Graduate Education in the Humanties

humanities

The Humanities, Unraveled
Reblogged from Chronicle.com

By Michael Bérubé

Let me start with the bad news. It is not even news anymore; it is simply bad. Graduate education in the humanities is in crisis. Every aspect, from the most specific detai

ls of the curriculum to the broadest questions about its purpose, is in crisis. It is a seamless garment of crisis: If you pull on any one thread, the entire thing unravels.

It is therefore exceptionally difficult to discuss any one aspect of graduate education in isolation. Questions about the function of the dissertation inevitably become questions about the future of scholarly communication; they also entail questions about attrition, time to degree, and the flood of A.B.D.’s, who make up so much of the non-tenure-track and adjunct labor force. Questions about attrition and time to degree open onto questions about the graduate curric

ulum and the ideal size of graduate programs. Those questions obviously have profound implications for the faculty. So one seamless garment, one complexly interwoven web of trouble.

In the humanities, when we talk about the purpose of graduate programs and the career trajectories of our graduate students, the discussion devolves almost immediately

to the state of the academic job market. For what are we training Ph.D.’s in the humanities to do,

other than to take academic positions? Graduate programs in the humanities have been designed precisely to replenish the ranks of the professoriate; that is why they have such a strong research component, also known as the dissertation. But leaving aside a few upticks in the academic job market in the late 1980s and late 1990s, the overall job system in the humanities has been in a state of more or less permanent distress for more than 40 years.

Read the rest of this essay here.

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