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The Scholar As Human THE SCHOLAR AS HUMAN THE SCHOLAR AS HUMAN RESEARCH AND TEACHING FOR PUBLIC IMPACT Edited by Anna Sims Bartel and Debra A. Castillo CORNELL UNIVERSITY PRESS Ithaca and London Copyright © 2021 by Cornell University The publication of this book has been made possible in part by a grant from the Andrew W. Mellon Foundation. Funding to make this book available open access was provided by Cornell University's Office of Engagement Initiatives. Chapter 9: Copyright © 2018, originally published as “Making Law” by Gerald Torres, chapter 15 in ResponsAbility: Law and Governance for Living Well with the Earth, ed. Betsan Martin, Linda Te Aho, and Maria Humphries-Kil. Reproduced with permission of Taylor and Francis, a division of Informa plc. The text of this book is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License: https://creativecommons.org/ licenses/by-nc-nd/4.0/. To use this book, or parts of this book, in any way not covered by the license, please contact Cornell University Press, Sage House, 512 East State Street, Ithaca, New York 14850. Visit our website at cornellpress.cornell.edu. First published 2021 by Cornell University Press Library of Congress Cataloging-in-Publication Data Names: Castillo, Debra A., editor. | Bartel, Anna Sims, 1973– editor. Title: The scholar as human : research and teaching for public impact / edited by Anna Sims Bartel and Debra A. Castillo. Description: Ithaca [New York] : Cornell University Press, 2020. | Includes bibliographical references. | Identifiers: LCCN 2020011148 (print) | LCCN 2020011149 (ebook) | ISBN 9781501750618 (paperback) | ISBN 9781501750625 (epub) | ISBN 9781501750632 (pdf) Subjects: LCSH: Community and college—United States. | Learning and scholarship—Social aspects—United States. | Humanities—Philosophy. | Education, Higher—Aims and objectives—United States. | United States—Intellectual life—21st century. Classification: LCC LC238 .S36 2020 (print) | LCC LC238 (ebook) | DDC 378.1/03—dc23 LC record available at https://lccn.loc.gov/2020011148 LC ebook record available at https://lccn.loc.gov/2020011149 Cover illustration: Mural painted by Molly Metz and MK Rix, Insectarium and Butterfly Pavilion, Philadelphia. Source: Wikimedia Commons (CC BY-SA 4.0). Contents Introduction ANNA SIMS BARTEL AND DEBRA A. CASTILLO 1 Part I. Humanizing Scholars 17 1. Humans as Scholars, Scholars as Humans ANNA SIMS BARTEL 1 9 2. To Be, or To Become? On Reading and Recognition SHAWN MCDANIEL 4 2 3. Present: Humanity in the Humanities A.T. MILLER 5 2 Part II. Engaging Artifacts 67 4. Humans Remain: Engaging Communities and Embracing Tensions in the Study of Ancient Human Skeletons MATTHEW C. VELASCO 6 9 5. Forgotten Faces, Missing Bodies: Understanding “Techno-Invisible” Populations and Political Violence in Peru JOSÉ RAGAS 9 3 6. A Ride to New Futures with Rosa Parks: Producing Public Scholarship and Community Art RICHÉ RICHARDSON 108 vi CONTENTS Part III. Considering Resistance 127 7. Finding Humanity: Social Change on Our Own Terms CHRISTINE HENSELER 129 8. Performing Democracy: Bad and Nasty Patriot Acts SARA WARNER 143 9. Making Law GERALD TORRES 156 10. What’s It All Meme? ELLA DIAZ 169 Part IV. Using Humanity/ies 191 11. Performing the Past, Rehearsing the Future: Transformative Encounters with American Theater Company’s Youth Ensemble CAITLIN KANE 193 12. “From the Projects to the Pasture”: Navigating Food Justice, Race, and Food Localism BOBBY J. SMITH II 212 13. “I Heard You Help People”: Grassroots Advocacy for Latina/os in Need D EBRA A. CASTILLO AND CAROLINA OSORIO GIL 227 Afterword: The Prophetic Aspiration of the Scholar as Human SCOTT J. PETERS 248 THE SCHOLAR AS HUMAN Introduction A NNA SIMS BARTEL AND DEBRA A. CASTILLO There are two great and immiscible tides affecting faculty life in the early twenty-first century: publicness and special- ization. The publicness tide would sweep faculty work toward ever-greater public engagement and purpose, while the forces of academic specialization drive faculty toward more rarefied, often particularized, often short-lived, and “productivity”-oriented ways of knowing and doing. While the strength of each tide varies by institution and even by discipline, most faculty are likely to encounter some variant of both of them. And in these encounters, they may find profound questions of vocation and identity that are both crucial to address and foreign to most academic environments. Thus, many faculty are left to find their own way on these seas, perhaps carried along by funding mandates or institutional mission shifts, without opportunity for deep, rigorous reflection on their own sense of purpose and its action on and within their scholarship. This book tells two kinds of stories. One is the set of stories each scholar brings, connecting their personal and professional lives in new ways, so generat- ing valuable insights about their own integrative processes as well as important articulations of what the academic professions might do to better encourage such integration. The other, larger, story is that of the communal matrix in which these integrative stories grew—an experiment in co-creating new spaces of connection that might support the kinds of deep integration we seek. 1 2 INTRODUCTION During the academic year 2016–17, the Mellon Diversity Seminar at Cor- nell University performed an experiment. We acknowledged from the start that our scholarly lives may be formed by our identity but that we often miss the chance to explore how —what that formation looks like if we create space for such reflection, if we develop a microculture of larger human purpose that explicitly embraces our scholarship as an instrument of our work in the world. In the process of this seminar, we explored what happens to us, to our work, to our sense of connection to one another, our departments, our institu- tion, our disciplines. And most importantly, the seminar made space for us to explore these questions together, on the theory that a community of practice, a learning community, meeting weekly over an academic year, can constitute a Sargasso Sea, shaped by but not swept up in these tides of faculty culture. The coeditors, Anna Sims Bartel and Debra Castillo, share a profound commitment to advancing the public work of academics, and their collabo- ration allows them to develop both of these kinds of stories. As a named chair in comparative literature, director of the Latino/a Studies Program (LSP), and (in 2016–17) director of the Mellon Diversity Seminar, Castillo’s leadership in and with communities has led to the creation of the LSP as an “engaged department,” with meaningful curricular pathways in which students learn the public purpose and practice of their discipline by working alongside community colleagues. She also reaches across institutional bar- riers to promote research and teaching on critical social issues, most lately centering on migration studies. She is an active mentor and partner for other faculty with public interests and an advocate for institutional change to pro- mote them. Bartel, on the other hand, chose not to pursue the tenure track and has built a career as academic, activist, and administrator, making higher education more useful in the world. She does this through coalition-building, strategic intervention, and network-weaving, recognizing that shifting cul- tures and practices toward public engagement sounds very nice but is in fact the work of a movement, not an individual. Deeply rooted in the multidis- ciplinary field of service-learning and community engagement, she is one of few colleagues (and even fewer staff members) at Cornell with serious and specific scholarly contributions to public humanities as well. And, of course, she brings the valuable capacities of the professional administrator, implementor, and strategist, enabling us to “herd the cats” of this enterprise more effectively together. Most of all, this collaboration embodies one of the central principles it champions: there are many ways of knowing and doing, and the hard work of the world demands them all. This book, then, tells these stories. One is the set of stories each scholar brings, exploring a disconnect or connecting their personal and professional INTRODUCTION 3 lives in new ways. The other, larger, story is that of the matrix in which these stories grow, of an experiment that took place in 2016–17, co-creating new spaces of connection that might support the kinds of deep integra- tion we seek. We find both of these stories essential to the public work of academics in the world as they help us conceptually and practically push past the binary ways of thinking that have limited us for too long (faculty/ administrator, campus/community, academic/human). We tell the story of our experiment in the way that academics feel most comfortable telling our stories: as reflections of our scholarship, embracing advocacy, theory, research, and teaching. In this way, this book performs its purpose: instead of merely talking about how humanists might deepen their scholarship through more rigorous engagement with their own humanity, it demon- strates it in each chapter as each author unpacks his or her scholarly work to display its (and their) public and human commitments. In these ways, we see that scholarly rigor is enhanced by the story that undergirds it, that gives it tensile strength. The year in which this seminar took place, 2016–17, was marked by the election of Donald Trump. The historical moment gives a specificity
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