Insights into Labor Issues. Richard A. Lester , Joseph Shister

Edwin E. Witte

doi:10.1086/256720

Academic Labor: Who Cares?

Critical Sociology ◽

10.1177/0896920516641733 ◽

2016 ◽

Vol 43 (3) ◽

pp. 405-428 ◽

Cited By ~ 24

Author(s):

Karen M. Cardozo

Keyword(s):

Higher Education ◽

Care Work ◽

Disparate Impact ◽

Contingent Labor ◽

Tenure System ◽

Care Workers ◽

Academic Labor ◽

Diversity Issues ◽

Labor Issues ◽

Predominantly Female

This article analyzes the neoliberal turn to contingent labor in academe, specifically the development of a ‘teaching-only’ sector, through the lens of feminist, interdisciplinary and intersectional studies of care work. Integrating discourses on faculty contingency and diversity with care scholarship reveals that the construction of a casualized and predominantly female teaching class in higher education follows longstanding patterns of devaluing socially reproductive work under capitalism. The devaluation of care may also have a disparate impact on the advancement of women within the tenure system. In short, academic labor issues are also diversity issues. To re-value those who care, intersectional alliances must be forged not only between faculty sectors, but also among faculty, care workers in other industries, and members of society who benefit from caring labor.

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Disrupting Regulation, Regulating Disruption: The Politics of Uber in the United States

Perspectives on Politics ◽

10.1017/s1537592718001093 ◽

2018 ◽

Vol 16 (4) ◽

pp. 919-937 ◽

Cited By ~ 16

Author(s):

Ruth Berins Collier ◽

V.B. Dubal ◽

Christopher L. Carter

Keyword(s):

United States ◽

State Legislatures ◽

The United States ◽

State Regulation ◽

Policy Outcomes ◽

Regulatory Regime ◽

Economic Sectors ◽

Large Numbers ◽

Labor Issues ◽

Regulatory Regimes

Platform companies disrupt not only the economic sectors they enter, but also the regulatory regimes that govern those sectors. We examine Uber in the United States as a case of regulating this disruption in different arenas: cities, state legislatures, and judicial venues. We find that the politics of Uber regulation does not conform to existing models of regulation. We describe instead a pattern of “disruptive regulation”, characterized by a challenger-incumbent cleavage, in two steps. First, an existing regulatory regime is not deregulated but successfully disregarded by a new entrant. Second, the politics of subsequently regulating the challenger leads to a dual regulatory regime. In the case of Uber, disruptive regulation takes the form of challenger capture, an elite-driven pattern, in which the challenger has largely prevailed. It is further characterized by the surrogate representation of dispersed actors—customers and drivers—who do not have autonomous power and who rely instead on shifting alignments with the challenger and incumbent. In its surrogate capacity in city and state regulation, Uber has frequently mobilized large numbers of customers and drivers to lobby for policy outcomes that allow it to continue to provide service on terms it finds acceptable. Because drivers have reaped less advantage from these alignments, labor issues have been taken up in judicial venues, again primarily by surrogates (usually plaintiffs’ attorneys) but to date have not been successful.

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SINERGISME PENDIDIKAN FORMAL DAN NON-FORMAL DALAM PENGEMBANGAN KEWIRAUSAHAAN: Analisis dan Kajian Layanan Bimbingan Karir di Sekolah

CENDEKIA Journal of Education and Teaching ◽

10.30957/cendekia.v13i1.250 ◽

2019 ◽

Vol 13 (1) ◽

pp. 75-86

Author(s):

IM Hambali

Keyword(s):

Formal Education ◽

Formal Institutions ◽

Job Opportunities ◽

Exploratory Data ◽

Labor Issues

Labor issues and unemployment in Indonesia are currently addressed issues to resolve. Entrepreneurship is an important choice to overcome the number of gap between the workforce who have not worked with job opportunities. The purpose of this study is to describe the themes of experience, skills and attitudes that have been and have not been presented in formal schools, and subsequently become the priority themes to be presented in non-formal education. This research was carried out in a descriptive design, exploratory data collected by means of interviews and interviews, and presented it proportionally, analyzed and with technical processes. The conclusions presented in this article include information about the themes of knowledge, skills and attitudes that have not been widely presented in formal schools, and then presented in non-formal institutions in the form of synergism that complement each other.

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