The Slow Professor
The Slow Professor
Friday December 2, 2011
TH 253 E-classroom
Do you feel that there are too few hours in the day?
Feeling rushed contributes to stress, and stress affects our teaching, research and collegiality. The first-ever national survey of occupational stress, carried out in 2007 by the Canadian Association of University Teachers, finds that “overall stress levels of academic staff are very high.” The increasing corporatization of higher education has sped up the clock. A popular movement to challenge the consequences of our fast-paced society known as the Slow Movement has inspired our examination of the relevance of its principles for the academic context. Drawing on Slow Food’s embrace of pleasure and its challenge to agri-business, we conceive of our professional practice as resistance to the corporatization of higher education. “Slowness” is not to work less or retreat into academic nostalgia, but to act purposefully in defense of our profession’s intellectual and humane values.
This session will consist of:
· a one-hour presentation on research findings, followed by
· a one-hour of interactive workshop addressing specific stress-related concerns relevant across a range of academic positions.
Combining the presentation of research findings with dynamic interactivity, Maggie and Barbara will explore ways in which we could adopt Slow principles in our academic practice.
Prof. Berg’s main areas of graduate and undergraduate teaching are literary theory and Victorian Literature. She has published on French Feminist theory, as well as on Victorian literature, and is the author of two book-length studies of Jane Eyre and of Wuthering Heights.
Prof. Seeber teaches courses on Jane Austen, eighteenth-century literature, and Animal Studies at both the undergraduate and graduate level. She is the author of General Consent in Jane Austen: A Study of Dialogism (McGill-Queen’s UP, 2000) and essays on Austen, Frances Burney, and Mary Wollstonecraft.