Tony O'Brien
Asking myself what led Barbara to the point of laying aside her teaching
and research for at least a three-year term to work as president of a large
academic union, the Professional Staff Congress (PSC) of the City University
of New York, I ruffled through some of her papers from a class teaching
public school teachers how to teach Shakespeare, and found an exercise
asking the teachers’ students to write two pages, using the OED and a concordance,
on the history of a single word from A Midsummer Night’s Dream, like custom,
silly, luxury, or tongue. Assuring her class of teachers that though
the project terrifies, “once students get started they can’t stop; they
love the authority they gain from mastering the history of a single word,”
her notes go on:
The beauty of the assignment, which I have adapted from one designed
by the Shakespeare scholar Peter Stallybrass, is that it works on language
in history, as part of culture. Often we can remove language from
history in our attempts to introduce a new vocabulary to students.
The assignment also frankly admits the difficulty of Shakespeare’s language,
and uses that difficulty as a starting point for new thought. At
the same time, it gives students a glimpse of doing scholarly research,
and introduces them to the OED, which can be a friend for life.
This glimpse of her teaching notes reveals the essential answer to why
she wants to lead an activist group, the New Caucus, in taking the PSC
into a different mode of unionism adequate to our crisis: for her, teaching
and scholarship, those friends for life (as they will undoubtedly remain
even if the three-year term expands), are in history, part of an inevitably
political culture; intellectual work is action in history, and only by
the binding of tradition’s chains or some dumb center-right hegemony can
it be “removed from history,” isolated in a Lacanian idle chatter while
young immigrants the age and color of your students are shot to death at
will by the police of your city. Some of her class teach in
the Brooklyn high schools where student walkouts led by radical teachers
and students, unashamedly working together politically, protested the Amadou
Diallo verdict. She wants to drop the OED assignment into the vortex
of those schools, bringing into their political speech about Diallo (whose
stuttering in English became part of his fatal crime of breathing while
black) the history of tongue; bringing new thought by teaching what is
difficult, by teaching mastery of history in a single word, applying Brecht’s
vocabulary lesson, you must learn the ABC, you must take over the government.
What CUNY could do, combining open admissions and free tuition with materialist
Shakespeare (a scholarship with historical and theoretical bite), is bring
intellectual work into the making of a city worthy of its students, I thought,
looking at these notes of Barbara’s, trying to gauge her motive for union
work. The academic union has become the new classroom in which we
learn and teach the fighting words by which as students and teachers acting
in history we make a university worthy of us.
But the city’s history prevents, the city’s masters prevent, the new
CUNY Master Plan revealing the Trustees’ intention to make over the university
into an incubator for business ventures, business practices, business education,
business culture. And therefore we must take back CUNY, take back
the city, take back our union, take back our labor movement: it’s the ABC
of intellectual activism in our time now we have been forced to become
reflexively self-conscious about our workplace, and Barbara Bowen has learned
her ABC and is teaching it, at the head of the largest recent victory so
far by an insurgent caucus in a New York labor union. It’s amazing
that this should be in the CUNY professors’ union! New Directions
in the vastly more significant Transit Workers Union has been trying for
a long time, and almost made it in the last election; but it’s happened
at CUNY, after other victories in the librarians’ and park workers’ locals
of the municipal workers’ union, DC 37, and in our case it comes right
out of our sense of vocation, our “job consciousness,” as scholars, writers,
teachers. The New Caucus victory has come right out of our class
notes.
Barbara’s effectiveness in union work also comes out of a paradox: the
work of university intellectuals is all-absorbing, taxing, exhilarating,
more than full-time, and yet it’s not enough, if you really think about
it, and so you must take up the second shift of political action; but how
can you, given what our work is, given time? This paradox is often
crippling, in either direction, but Barbara has shown us how it can be
enabling; as a shining example of the New Caucus’s many heroes of the second
shift, she has shown us that the answer to the paradox is to embrace its
impossibility, to live our dual desire to the limit. (The method?
collective work.) As a new Oberlin graduate in love with the
Roman ode, she nevertheless acted on her desire to serve the people.
Farmworkers in the Connecticut Valley sustained and deepened that desire,
but nevertheless she embraced our paradox, left that work (crying all the
way to New Haven in the car of a legal services activist from the Valley),
and wrote her dissertation on Shakespeare while helping organize tenants
and clerical workers. They in turn developed rather than diverted
her desire to write and teach, and in CUNY it was her doctoral students
in “English” (i.e., women’s studies and cultural studies), students who
had demanded her by name as the young feminist scholar they wanted in the
doctoral program, with whom she first went into action against the obscene
and ruthless destruction of our university. Those early days of CUNY
activism were also the time Barbara wrote her book on gender and the theater
of war in Troilus and Cressida, a time of street demonstrations against
the neo-imperialist oil war in the Gulf; and the paradox asserted itself
now more as opportunity than as anguish, as anti-war work with her students
infiltrated the later chapters of her book and suggested tactics and thinking
for the defense of CUNY (an inadequate formulation, now sounding almost
antique, as we have changed the terms of the battle and decisively rejected
a defensive strategy).
She honors those Grad Center students of the late Eighties, those Kimberly
Flynns, as the midwives of the New Caucus movement, the New CUNY movement
as it might just as well be called; like the tobacco workers and apple
pickers and secretaries Barbara had worked with earlier, these grad students
faced a horrific situation at work as the casualizing academic job system
took hold, and like them they reacted by organizing. The paradoxical
desire she had to embrace is that teaching itself, the service we offer
our students, draws us into their lives as it draws them into our books;
and these doctoral students were also teachers alongside her, passionate
about their own students facing budget cuts and tuition hikes and being
forced out of CUNY. In the heat of that alliance of faculty and grad
students, which included some like Vinnie Tirelli who were already organizing,
studying and writing about the adjunct system, was forged Barbara’s understanding
that the development of each is the condition for the development of all,
that CUNY adjuncts must be at the center of CUNY organizing and CUNY labor
thinking. In the high tide of that pre-New Caucus struggle, 1995,
year of the great 15,000-strong CUNY demonstration at City Hall, year of
the City College sit-in and hunger strike which, broken up by the police,
poured into the streets of Harlem at midnight and marched in the rain for
two hours--in that swelling tide Barbara, along with other founders of
the New Caucus, made the turn to academic labor activism.
The reason was simple: the ad hoc organization Concerned CUNY Faculty
and Staff carrying on this struggle appealed to the PSC leadership for
help, and appealed in vain. Nothing could have been further from
the minds of the business unionists at 43rd Street than plunging into the
life-and-death struggle to save the university. Stunned by that response,
and forced to see that we did not have the resources to carry on as an
ad hoc organization, Barbara’s group linked up with a small, determined
group of union reformers like Steve London, John Hyland, Mike Frank and
others, who had been working to get elected as chapter officers in the
PSC in the hope of changing its moribund ways. The five years of
building the New Caucus to the point of our election victory were a complicated
time. As we grew, so did the attack on CUNY, its public relations component
getting increasingly harsh and racist as we were derided by Giuliani and
Badillo, essentially for having the students we have and working effectively
with them. The abolition of developmental courses (“remediation,”
to the racists) at senior colleges, further erosion of full-time lines
to the point where adjuncts teach 60% of CUNY courses, the publication
of the Schmidt Report, CUNY: An Institution Adrift, the installation of
Badillo as chair and Benno Schmidt as Vice-Chair of the Board of Trustees,
and then of Matthew Goldstein as their enthusiastic Chancellor, all created
the conditions for the city Establishment to turn CUNY radically toward
downsizing and reconstruction as BUNY, The Business University of New York--just
as we were taking over the union! The stage is set, then, for a showdown,
and Barbara is now leading the whole union into that battle.
The five years of the New Caucus (which now begins a different life
as a rank and file organization in support of the new leadership) were
extremely testing for Barbara, even as we went from victory to victory
after our first defeat in the CUNY-wide union election in 1997. One thing
that sustained her in these struggles was the PSC chapter at Queens College
which she led for two terms; this “home” collective, her faith in the collective
of friends she always gathers around her, and their faith in her, gave
her confidence in the principles of rank-and-file activism she will now
try to bring to the whole union. She saw it at Queens, and it worked.
Tony O’Brien, Queens College--CUNY
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The academic union has become the new classroom in
which we learn and teach the fighting words by which as students and teachers
acting in history we make a university worthy of us. |
She wrote
her dissertation on Shakespeare while helping organize tenants and clerical
workers. They in turn developed rather than diverted her desire to
write and teach.
The stage is set, then, for a showdown, and Barbara
is now leading the whole union into that battle. |
|