The last seven years, since I started my PhD program in Berkeley’s Graduate School of Education, I’ve been learning how to do research. Academic luminaries like my adviser, Sarah W. Freedman, and faculty mentors Laura Sterponi, David Kirp, and Kris Gutiérrez have surrounded me with an unparalleled set of role models and communities of support. My classmates and colleagues have been inspirations in their intellect and achievement.
But for the last three years especially, as my family responsibilities have unexpectedly grown rather than stabilized, I’ve had to withdraw from being a regular, responsible, contributing part of the academic community. I don’t take courses anymore since I’m in my dissertation stage. Though I’ve been collecting data, analyzing, and writing my dissertation, it has all happened at a much slower speed than I’d anticipated. It’s been a long time since I’ve been part of a research group, attended an academic conference (much less presented or submitted to one), or published any academic writing.
My strange, bell-curve shaped academic career so far, in contrast to the straight-line upward trajectory of academic activity I expected, has sometimes given me a feeling of failure. I don’t even think I’m doing well now as a graduate student, not even to mention how I will do once my academic career properly begins after graduation, if I ever find a position. Though I’m only a few months worth of writing and revisions away from being finished with my PhD, an excruciating series of family health catastrophes and personal life interruptions have made those last few steps stretch out farther and farther like a cruel prank where you glimpse the finish line but it turns out to be running away faster than you are.
The challenge isn’t just lacking the scheduled time and the support system to finish– and instead having various family and other duties draining away my hours. It’s also lacking the public, the community, where I can become a researcher. As a student, I loved courses. I loved the interaction, the syllabi, the readings and assignments, the knowledge-drops from the brilliant minds surrounding me, the works in progress we shared with each other. When I went to class, what I loved was not just the discipline and structure of a course of study, something that I can formulate for myself (and have, many times over). I also found invaluable the others, even if they were just three or four, who undertook that journey with me. Without that surrounding me, I grope around for a lifeline, fighting against all the other expectations and burdens that
My experiment is to use this blog as a place to finish my dissertation “in public,” so to speak. To write bits that I would share with a colleague or classmate or professor in a research group. To explain and describe the things I’m learning, forcing me to formulate them in a way that makes sense to regular people, not just the artificial audience I construct in my own head. I think that sums it up: to get out of my own head.
And so I’ve retitled the blog “Academic in Public.” Because I’m trying to learn how to be an academic who is not hidden away in a tower. Especially in these times when suspicion of academic, intellectual, and cultural elites has elevated to a frightening pitch– and perhaps with no one to blame more than those elites themselves. (Or is it “ourselves?”) I want to keep engaging in public.
The title is also appropriate because of what I’m going to be writing about: schools and development, civics and politics, culture and literacy. Those are the interests of my dissertation study, so they constitute the unexplored territory my research is mining. They’re also those areas that I think about, read about, talk about, and work at all the time. Academics: the research community, schools and teachers, knowledge and evidence, children and young scholars. And the Public: our polity and communities, our policy and strategies, our politics and struggles. Academic in Public.