The Gig Academy Part 2: Tenure’s Destiny of Failure

In part 1 of this piece we tried to understand tenure through the lens of the role it plays in the system of academia. To do this, we first listed out some essential aspects of academia, and how tenure functioned in relation to those aspects. Let us now take these observations and synthesise them to try to understand what our position should be on the new type of tenure proposed by NEP 2020.

A Destiny of Failure

When we evaluate a machine, we think about the stresses and strains various components exert on each other. In normal conditions, it is by way of these forces that the machine performs its intended function. And t is precisely these forces that cause degradation over time — the piece that gets bent out of shape first is the one on which the most force is acting. Similarly, when evaluating this social system, we should evaluate the stresses and strains the components of tenure exert forces on each other, deforming it so that it is no longer able to perform its function; we should look for the ways in which tenure negates itself.1

The most obvious negation is well-encapsulated in the following couplet

Kursi hai, tumhara ye janaza to nahin
Kuch kar nahin sakte to utar kyun nahin jate
[It’s a chair not your deathbed;
If you can’t deliver why don’t you leave.]

– Irtaza Nishat
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The Gig Academy Part 1: The Enduring Tenure of Academic Tenure

– The NotA Collective

“India debates a nationwide tenure system,” reads a headline in Nature.1 It seems academics across the country are debating whether to adopt a tenure-track system for faculty, or keep the current one. This should confuse anyone who has spent any time in an Indian institution. Senior professors in our institutes seem to have no worries about losing their jobs, with some of them not even turning up at their office. What is the cause of this nonchalant confidence, if they don’t have tenure? Why is our current system not a tenure-track system? The Nature article clarifies the difference,

“Some scientists are calling for the nationwide adoption of a five-year tenure-track review structure. After around five years, research faculty members are reviewed on the basis of their publications and funding received. Teaching ability and service to the institution usually have a supporting role. If the candidate is granted tenure, they receive a permanent appointment. If they are not, the appointment is terminated.

“Under the probationary system in India, research faculty members who receive a positive assessment at the end of their first year are given permanent positions as assistant professors. After another five years, they can apply to become associate professors — a position with higher rank and pay. If they are unsuccessful, however, their appointments are not terminated. Faculty members can stay at their institutions as assistant professors until they retire.

Okay, we lied. It clarifies the difference between the current system and the proposed one, but doesn’t even attempt to resolve our original confusion. We usually think of academic tenure as a guarantee of continued employment, not a question about whether this guarantee comes after one year or five. The discussion summarised in the article takes for granted that professors should be given tenure; the discussion is not about whether professors should be given tenure but about which of two models the tenure system should follow, and whether tenure is called tenure. Why is this being discussed at all? Because the NEP 20202 has proposed such a change.

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Storming The Ivory Tower: An Invitation to The Caste of Merit

– The NotA Collective

Ajantha Subramanian,
The Caste of Merit: Engineering Education in India,
Harvard University Press (2019).

I remember reading Sandipan Deb’s The IITians: The Story of a Remarkable Indian Institution and How Its Alumni Are Reshaping the World a little over a decade ago, around the time my classmates and I were studying for the Indian Institute of Technology’s Joint Entrance Examination (IIT-JEE) in hopes that we too would one day join the ranks of those world-reshaping alumni. Breathless and hagiographic, the book crystallised the reverence with which IIT was viewed, not only by my peers but also society at large. To “crack” the IIT-JEE and become an IITian meant many things at the time. For some, it meant one was marked as a member of the intellectual elite, standing head and shoulders above the rest. For others, it meant one was guaranteed a high-paying job on graduation. Some even wanted to go abroad, and for them an IIT education was the surest path to a foreign graduate school admission. An imprimatur, a golden ticket, a lifeboat. This impression of the IITs has changed little in the decade since then.

Ajantha Subramanian’s recent intervention — The Caste of Merit: Engineering Education in India — is an impressive and welcome salvo against the all-pervading sense of exceptionalism surrounding all things IIT, in particular aiming to understand “how the democratic ideal of meritocracy services the reproduction of achievement.” Equal parts history, ethnography, and theory, her book traces the

“rise of engineering education in India in the context of older forms of social and economic stratification… illuminat[ing] the relationship between engineering education and caste formation.”1

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Statements of Resistance

– Ronak Gupta

I vividly remember watching Nagraj Manjule’s searing debut film Fandry for the first time, a few years ago. I had never quite seen anything like it until then. Fandry uses tropes of love stories from mainstream cinema and yet does something these movies consciously avoid – it indicts the caste system. Manjule said in an interview,1

“Caste is the foundation of our society. It’s a reality that you need to have a special talent to avoid. Bollywood has that talent, I don’t…”

Indeed, Hindi films largely gloss over the subject of caste and blunt most conflicts down to a class disparity, as illustrated particularly starkly in the Bollywood remake of Manjule’s sophomore feature Sairat. Manjule’s Fandry introduced me to a radical artistic voice, the kind that was conspicuously absent from the media I had consumed until then. It made a deep impression on me. It implored me to seek out a different kind of cinema and expand the scope of art I engage with. It is on this path that I discovered Yogesh Maitreya’s excellent collection of short stories Flowers on the Grave of Caste.

Yogesh Maitreya is a writer, poet, and translator who also runs Panther’s Paw, a publishing house with a strong focus on promoting anti-caste literature. His collection contains six stories across which he widely experiments with literary style and scope. The result is an eclectic collection of short-fiction that is written in simple but often poetic prose. Yogesh’s sentences invoke powerful imagery and nowhere is this more apparent than the contrasting images that begin and end the first story “Re-evolution,” a fable of revenge, in which Yogesh weaves a personal journey coming to full circle.

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End Casteism in IITs: A Statement by APPSC IIT Bombay

APPSC IIT Bombay

A few days ago, a couple of videos surfaced from a preparatory English course (conducted for SC/ST and PD candidates) hosted by IIT Kharagpur. In these videos, Dr. Seema Singh, an associate professor at the Department of Humanities and Social Sciences was seen verbally abusing students in the class. The videos, the links to which are given below, show the brazen nature of the act and the impunity which the professor seems to enjoy in the IIT ecosystem.

Ambedkar Periyar Phule Study Circle (APPSC) IIT Bombay has issued the following statement regarding this incident, with demands for actions against Dr Seema Singh as well as for institutional reforms to rid IITs and other similar institutions of their savarna bubbles. We, as a collective, display full solidarity with the statement and the demands stated herein.

We also urge the reader to go through the valuable resource Caste on Campus created by APPSC IIT Bombay. The website collates various documents procured on reservation norms being violated in various central institutions including the IITs.

Casteism in Indian campuses has been a long standing problem. Please read the Thorat report on discrimination against the SC/STs in AIIMS, Delhi. Read our invitation to the Thorat report at The Spectre that Haunts Academia: Caste and the Thorat Report. Also see An Invitation to Beyond Inclusion.

Link to the videos: Video 1, Video 2

It is amidst desolate cries and the numbing daily reports of the second wave of the COVID-19 pandemic raging across the nation, that we all have witnessed a video recording of an online class for the Prep English Course (IITs Preparatory Course for SC/ST and PD Candidates) of IIT Kharagpur that have been doing the rounds in social media since yesterday. Shocking would surely be an understatement, as we watch Associate Professor Seema Singh of the Humanities and Social Sciences Department of IIT Kharagpur, abusing the students and their families on record. She openly threatens the students that she would fail them in the course and arrogantly challenges them to complain to the Ministry of Women and Child Care and Ministry of SC/ST/Minorities after repeatedly calling them “bloody bastards”. Some of the students had not stood up to the National Anthem that was played and this was, apparently, the reason that the Professor had started throwing casteist slurs at the class. There was also another video recording where she humiliated a student who had requested for leave from the class for a few days as the student had lost his/her grandfather who had been infected with covid. The professor is seen explaining to the entire class how excuses such as birth, death and marriage cannot be used for taking leave from class. She is seen asserting that she is a ‘Hindu’ and respects the rituals associated with death, but as the covid protocols do not allow for any rituals to be performed, there is simply no cause for the student to have taken leave from her class. More students have expressed that this is not the first time she has behaved in this manner. She has been behaving similarly to students in past as well.

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Summer Internships, Academic Success, And My Self-Worth

I read the recent testimonial “The Mine Field” published by NOTA. It was an honest account of how most of the summer internships look like. It brought back memories of my own summer internships, the period where I struggled to understand what I did wrong, the frustration of not getting into a good institute, a great program, a reputed lab.

Before I elaborate my frustration and anger on the system, let me explain how summer internships work in elite institutes, like the one I studied in. Unlike the author writes in the earlier article, it was not an unwritten rule in my college. We had to do a summer internship to avail our scholarship for those three months.

We were also told that summer internships help us improve our research skills and know how research is done, and we believed summer internships are just that. However, what is kept hidden is that it is a resume-building endeavor – the better places we go to, the sooner we start, the higher are our chances of excelling in academia. But, how to get into those great places is left for us to figure out. And this is where I didn’t understand what the hell was going on.

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Higher Learning and Exclusion

Recently GroundXero published an article detailing a shocking episode that happened in an elite research institute in the country. The issue and the subsequent struggle reported here has echoes of practices prevalent in most campuses in India, which is why we have elected to republish it here.

This atrocious casteist and classist episode happened in a premier research Institute recently, where a few students demanded that hostel toilets be exclusively used only by the students, and hence by fiat security guards and house-keeping staff (who clean these toilets!) were not allowed to use them. The Institute administration had put exclusive boards “for students only” outside each bathroom.

A few students and faculties opposed this and eventually the boards were removed, but the struggle to restore the dignity of those who were humiliated continues . These students and faculty members summarise the entire episode here. They do not want to name the Institute or their names to be made public.

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