205 Book Review s/Comptes Rendus the construction of knowledge. Every group will simply m a n u f a c t u r e their o w n . W h i l e s o m e p o s t m o d e r n i s t s will insist that this is exactly the point, the opportunity for a sustained and engaging discourse a m o n g m o r e individuals m a y b e lost. tf* ifc ^ S a n d r a J a c k s o n & Jose Solis J o r d a n (Eds). (1999). I've Tell: Identity and Place in the Academy. Got a Story to N e w York, NY: Peter L a n g P u b l i s h i n g , Inc. P a g e s : 167. Price: $ 3 2 . 9 5 U S ( s o f t c o v e r ) . R e v i e w e d b y A n n a b e l l e M a y s , E d u c a t i o n a n d of D e v e l o p m e n t a l Studies, University of Winnipeg. I've Got a Story to Tell: Identity and Place in the Academy had its origins in " e x c h a n g e s a n d d i a l o g u e s a b o u t the e x p e r i e n c e s o f f a c u l t y o f c o l o u r in h i g h e r e d u c a t i o n . . . " (p. v). E a c h o f t h e t h i r t e e n n a r r a t i v e s r e c o u n t s , f r o m the p e r s p e c t i v e of a f a c u l t y m e m b e r : ... w h a t it m e a n s to b e a p r o f e s s o r w i t h i n the c o n t e s t e d terrain of h i g h e r e d u c a t i o n , to b r e a k silences, and to s p e a k the u n s p e a k a b l e : the subjectivities of w o m e n a n d m e n of c o l o u r as e d u c a t o r s c o n t e n d i n g w i t h issues o f race, gender, a n d class in their p e r s o n a l a n d p e d a g o g i c a l practices, (p. 1) A s the editors n o t e , it is the intent o f t h e s e stories to p r e s e n t v a r i e d e x p e r i e n c e s in A m e r i c a n h i g h e r e d u c a t i o n institutions of f a c u l t y f r o m w i d e l y d i f f e r i n g ethnic a n d cultural b a c k g r o u n d s and to e n c o u r a g e the r e a d e r to r e f l e c t u p o n " w h a t it m e a n s to be, to struggle, to t r a n s f o r m self a n d others in the p r a c t i c e of f r e e d o m in t e a c h i n g a n d learning in h i g h e r e d u c a t i o n " (p. 7). W i t h its f o c u s u p o n the e x p e r i e n c e s of f a c u l t y of c o l o u r w h o t e a c h in w h a t c o n t i n u e to b e p r e d o m i n a n t l y w h i t e institutions of h i g h e r learning, t h e v o l u m e contributes to f u r t h e r i n g the u n d e r s t a n d i n g o f the lives o f f a c u l t y m e m b e r s w h o d o n o t reside at the centre, w h o constitute the other. E x t e n d i n g the d i s c o u r s e b e g u n several d e c a d e s a g o w i t h the r o l e o f w o m e n in the a c a d e m y . The Canadian Journal ofHigher Education Volume XXX, No. 1, 2000 206 Book Review s/Comptes Rendus T h i s v o l u m e is the s i x t y - f i f t h in the C o u n t e r p o i n t s series Studies Postmodern Theory of Education in w h i c h is c o m m i t t e d to t h e i d e a that t h e o r e t i c a l literature s h o u l d b e accessible in its l a n g u a g e to a variety o f a u d i e n c e s . T o w a r d that e n d t h e p u b l i s h e r s insist that e s o t e r i c a n d j a r g o n i s t i c l a n g u a g e b e a v o i d e d b y its authors. Essentially, w i t h o n e or t w o exceptions, this v o l u m e achieves that goal. T h e language of the text's introduction a n d the narratives, w h i l e clearly presenting the p o s t m o d e r n p e r spective, will b e accessible to those unfamiliar with p o s t m o d e r n discourse. In fact, f o r those unfamiliar with this f o r m of discourse, the Introduction to this text can serve as a u s e f u l first exposure to the language. Typically e a c h o f the thirteen stories is a narration detailing a f a c u l t y m e m b e r ' s p a r t i c u l a r e x p e r i e n c e w i t h i n the a c a d e m y i n t e r s p e r s e d w i t h r e f l e c t i o n u p o n the e x p e r i e n c e and, in s o m e cases, analysis of that experie n c e w i t h i n the context of existing scholarly literature. A l t h o u g h e a c h of t h e narratives is u n i q u e in its expression of the a u t h o r ' s e x p e r i e n c e a n d h i s / h e r interpretation of that e x p e r i e n c e t h e y are all similar in o n e way. E a c h a d d r e s s e s s o m e aspect o f o n e or m o r e of the relationships e n g a g e d in b y f a c u l t y as t h e y fulfill their responsibilities w i t h i n the academy. O n e narrative, " D o i n g Battle Inside the B e a s t , " f o r e x a m p l e , is m o r e typical of the stories w h i c h h a v e e m a n a t e d f r o m h i g h e r e d u c a t i o n settings in the last f e w d e c a d e s . It will resonate w i t h m a n y in the academy, a p p e a r i n g all t o o f a m i l i a r to t h o s e w h o d o not reside at the centre. T h e story of L u i s OrtizF r a n c o sets o u t his e x p e r i e n c e s related to his " a t t e m p t to attain t e n u r e at a p r i v a t e liberal arts four-year university in C a l i f o r n i a " (p. 153). It b e g i n s w i t h his struggles to obtain his first tenure-track position despite obtaini n g h i s P h . D . in m a t h e m a t i c s e d u c a t i o n f r o m t h e p r e s t i g i o u s S t a n f o r d S c h o o l o f E d u c a t i o n a n d d u r i n g a t i m e w h e n m o s t A m e r i c a n institutions h a d a f f i r m a t i v e action p r o g r a m s . O n c e h e obtained a tenure-track p o s i t i o n t h e n e x t struggle, to obtain tenure, f o r m s the e s s e n c e of the story. A s t h e y are set d o w n in the story, the events w h i c h f o l l o w e d are typical of w h a t h a p p e n s w h e n strong voices, d e t e r m i n e d to m a i n t a i n the h e g e m o n y of the centre, prevail. D e s p i t e b e i n g well-qualified in all o f the categories associated w i t h r e c e i v i n g tenure at his institution the a u t h o r ' s application w a s d e n i e d . T h i s set in m o t i o n a n u m b e r o f events, including a g r o u n d s w e l l o f s u p p o r t f r o m t h e entire c o m m u n i t y , a c a d e m i c c o l l e a g u e s , s u p p o r t staff The Canadian Journal of Higher Education Volume XXX, No. 1, 2000 207 Book Reviews/Comptes Rendus a n d students, f o r P r o f e s s o r O r t i z - F r a n c o . T h e s e actions, in c o n j u n c t i o n w i t h his o w n actions m a k e for s o m e interesting r e a d i n g and s h o u l d prov i d e s o m e insights for those w h o d o n o t believe that it is p o s s i b l e to " d o b a t t l e w i t h i n t h e b e a s t " w i t h r e g a r d to c a s e s s u c h as this a n d p r e v a i l . O r t i z - F r a n c o a r r i v e s at s o m e i n t e r e s t i n g c o n c l u s i o n s . H e s t a t e s t h a t " a p o s i t i v e c h a n g e in the struggle to b r i n g diversity a n d f a i r n e s s to a c a d e m i a in f a c t o c c u r r e d at m y u n i v e r s i t y " (p. 164). M o s t importantly, h e identifies as a result of his e x p e r i e n c e f i v e i m p o r t a n t f o u n d a t i o n a l elem e n t s w h i c h m u s t b e in p l a c e if d i s c r i m i n a t i o n in the t e n u r e p r o c e s s is to b e o v e r c o m e . In this s e n s e his c a s e can serve as a p r i m e r f o r m e m b e r s of a n y n o n - t r a d i t i o n a l g r o u p s w h o are c o n t e m p l a t i n g c a r e e r s w i t h i n t h e academy's professoriate. T h e text c o n t a i n s a g r o u p of narratives w h i c h s p e a k to a r e l a t i o n s h i p l e s s f r e q u e n t l y a d d r e s s e d in w r i t t e n a c c o u n t s o f l i f e in t h e a c a d e m y , specifically that of faculty and students. Marisa Alicea describes the challenges she faces "as a Puerto Rican w o m a n and person of color t e a c h i n g c o u r s e s c o n c e r n i n g r a c e , c l a s s a n d g e n d e r to p r i m a r i l y a d u l t w h i t e s t u d e n t s " (p. 37). H e r story b e g i n s w i t h a series o f small v i g n e t t e s w h i c h n o t o n l y illustrate s t u d e n t s ' s k e p t i c i s m a b o u t h e r suitability as t h e i r teacher, t h e y also r e v e a l h e r a p p r o a c h to n e g o t i a t i n g a m o n g self, students, a n d the c u r r i c u l u m in h e r teaching. H e r story sets out h e r o w n p h i l o s o p h y a n d s u p p o r t i n g t e a c h i n g a p p r o a c h e s as she a t t e m p t s to o v e r c o m e h e r s t u d e n t s " r e s i s t a n c e to learning a b o u t issues c o n c e r n i n g social i n e q u a l i t y " w i t h i n the c o n t e x t of their d o u b t a b o u t h e r right to b e their t e a c h e r (p. 4 2 ) . Yet a n o t h e r n a r r a t i v e d e a l i n g w i t h the f a c u l t y / s t u d e n t r e l a t i o n s h i p is told b y S a n d r a J a c k s o n in "I D o n ' t D o D i s H e r D a t D e r e : A S u b t e x t o f A u t h o r i t y in T e a c h i n g a n d L e a r n i n g . " H e r story i n c l u d e s incidents which highlight issues of colour and racial stereotyping e m b e d d e d w i t h the issue of p o w e r in student/ t e a c h e r relationships. A s J a c k s o n p o i n t s out, w o m e n p r o f e s s o r s of c o l o r m u s t n a v i g a t e b e t w e e n the institutional authority c o n f e r r e d u p o n t h e m b y the a c a d e m y b y virtue o f their a c a d e m i c p r e p a r a t i o n and the p e r s p e c t i v e s of s t u d e n t s w h o are culturally and ethnically diverse, "with identities w h i c h are f u r t h e r n u n a n c e d b y i s s u e s of race, gender, class, l a n g u a g e , a n d o t h e r d i m e n sions of d i f f e r e n c e " (p. 31). The Canadian Journal ofHigher Education Volume XXX, No. 1, 2000 208 Book Review s/Comptes Rendus P e r h a p s t h e m o s t p o i g n a n t story o f all is r e v e a l e d in " N i E r e s N i Te P a r e c e s : A c a d e m i a as R a p t u r e a n d A l i e n a t i o n . " A l i c i a C h a v i r a - P r a d o ' s story sets o u t h e r j o u r n e y f r o m a c c e p t a n c e into g r a d u a t e s c h o o l t h r o u g h h e r s t r u g g l e to a c h i e v e a r e n e w a l of her contract as a f a c u l t y m e m b e r . It is a story like the others in that it sets out t h e n a t u r e of her e x p e r i e n c e w i t h all o f the v a r y i n g relationships of the a c a d e m y as she m o v e s f r o m s t u d e n t t o f a c u l t y m e m b e r . It is h e r w o r d s w h i c h strike s u c h a c h o r d beginning with her recounting of her emotions upon hearing she was a c c e p t e d t o g r a d u a t e school. In a d d i t i o n to b e i n g " s t u n n e d a n d e l a t e d , " she experienced " t e r r o r " at b e i n g a c c e p t e d to g r a d u a t e s c h o o l , an e m o - t i o n she n o w u n d e r s t a n d s as " s u b j e c t i f i e d d i f f e r e n c e , e x c l u s i o n , a n d dise m p o w e r m e n t " (p. 135). Terror is a t h e m e w h i c h is w o v e n t h r o u g h o u t h e r story w h i c h she c o n c l u d e s b y stating that " T h e terror is still p a r t of m y a c a d e m i c life, a n d I struggle c o n s t a n t l y against it w i t h a r e s i s t a n c e t h a t r e m a i n s m a i n l y s u b j e c t i f i e d " (p. 150). M o s t of u s d o n o t i n h a b i t the s p a c e s w i t h i n t h e a c a d e m y n o r e x p e r i e n c e t h e institution in t h e w a y s d e s c r i b e d b y t h e authors in this text. T h i s s h o u l d n o t p r e c l u d e , h o w e v e r , all m e m b e r s o f t h e a c a d e m y f r o m e n g a g i n g w i t h this text. In fact, the t e x t w o u l d b e m o s t u s e f u l l y r e a d b y t h o s e c l o s e s t to t h e c e n t r e a n d , t h e r e f o r e , the f u r t h e s t a w a y f r o m the stories of the text. T h e f a c t that the s t o r i e s all o c c u r w i t h i n t h e A m e r i c a n a c a d e m y d o e s n o t n e g a t e t h e i r v a l u e f o r the C a n a d i a n context. T h e r e are c o m p a r a b l e C a n a d i a n stories f r o m f a c u l t y of c o l o r w h i c h c o u l d h a v e fit s e a m l e s s l y w i t h i n this text. W h i l e it is m a d e clear at the outset that the f o c u s of the text is u p o n the e x p e r i e n c e o f faculty of color in the academy, a b y - p r o d u c t o f the text is t h e c o n t r i b u t i o n several of the narratives m a k e b y p r o v i d i n g explicit solutions to p r o b l e m s associated with the teaching learning process. A l t h o u g h t h e s e t e a c h i n g learning strategies are c o u c h e d within the f r a m e w o r k o f r e s p o n s e s o f p r o f e s s o r s of c o l o r to f a c u l t y s t u d e n t p r o b l e m s , m a n y of the solutions p o s e d b y t h e s e authors, particularly t h o s e w h i c h a d d r e s s w a y s of relating to students, c o u l d b e applied b y all f a c u l t y m e m b e r s s e e k i n g to e n h a n c e the educational e x p e r i e n c e of students. I've Got a Story to Tell: Identity and Place in the Academy is a rich c o l l e c t i o n o f n a r r a t i v e s w h i c h r e v e a l m u c h a b o u t the s t r u g g l e o f p r o f e s s o r s o f c o l o r w i t h i s s u e s o f r a c i s m , s e x i s m a n d o p p r e s s i o n in t h e The Canadian Journal of Higher Education Volume XXX, No. 1, 2000 209 Book Review s/Comptes Rendus academy. For some the stories will be familiar while for others they m a y b e s h o c k i n g . R e g a r d l e s s , this is a b o o k f o r all to r e a d w h o h a v e a n y c o n c e r n f o r e n s u r i n g the l e g i t i m a c y o f the b r o a d e s t r a n g e o f v o i c e s within the academy. ty "fr J. B r a x t o n & A . B a y e r . ( 1 9 9 9 ) . Faculty Teaching. Misconduct in Collegiate Baltimore, M D : The John Hopkins University Press. Pages: 2 2 8 . Price $ 3 4 . 9 5 (hardcover). R e v i e w e d by Ruth Rees, Faculty of Education, Q u e e n ' s University, Kingston, ON. T h i s b o o k is a " m u s t r e a d " for college and university faculty — n o t j u s t t e a c h i n g faculty, b u t counselors, f a c u l t y in a d m i n i s t r a t i v e p o s i t i o n s and those involved in grievance procedures. T h e authors attempt to determ i n e types o f b e h a v i o u r s that are d e e m e d inappropriate b y teaching faculty. T h e authors e c h o B o i c e ' s (1996) contention that the g r o w i n g concern of increased student m i s b e h a v i o u r is really a result of "professorial incivili t y " (p. 2). A d d i t i o n a l l y the a u t h o r s seek to d e t e r m i n e w h e t h e r f a c u l t y m e m b e r s across various collegiate settings share v i e w s a b o u t inappropriate behaviors b y their colleagues in the teaching role. B e c a u s e m o s t p r o f e s s o r s t e a c h t o v a r y i n g d e g r e e s , the a u t h o r s a r g u e t h a t i n a p p r o p r i a t e b e h a v i o u r m u s t b e identified first a n d then dealt with. B o t h inviolable and a d m o n i t o r y p a t t e r n s o f b e h a v i o u r constitute t e a c h i n g m i s c o n d u c t , w i t h inviolable patterns being the m o r e serious of transgressions. Specifically, the r e s e a r c h q u e s t i o n s (pp. 7 - 8 ) are: 1. W h a t inviolable patterns of behaviour comprise the n o r m a t i v e structure of undergraduate college (i.e., postsecondary) teaching? 2. W h a t a d m o n i t o r y p a t t e r n s o f b e h a v i o u r c o m p r i s e the n o r m a tive structure of u n d e r g r a d u a t e college t e a c h i n g ? 3. A r e a n y o f the inviolable n o r m s or a d m o n i t o r y p a t t e r n s similar across all t y p e s of e d u c a t i o n I institutions? The Canadian Journal ofHigher Education Volume XXX, No. 1, 2000