Apr 16 2012

What will Happen if we Vote No?

Category: CUPE U2 VP ReportsBob Hanke @ 1:11 am

by Sharon Davidson
CUPE 3903 Unit 2 Vice President

The ratification vote will take place from April 16- 20 in the Vari Hall link on the Keele campus and outside the cafeteria on the Glendon campus from 11 a.m to 3:00 p.m.

In my previous post, I explained why I am voting ‘No’ not only as your Unit 2 VP but also as a member of the local. Many Unit 2 members may believe that voting ‘No’ means that we may be on strike a week from Monday. They do not want to entertain a scenario that takes them back to 2008-2009 – a concern that I completely understand. To address these concerns, I want to put forth various scenarios that position us in a very different situation than 2008.

By voting ‘No,’ we would give the union leverage to go back to the bargaining table and get an agreement that moves the Unit 2 Collective Agreement forward in meaningful ways in this round and not some future round of collective bargaining. We would go back to the bargaining table with a small list of demands with a specific timeframe. This was what happened in 2001. Of course, we would have to be prepared to strike to get this extra time at the bargaining table but we could agree to give the bargaining team one more opportunity to negotiate with the employer without striking. We could also agree to have the outstanding issues sent to binding arbitration instead of going out on strike.

How is our situation different from 2008? First, we are negotiating at a different time in the academic year and are better positioned to have a short, effective strike. York cannot afford to have another labour disruption for so many reasons. Many summer courses are directed by Unit 2 members and many of us still have not submitted our grades for the fall/winter and winter sessions. It is much easier for us to set up picket lines in warm, spring weather than in the cold days of November and December. The union is prepared to mount a strike both logistically and financially; in fact, the purpose of the special levy was exactly for this circumstance. Also, the earliest a possible strike would take place is after the week-long ratification vote, so members will receive the bulk of their pay for April before going out.

Would we be legislated back to work?  No. First, First, we would not be out long enough to make such legislation necessary. Second, the provincial Liberals have a minority government and the NDP, now in a much stronger place than it was in 2009, would not allow such legislation to pass. Third,  the McGuinty government made it quite clear last time that York could not ask the government to solve its labour problems again.

The absence of many Unit 2 members on the lines in 2008 and 2009 makes it clear that if we are to be taken seriously and if our demands are to be taken seriously by the employer and our colleagues in Units 1 and 3, we have to be prepared to show signs of solidarity and strength as a bargaining unit and not rely upon other members in the local to defend and to advance our rights.  We have the collective agreement we have because those among us and before us have done this in the past. Does anyone want to go on strike? No.

But simply saying that we can build demands for equity and security at some point in the future loses sight of what is possible right now.

The current settlement offer is a bad deal. Even the union’s legal counsel advised the Bargaining Team against recommending the provisions put forth in the offer, which stunts the LSTA program by placing limits on the numbers of these types of appointments. This should be an evergreen program that grows and to which members automatically become eligible after completing the specified years of teaching service.

Please be sure to make your voice heard this week. Come out and vote down this settlement offer.

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Apr 13 2012

The Day After the CUPE Local 3903 Meeting

Category: CUPE U2 VP ReportsBob Hanke @ 10:38 pm

by  Sharon Davidson
CUPE 3903 Unit 2 Vice President

Ironically, it is Friday the 13th, the day after our local’s consultative general membership meeting. This is the meeting where members get a chance to decide again whether or not they want to go on strike after getting a full report back from the bargaining team. The reason for this meeting has often been framed as a time when the local can display its solidarity since voting yes on a joint recommendation to accept the three collective agreements is not a unit specific vote. Hence a member is not voting on whether or not they like their own collective agreement but whether or not they think that all members of the union have gotten enough at the negotiating table to take the deals to a ratification vote which is a unit specific vote. For now, I will reserve my opinion on the advisability of continuing this practice in our local but instead focus on the fact that it was made clear by members of the bargaining team and executive as well as members speaking at the meeting yesterday that Unit 2 got very little and yet the membership overwhelmingly voted to accept the recommendation of the bargaining team and executive. I am still waiting for that show of solidarity.

Many members of Unit 2 held a caucus after the meeting yesterday to discuss where we go from here. Out of this discussion, many of us believe that the only way we can get more in this round of bargaining is to vote no in the ratification vote next week. I ask that every member of Unit 2 look carefully at what was negotiated and to reflect on what this will potentially mean for them for the next two years and beyond. I ask that every member of Unit 2 exercise your franchise and vote based on your assessment of how these changes agreed to by our bargaining team will impact your working conditions at York University. Ultimately it is your decision as to which way to vote.

Why I am voting NO:

    • There was no meaningful job security negotiated with the employer
    •  No protection against the continual manipulation of qualifications language in Unit 2 postings. The membership was told that departments now have to underline changes to postings language (this is being presented as a gain); but how is this different from the current collective agreement that requires departments to mark changed postings with ‘New’? The current system does not work in the interests of our members so why do we think this minor change will make our members’ positions any more secure?
    • While the renewal process for the Long-Service Teaching Appointments (LSTAs) was negotiated, it is the terms on which these renewals will happen that are problematic. The LSTAs was a new program that the union was awarded after we had been legislated back to work. It was awarded by a provincially-appointed arbitrator who told the union that he hoped that this program could be developed to help address some, but not all, of our issues regarding employment insecurity. If this were referred to arbitration, it is highly unlikely that an arbitrator would refuse a renewal process. What the bargaining team agreed to was a renewal process whereby members who currently hold LSTAs can apply for an extension of their three appointment but must demonstrate quality of teaching through a process that has not been fully and finitely defined in the collective agreement (remember that these are members who have been teaching at York for over 8 years at minimum and usually most over 15 years). Because of the lack of clarity in what a review of an applicant’s teaching will look like, it raises many questions. Does this mean that we will introduce the right of the employer to consider student evaluations for hiring purposes? This would be a serious departure from the way these evaluations are used currently only for professional development purposes. Will the review be the same from department to department?
    • The renewal application also does not consider the seniority of the applicant. Seniority is one of the three criteria that are to be considered equally in the awarding of the initial LSTA.  If the pool of eligible applicants was closed, this would not be as problematic in the renewal process; however, during the discussions between the arbitrator and representatives from the union, the union was clear that it did not want to repeat the mistakes of the past (Senior Renewable Contracts, SRCs,) and simply negotiate job security for particular individuals. The union wanted an evergreen pool and something to which members could eventually look forward to applying. If you remove seniority as part of the renewal criteria, you deemphasize the ‘long’ in Long-Service Appointment.
    • The other major problem with what was negotiated is that the bargaining team agreed to a cap of 51. This means that there would only be 51 of these appointments at any one time across the university. This essentially limits what the union can do with this program in the future and will forever be trying to negotiate this number upwards in the same way that we currently do with conversions. The LSTA program has the potential to be the regularized, ongoing appointments of the future but only if this concession is turned back by members.
    • While the Conversion Program provides a means through which our members in Unit 2 can be appointed to tenure-stream appointments, I do not see this program as job security but as professional advancement. If we continually rely upon this program as the only means to provide our members with meaningful employment and professional stability, what does that say about us as a union: that the only way we can truly protect our members, is to move them out of our union and into another union, YUFA. I am committed to the continuance of this program as an important means for our members to advance within the academy but we have to move away from framing conversion as the centrepiece of job security for our members. What the employer offered was 2,3,2. Is this acceptable? I don’t think so. Considering the number of potential retirements in YUFA and the pattern of targeted appointments made in the last three years, this is just not enough.  What we want is a percentage of tenure-stream appointments across the university rather than a fixed number of conversions; what we want is fair and equitable.
    • The bargaining team agreed to changes to the way in which the CAP is enforced. In the past it is the employer’s responsibility to enforce the CAP. There have been many discussions in the past four years regarding the arbitrary nature in which this enforcement has occurred. What was agreed to in the agreement you are being asked to ratify is that members when signing their contracts will have to indicate whether or not by signing the contract, they will be over their cap and thus giving the university the right to cancel the contract (see “Appendix B”). This has major implications for members teaching in Foundations courses with fractional appointments as it will restrict their ability to exercise their collective agreement rights to work up to the CAP since they will now have to work under it or risk the cancellation of their contract. For years, there has been a practice not to recover fractional overages (particularly of .17). This collective agreement puts a hard cap in force and moves away from the spirit and intention of the cap.

While I applaud the bargaining team on their hard work through this negotiating process and celebrate the gains that members in Unit 1 and Unit 3 were able to secure in this round, Unit 2 has achieved very little and it is not enough to say we can wait until the next round. York is rapidly changing. We need to continue what we started in 2008 and secure the kind of agreement that will provide better protection for our members. CUPE 3903 is in a secure financial position; we are organized and ready to defend our rights. Voting no does not necessarily mean that we will strike but we need to be prepared to do so in order to make gains. We need to send a very clear message next week and vote ‘no’ to an agreement that gives a few extra dollars towards benefits and funds. We have had enough of being treated as dispensable and invisible. What is on the table is not enough. I urge all of you to vote and to vote NO.

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Apr 06 2012

Contract Faculty Representation and Academic Freedom

Category: Academic Freedom,Contract FacultyBob Hanke @ 5:30 pm

Contract Faculty Should Agitate For Representation

How and why one professor created a contract faculty committee
by Kane Faucher
(excerpted from University Affairs, April 2, 2012)

In mid-February, I and a group of dedicated contract instructors saw our committee voted into existence as part of the governance structure of our faculty. After several months of meetings that involved itemizing our concerns, and the drafting of our terms of reference aligned with the academic unit’s constitution, we finally attained meaningful representation within our unit. This marks a somewhat unprecedented move in faculty politics, recognizing the heavy debt owed to our most vulnerable and precarious members: the part-time instructors who, in some units, teach a majority of undergraduate courses.

This is not a process that other faculties and departments can easily duplicate, unless there is political will among administrators to enfranchise their part-time instructors to combat institutionalized inequities. The first hurdle many part-time instructors face is fear – that any action they take may be perceived as insubordination and thus limit their employment opportunities. As well, they may suffer a certain degree of learned helplessness, feeling that it is impossible to alter the current structures to allow for meaningful dialogue between contingent faculty and the established members of academia.

In some ways, we can consider such agitation for fair representation according to Pascal’s wager. If one’s labour is contingent and precarious in doing nothing, then pushing for representation at the risk of not being given a contract for the following year may result in the same scenario. Among contingent faculty, there are no guarantees of future employment, and so this group has the least to lose in improving their conditions.

The cynic will be quick to state that being en-franchised within one’s academic governance structure is far from the ideals of attaining job security and benefits. In addition, this service component would most likely not be remunerated.

But, rather than viewing this as a divisive stance, part-time faculty should recognize that forming their own committee and seeking to establish a participatory role in the life of an academic program is good service experience. It also makes the contract teacher more visible in the unit and allows him to become a stakeholder in curriculum development. Moreover, it may bring together part-time members who otherwise don’t have occasion to interact. Organizational health and efficiency is improved by consulting with relevant stakeholders – which would include perspectives from “the trenches.”

What does visibility mean? It means being a welcome participant in the decision-making process, being acknowledged for professional and research contributions outside of one’s contract, having a collegial “hallway rapport” with full-time colleagues and a collective will to end classist labour divisions in academic culture. A collective stance may end instances of arrogance, condescension, outright hostility and any other marginalizing attitude from some faculty members who engage in a practice of discrimination.

To read the rest of this article, click here.

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Mar 31 2012

The Birth of Critical University Studies

Category: Online PublicationBob Hanke @ 6:38 pm

Deconstructing Academe: The birth of critical university studies

by Jeffrey J. Williams
(excerpted from The Chronicle Review, February 19, 2012)

Over the past two decades in the United States, there has been a new wave of criticism of higher education. Much of it has condemned the rise of “academic capitalism” and the corporatization of the university; a substantial wing has focused on the deteriorating conditions of academic labor; and some of it has pointed out the problems of students and their escalating debt. A good deal of this new work comes from literary and cultural critics, although it also includes those from education, history, sociology, and labor studies. This wave constitutes what Heather Steffen, a graduate student in literary and cultural studies with whom I have worked at Carnegie Mellon University, and I think is an emerging field of “critical university studies.” Often criticism of the university seems a scattershot enterprise. A scholar from almost any discipline might have something to say about higher education, but it’s usually an occasional piece that’s a sideline from normal work. There is, of course, a sizable body of scholarship coming from the field of education, but it largely deals with elementary and secondary schooling. Or it follows established scholarly channels; for instance, it might gather and present data about the student body, or it could deal with administration, or fill in a segment of the history, sociology, or financing of education.

In contrast, this new wave in higher education looks beyond the confines of particular specializations and takes a resolutely critical perspective. Part of its task is scholarly, reporting on and analyzing changes besetting higher education, but it goes a step further and takes a stand against some of those changes, notably those contributing to the “unmaking of the public university,” in the words of the literary critic Christopher Newfield.

To give it a name recognizes that it has attained significant mass and signals a gathering place for those considering similar work. “Critical” indicates the new work’s oppositional stance, similar to approaches like critical legal studies, critical race studies, critical development studies, critical food studies, and so on, that focuses on the ways in which current practices serve power or wealth and contribute to injustice or inequality rather than social hope. “Studies” picks up its cross-disciplinary character, focused on a particular issue and drawing on research from any relevant area to approach the problem. “University” outlines its field of reference, which includes the discourse of “the idea of the university” as well as the actual practices and diverse institutions of contemporary higher education.

To read the rest of this article, click here.

 

 

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Feb 29 2012

The University is Ours!

Category: ConferencesBob Hanke @ 3:04 pm

The University is Ours! A Conference on Struggles Within and Beyond the Neoliberal University, April 27-29, 2012, Toronto, Ontario

The university belongs to us, those who teach, learn, research, council, clean, and create community. Together we can and do make the university work.

But today this university is in crisis. The neoliberal restructuring of post-secondary education seeks to further embed market logic and corporate-style management into the academy, killing consultation, autonomy and collective decision-making. The salaries of university presidents and the ranks of administrators swell, but the people the university is supposed to serve — students — are offered assembly-line education as class sizes grow, faculty is over-worked, and teaching positions become increasingly precarious. International students and scholars seeking post-secondary or graduate education are treated as cash cows rather than as people who might contribute to both research and society. Debt-burdened students are seen as captive markets by administrators, while faculty is encouraged to leverage public funds for private research on behalf of corporate sponsors.

The attack on what remains of public education has been total. Over the last year we have witnessed the closure of humanities programmes, further tuition hikes, the replacement of financial support with loans, union lockouts, and the accelerated development of private, for-profit universities. Yet at the same time we have seen growing waves of struggle against these incursions, as students, staff and faculty in Europe, Latin America, and across the Middle East organize, occupy and resist the transformation.

Our struggles are not limited to the university, but are a part the widespread resistance against the neoliberal market logic subsuming all sectors of our society. The university is a key battleground in this struggle, and a point of conjuncture for the various labour, economic and social justice struggles that face all of us – workers and students alike. Crucially, these struggles occur on stolen indigenous lands and manifest through colonialism, racism, sexism, homophobia, ablism and other forms of oppression that hurt and divide us and that shape what sorts of knowledge are considered valuable.

We cannot cede the ideal of the university as a site for struggle and debate. We cannot permit the dissolution of proliferating research, ideas and innovations free from the demands and control of the market. We cannot watch as universities are degraded into a mere site for corporate or state-sponsored research and marketing. The time to mobilize is now!

This conference will connect and chart the varied struggles against neoliberal restructuring of the university in North America and beyond. We envision a series of debriefings on experiences of resistance, the creation of a cartography of local and global struggles, and a strategizing session for students, teachers, workers and activists. We aim to develop a North American network of struggles.

We encourage presentations that raise questions and generate dialogue among the rest of the participants. Ideally, submissions will indicate the specific outcomes they hope will emerge from the discussion. We encourage participation from those with first-hand experience of these crises, and those engaged in the fight for free and public post-secondary education, especially student groups and trade unions.

For a better future for all – join us!

POSSIBLE THEMES:

  • mapping the terrain of campus struggle in Canada and North America
  • connecting with and learning from global struggles
  • waged and unwaged labour in the university
  • abolition of student debt
  • the university and the occupy movement
  • the cultural politics of the neoliberal university
  • the death of the humanities
  • militarization of the university
  • intersections of university struggles other fights against oppression
  • environmental justice
  • beyond public education
  • radical pedagogy
  • academic freedom
  • the politics of research funding
  • the economics of the neoliberal university
  • university and student governance
  • the undergraduate experience of neoliberalism
  • alternative/free/autonomous universities
  • organizing the education factory
  • the suppression of on-campus dissent and organization

The deadline for submissions was January 16, 2012. Please email universityisours@gmail.com if you would like to attend the conference address so organizers can plan for numbers.

This conference is organized by the edu-factory collective in collaboration with the University of Toronto General Assembly.

Conference Website: http://torontoedufactory.wordpress.com/

 

 


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