Past Issues

Public Humanities

Public Humanities in Action

The more we bring our work to the communities around our campuses, the more our communities will understand the value of what we teach and study.

The Hows and Whys of Public Humanities

If we believe in the value of the humanities and want them to have a future, then more of us need to serve as ambassadors to audiences beyond these degree-attainment cohorts. We need to regularly seek public connections—to find or create them.

Academic Freedom

Demand for New Faculty Members, 1995–2016

Are tenured and tenure-track positions, and tenure itself, disappearing from the landscape of the disciplines and higher education? Are there data that can help us understand the level of institutional demand for tenure-track faculty members and its relation to the supply represented in the annual production of new doctorate recipients? . . .

Defending the Line on Academic Freedom

Each time a scholar is shouted down or denied a visa or arrested or killed because of the questions she or he might ask or the ideas and evidence she or he might share, the space for inquiry and expression shrinks. . . .

A Case for Culture

The objective of a new humanistic approach that involves case studies would be to learn what works, what doesn’t, and why. Simply put, it would be to learn. . . .

Contingent Labor

A Note from the Editor

Profession brings articles, news, and resources to all MLA members—whether you teach, write, advise students, or work in a library or an archive or a faculty development center. . . .

Social Intelligence in General Education Literature Courses

In reframing general education literature classes in the context of social intelligence, I don’t mean that we should resort to condescending platitudes—like the humanities teach us “how to be human.” . . .

Mentoring and Institutional Change

We therefore owe it to ourselves to adopt institutional arrangements that are best for carrying out the academic mission, and I would suggest that mentorship arrangements are a key part of doing so. . . .

One Hundred Job Ads from the Humanities Ecosystem

If academic job ads routinely ask for a wide range of skills, why does graduate school training often devalue the activities that would build these skills? What does a faculty member do—actually, fully? . . .

Common Good, Not Common Despair

We thought that institutions would be more likely to pay contingent faculty members a living wage, increase opportunities for advancement, and offer security if their rankings depend on their willingness to do so. . . .

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The Sky Is Falling

I want to persuade you, therefore, to abandon any sense of complacency and to believe that we are facing at this moment—right now—a crisis in the humanities. Without action, we humanists, and the graduate and undergraduate students we care about and serve, stand to lose a great deal. . . .

Whether Wit or Wisdom: Resisting the Decline of the Humanities from Within

In narrating the life and death of a literature professor, Wit asks what literature—particularly the study of literature in college—might offer in life and in death. Susie’s question gestures broadly: What is the end, or purpose, of literature? What significance does literature offer readers’ lives? How might teaching enable or hinder that significance?….

Hypertext and “Twitterature”

While Web-based literary projects tend to function like textual archives and repositories for commentary, this project enables readers to compare the various textual configurations of the Rvf and, in the process, participate in the seven-centuries-long tradition of actively reading, interpreting, and rewriting the text. . . .

The Relevance and Resiliency of the Humanities

[T]he humanities are good for taking us out of our isolated selves and situating us among others who are both like and unlike ourselves, helping us both to see and to measure, to imagine and to create. . . .

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