I posted the above the other day while retweeting a story on Twitter about some of the obstacles that can stand in the way of early career scholars — notably those that are financial, such as annual registration fees at our conferences. Stories like these are not new to social media commentaries on the current state of academia, of course, but they took on even more urgency in the light of the American Academy of Religion and the Society of Biblical Literature’s joint decision to put QR codes on name badges for the upcoming 2019 conference. Although the retraction statements that came out a few days later (read the AAR‘s and the SBL‘s) emphasized the goal of using the codes for enhanced networking (as the SBL statement put it), at least according to the email that SBL members received when their name badges were first distributed online, the codes were to be used to identify people using someone else’s badge (a so-called “pirated name badge”) — prompting such attendees either “to register immediately or be removed from the meeting.”
Unless there’s a rash of people in the wider public pirating name badges, it’s not tough to imagine that those who would be directly impacted by the spot scans would be grad students and under-employed scholars, sharing a name badge to get into the book display. Continue reading →
This is an installment in an ongoing series on the American Academy of Religion’s recently released draft statement on research responsibilities.
An index of the complete series (updated as each
article is posted) can be found here.
Much like the earlier post on doing human subjects research, we find a truism enshrined in the draft document’s eighth bullet point (at least in the opening clause; I include the ninth also since it too is related):
I’m not sure if there are many scholars out there who decline to provide an account of what they’re up to — it would not be difficult to understand conference presentations, publications, and even the teaching that we do to be doing just that. So I’m unsure why this needs to be included as one of the thirteen obligations the AAR’s committee sees fit to put into their document. Even paying attention to the threefold grouping into which they divide this reporting — our research questions, methods, and findings — isn’t innovative and therefore doesn’t help to clarify why this item was included; for this reads as if it was offering instructions to a lower level undergraduate students on how to write a research paper.
In fact, given that this is pretty much what we, as scholars, all already do, without being told to, it’s somewhat surprising that we also weren’t advised to have a thesis when we write a paper. Continue reading →