I hope so so so so many other alumns follow suit.
Those last two innings were.... 𤯠đ° đ I really didn't think it was going to happen for them.
In the now 13 years I've been writing about higher ed at IHE, I've experienced personally, and been witness to countless examples of administrative indifference to NTT faculty labor, but the absolute shivving being perpetrated by 4 tenured English faculty at Stanford is the worst.
Now, I try to be amused, but itâs not working.
I mean, if I really cared about our students, I wouldn't be worried about silly little things like BREATHING! Bad librarian!
This means that they can also change if we stop taking them for granted or decide to value other things â like the well-being of workers." From Community Time and Enoughness: The heart of slow librarianship meredith.wolfwater.com/wordpress/20... (3/3)
"different libraries and at each one, scheduling has been done radically differently. Those rhythms are neither random nor inevitable. The people there might not have consciously chosen them, but they grew out of the organizational culture and reflect its values. (2/3)
You can also view all six of my essays on time at Information Wants to be Free meredith.wolfwater.com/wordpress/20...meredithfarkas.substack.com (5/5)
and allows people to fall down sometimes. Letâs put on our thinking caps and imagine this new world of work and this new relationship with time together." From "Community Time and Enoughness: The heart of slow librarianship" meredith.wolfwater.com/wordpress/20... (4/5)
"To see interdependence as aspirational and community care as the best way forward. To see ourselves as part of a mutual web of need, care, vulnerability, and trust that doesnât require everyone to do exactly the same amount of work every week (3/5)
"We are currently trapped in someone elseâs imagined world of work and vision of time that doesnât serve the vast majority of us. Please remember that it can be otherwise, but we have to decide to work together. To see ourselves in solidarity with our colleagues. (2/5)