. The second, from January, gives a thorough overview of how cultural traditions in the affected countries have enabled Ebola to spread, and outlines efforts to find culturally acceptable burial methods in order to help contain the outbreak:

In the three countries hit hardest by Ebola, preparations for burial typically are carried out by community members who handle the dead with bare hands, rather than by doctors, morticians, and funeral home directors. People were unwilling to have those practices casually tossed aside. That worked in Ebola’s favor. As death approaches, virus levels peak. Anyone who touches a droplet of sweat, blood, or saliva from someone about to die or just deceased is at high risk of contracting the disease.

To health authorities, the solution was simple. With so much at stake, science eclipses religion: Risky rituals must end.

“People were expected to go from one end of the spectrum to the other; from washing the bodies by hand, dressing them, and holding elaborate ceremonies, to having a corpse in a body bag and no goodbye,” says Fiona McLysaght, the Sierra Leone country director for a humanitarian organization called Concern Worldwide.

Of particular interest to me was the flexibility of such rituals, to which many who have done fieldwork can attest. As Paul Richards says in the article, “burial rituals were flexible… the spirits are totally practical!” The lede to the article is a story about a family that is trying to bury a pregnant woman who died – they want to remove the fetus according to tradition, but healthcare workers won’t have it. The solution? They found a ritualist who said that a reparation ritual would correct any problems caused by burying the woman without following customary rituals.

The idea of flexibility in ritual has been around for a while. Many rituals were only recent codified, and so many “requirements” and “customs” can be molded to fit what’s needed and what’s available. In my own line of work, Tim Allen’s argument that the traditionalist response to the ICC intervention in northern Uganda essentially invented universal Acholi reconciliation rituals where there hadn’t really been any before comes to mind.

Anyways, digression over. Back to Ebola.

After assigning these articles and discussing them with my students, yesterday I saw another article by Maxmen on the topic of Ebola, this time on the wide gap between money being donated to the cause and money being paid to frontline medical personnel. From Newsweek:

Hundreds, if not thousands, of nurses and other frontline staff fighting Ebola have been underpaid throughout the outbreak – and many remain so today. The lack of pay is not simply a matter of corrupt officials stealing donor money, because so-called “hazard pay” was issued through direct payments to frontline workers starting in November, then electronic payments to bank accounts and mobile phones beginning in December. The problems appear to be twofold: first, Sierra Leone’s national health system has been so underfunded for so long, that it was a monumental challenge to document all of the country’s care workers and set up payment distribution channels to them. Second, it turns out that relatively little money was set aside for local frontline staff within Sierra Leone’s health system in the first place. In fact, less than 2% of €2.9bn ($3.3bn) in donations to fight Ebola in West Africa were earmarked for them. Instead, the vast majority of money, donated from the taxpayers of the UK, the US and two-dozen other countries, went directly to Western agencies, more than 100 non-governmental organisations (NGOs), and to the UN.

[…]

When I visited Kenema Hospital in February, graffiti on one wall of the Ebola isolation area read: “Please pay us.” By then, nurse Kabba had cared for more than 420 Ebola patients, and had lost several friends. She had not received most of the €80 ($92) weekly allowance she’d been promised since September. Nurses around the country were in similar positions. “We hear about money pouring in, but it is not getting to us,” Kabba said. “People are eating the money, people who do not come here. We are pleading nationwide, we have sacrificed our lives.”

When I spoke with Kabba’s boss, District Medical Officer Mohamed Vandi, he acknowledged that his health force had been sorely neglected. “I am not hopeful for the future,” he said. As Ebola ebbed, world leaders had begun to make promises about improving fragile African health systems. Vandi looked on sceptically. “If we could not get support when the virus was here, I wonder how we could get it when the virus is gone?”

The whole article is well-worth reading, as it outlines how international agencies tried to implement payment programs isolated from corrupt government officials, but also bypassed numerous nurses. There’s also a strong critique of international NGOs’ tendency to do everything on their own rather than improve the state’s existing (and weak) healthcare infrastructure. For those studying aid, development, and public health, there’s worthwhile stuff here.

Weekend Reading

This is me not grading papers. This a distraction. This is a distraction in a fire in a barrel.

Women weren’t admitted to Columbia College until 1983. They went to Barnard, across the street, instead. Two years later, Literature Humanities added its first book by a female author, Jane Austen’s “Pride and Prejudice.” Virginia Woolf’s “To the Lighthouse” joined later, but that’s it. On a syllabus of 21 books, only those two are by women. Contemporary Civilization, a crash intro to Western philosophy, is worse, with 33 readings and only Mary Wollstonecraft’s “A Vindication of the Rights of Woman” and Woolf’s essay “Three Guineas” by women. The only critical text on race in either class is W.E.B. DuBois’s short “The Souls of Black Folk.” There are no female authors of color and no Asians or Latinos represented in the core curriculum.

To expect the women of color who wrote the Spectator piece to feel comfortable or safe in a class where they are not even a curricular afterthought is disingenuous. The Columbia core and the Western canon were written by and for white men, and that has not been an especially contentious statement for a long time now. Columbia hasdebated this problem for decades, and in 1990 the school instituted a generic requirement, now called “global core,” that students take courses in cultures not covered in Contemporary Civilization and Literature Humanities. It’s an explicit admission: Europe is required; every other culture is optional.

Requiring courses in the literature and thought of Western civilization that introduce critiques at the end is passive-aggressive, an institutional microaggression.

I have never encountered a gang incident in Chicago remotely like this. The number of perpetrators involved — not to mention the nine deaths — far exceed the typical urban gang-related shooting. Maybe there was some gang incident in Chicago like this decades ago. But this sort of pitched battle? I’ve never heard of anything like it. If these biker gang members were non-white, I think this would cause a national freak out.

Weekend Reading

The bank is a mob bank. It houses millions of dollars of funds gained through extortion, drugs, theft, murder, you name it. Not only does The Joker rob the bank, he does so in a way in which all his criminal accomplices murder each other one by one thinking that they’ll get a bigger cut if they do. This is supposed to look diabolical bit of insanity but it’s really him immediately eliminating five dangerous murderers while he’s literally in the middle of crippling the mob financially… the real result is that The Joker completes a major anti-mob strike while getting a quintet of thugs off the streets for good. He doesn’t kill any civilians, and only wounds the manager with a shotgun in self-defense. Even then he lets the guy live with a joke.

In fact, for the whole movie his target is mostly the same mob that Batman has apparently been unable to really stop since Batman Begins. Not only are these crime families still going strong, but they are augmented by the fact that Batman was unable to stop the spread of Scarecrow’s fear toxin, creating a permanently deranged underclass that are now presumably desperate and starving. It’s these largely forgotten downtroddens that The Joker recruits for his army, which implies that Gotham has left them to rot.

The oceans are full of bodies. This is nothing new; the currents are imbricated with centuries-old ghosts of the trans-Atlantic slave trade, the genocide of millions of Africans, the acceptable loss in the conversion of people into commodities. At Cape Horn, the particles of African ghosts mingle with the fragments of Chilean and Argentinean disappeared and whisper together of endemic violence. They are joined by the bodies of refugees turned away from shore, taken by the sea at the behest of state policy. The wind and the waves are always already full of ghosts, the particles of all the bodies rolling together with marine debris. The body is made of hydrogen and oxygen and when the body comes apart it becomes a part of what surrounds it, what consumes it.

[…]

Thousands of people disappeared in the regime of U.S.-backed state repression that swept through the Southern Cone of South America, particularly in Argentina and Chile, beginning in the 1970s, under what was known as Operation Condor. Disappearance is not just a euphemism for state murder, it is the central design of an act of terror. The disappearance—the murder without the corpse, operates in multiple ways. The systematic concealment of evidence is designed to exonerate the perpetrators. The withholding of information purposefully misled people and made them hold onto the unrealistic hope that they would find their detained loved ones alive. Extrajudicial detention, torture, and assassinations were carried out with the intention of intimidating survivors by setting an example of what could happen to them.

All Aboard for Public Infrastructure

Over the last nine months, I have spent about 275 hours on trains. I usually take the Metro-North, a state-operated railroad service whose trains have been involved in multiple crashes since I moved to the area. Sometimes trains hit cars. Sometimes trains hit each other. Sometimes there are seemingly preventable accidents, like when a train goes 82 miles per hour through a 30 mph turn and catapults towards the Hudson River.

I usually take the Metro-North, but last month I got to take the Northeast Regional, an Amtrak train that is notoriously late and inevitably tries to make up time however possible. That’s probably why an Amtrak train was going 106 mph through a 50 mph curve Tuesday night when it derailed and crashed, killing several passengers and wounding more.

While trains are safer than cars and are crashing less and less often generally, this isn’t true in the New York City area, where crash rates haven’t really declined at all.

At the New YorkerJohn Cassidy writes that “the United States has been allowing its public infrastructure to decay” for decades. The government spends half as much on infrastructure as it did in the 1950s-60s. Of course, the government spends less on a lot these days, as public service provision continues to shrivel and programs get cut more and more. Infrastructure – and safety – for people to move around the country should be a priority.

Instead, Congress slowly breaks off chunks of infrastructure one bill at a time. From International Business Times:

Seven years ago, in the face of growing evidence that the American rail system was dangerously vulnerable to derailments and collisions, Congress passed a law requiring that railroad companies add to their tracks new technology designed to limit such accidents. Absent such technology, federal transportation authorities said last year, “everybody on a train is one human error away from an accident.”

In the years that followed, some sections of the rails threading the crowded Northeast Corridor gained the so-called Positive Train Control (PTC) technology. But in late March, a Senate committee approved a bipartisan bill to delay by an additional five years the requirement for the new technology. Among the sections of the system that were then still without the safety gear: the tracks stretching between New York City and Washington.

And then, in the aftermath of Tuesday’s crash, Congress rejected a proposal to increase Amtrak’s funding.

Public infrastructure is supposed to be just that – public. It should serve the public good, and it should move the people safely and at a reasonable cost. It should help the country move. Inhibiting that does us no good.

I still have a few dozen train rides over the next month, so let’s see how I fair. In the meantime, there are some rails that need repair, investment, and technology.

Weekend Reading

Let’s catch up on some reading and start some arguments.

Under Bush, Townsend had conceived of the job primarily as a counselor to the president. “You’re not the decision maker,” she told me. “You have a responsibility not to put your thumb on the scale. The president gets all the options as clear and concise as possible.” Brennan saw it differently. He didn’t simply enact the president’s policies; he shaped them.

What may well prove to be Obama’s most lasting legacy took shape in Brennan’s cramped quarters. It was here, 35 quick steps from the Oval Office, that Brennan built the drone program. He was the architect, the man responsible for taking the raw infrastructure the Bush administration had left behind and molding it into an institution that would survive. He selected the targets, and he brought their names to the president. Everything ran through him.

Don’t worry Oh immigration department, I will never be a heavy burden on you.

Thank you Oh sea, because you accepted us without a visa or a passport.

Thanks to the fishes that will share me without asking about my religion or my political affiliation.

Thanks to the news channels that will share the news of our death for five minutes an hour for two days.

To call the riots counterproductive… isn’t to say that they are useless. They are not merely unproductive. Instead, they confirm the worst judgments held about those in question. They set back Progress. As in: it is the fault of those who riot that nothing productive happens.

[…]

But the relevant question isn’t productive as opposed to counterproductive, and never has been. The question is: productive of what?

America only accepted those who would come to be called black Americans because they were productive: because they were slaves who produced the material wealth on which American and Western power was built. Because they were not tolerated but kidnapped, sold, and killed, all to produce a population that was never just addendum, bonus, or small crutch which could have been foregone. Between 1500 to 1820, African slaves made up around 80 percent of all Atlantic passage westwards, the majority of lives on whom the rest rested and the necessary machinery to complete the Atlantic trade triangle. The nascent American state made this unmistakably clear by legally codifying slaves as actual property, as something to be mobilized for economic gain and which had no place outside those sites of production. They were to be hunted down and dragged back on escape: it was the legal obligation of citizens to return productive property to where it could be put to work again. There, they were policed and terrorized not as exception but as routine, as maintenance and training.

The New American MOOC

Just a little while ago I wrote a short post on Arizona State University, mostly quoting Chris Newfield’s review of University President Michael Crow’s book on his vision of the university, and already there’s another thing to note. Inside Higher Ed reports that ASU is partnering with EdX to provide the first-ever MOOC for actual college credit.

The scheme, which allows anyone around the world to take MOOCs designed by ASU professors, offers a small up-front fee and a larger fee at the end of the semester to obtain university credit. The goal is that an entire freshman year of courses will be put together so that anyone around the world can complete a year of massive, open, online college before transferring elsewhere or moving to ASU proper.

Firstly, I’m struck by the decision by ASU to essentially become the middleman for EdX – essentially laundering a MOOC. Even if the class is created by a professor, if the platform and the mode of instruction are managed by a company, are there obstacles to accreditation? ASU will be offering very different types of education – and these differences will have consequences – but the difference will also be difficult to discern. And this could apply even to non-ASU-designed MOOCs, according to John Warner:

ASU has the potential to expand their laundry service to the entire edX universe. In other words, they may do what the founding partner institutions of edX – MIT and Harvard – would likely never consider, give full institutional credit for a course taken as a MOOC outside their own institution.

This would allow ASU to not only prey upon other universities by transferring MOOC credits, but also to appropriate MOOCs designed by other universities and accepting them, effectively accrediting whatever EdX churns out.

Crucially, Matt Reed points out the fact that all of this is marketed as a breakthrough solution – but to what exactly? According to Reed, the student who could take an ASU/EdX MOOC:

could take an actual course, online or onsite, from a community college. It would cost less, and would have an actual instructor provide actual guidance and feedback  throughout the course. The credits would transfer anywhere, not just to ASU. Tuition at Maricopa — the community college local to Phoenix — is $84 per credit, as opposed to $200 for the MOOC. Even in the higher-tuition Northeast, we come in well below $200 per credit. And community colleges run full slates of general education courses.

Even better, taking the course with a community college offers access to online tutoring, library resources, and other student supports that have been “unbundled” from the MOOC.

ASU is pointing out that a student doesn’t need to pass through the ASU admissions process to take a MOOC. That’s true, as far as it goes, but community colleges are also open-admission, and have been for decades.

If the cost isn’t actually a factor, then what is the appeal? In a second post, John Warner also argues that the drawbacks from the MOOC-for-freshmen approach could be drastic too:

The true cost, however, is in accepting this kind of redefinition of what it means to pursue education, particularly in a student’s first year, which we know has an outsized importance when it comes to students ultimately succeeding.

We know more now than ever before about what kinds of experiences are most meaningful to students, the “Big 6” as defined by last year’s Gallup survey of  the degree and quality of post-graduate engagement:

  • a professor who made them excited about learning
  • professors who cared about them as a person
  • a mentor who encouraged them to pursue their goals and dreams
  • worked on a long-term project
  • had a job or internship where they applied what they were learning
  • were extremely involved in extra-curricular activities

These are, of course, things that are more difficult (or impossible) to get out of a MOOC, especially if you are the kind of student that MOOCs are supposedly expanding higher ed access to – those least prepared for traditional college.

Lastly, and not that I care too much about it, where does this leave ASU Online? ASU Online is this quasi-university program through which many people take courses and earn degrees, but it’s separate from ASU. Just like Harvard’s Extension School and dozens of other distance learning programs, the curriculum and experience are entirely divorced from students in the universities’ actual schools and departments – even if you take online classes. I took a number of online classes at ASU through my departments, but never took an ASU Online course. With the introduction of the MOOC option – effectively offering three types of online experience – how will the different courses fair? It’s unclear where this MOOC or ASU’s other recent endeavors will take the university, but I don’t like the possibilities.

The traditional higher education may not have to be traditional, in any sense of the word. But massive open courses with little support for only 7.5 weeks do not an engaging experience make. According to an ASU dean, the goal isn’t necessarily enriching lives or expanding minds, though, it’s graduating people and churning them out into the world. As  Dean for Education Initiatives Philip Regier argues, “the end goal is graduating educated university students, which this country is increasingly dismal at doing.”

Maybe if universities didn’t keep undermining and eviscerating their own education, like ASU does (not just through MOOCs but through corporate initiatives, tuition hikes, heavy teaching loads, etc. etc.) the country wouldn’t be so dismal at graduating educated students. Maybe if our universities and our governments doubled down on improving education rather than “disrupting” and “innovating” our way into a deeper hole, things might start improving.