A Tale of 2 Chickens, a President, and Her Mother - Postcards - The Chronicle of Higher Education

A case study to ponder

Imagine a university where the quirky love of chickens was part of the curriculum. Consider Pitzer, in California, and its president, Laura Trombley.

Although I have written on Virginia Woolf, while her focus is Mark Twain, we share a hermeneutics.

Not of the hermeneutics of suspicion (though we both suspect our object of concern is everywhere), nor the hermeneutics of faith (though we are definitely believers in our object's revelatory powers), nor even the hermeneutics of the subject (although we're both clearly prone to muddle the featherless bipeds of Plato and Diogenes).

No, we share the hermeneutics of chicken poop.  We've learned from Latour, moreover, and we know it's not a case of fact. Of course chicken poop exists: on our shoes and boots, on our walkways, and definitely on the occasional egg that we bring in from the nest in the evening.  No, for us, the hermeneutics of chicken poop is one of concern. What can it teach us, how do we learn it, from whom do we learn it, what is the importance of what we learn, and most of all why should we be open to learning it?

Take Laura Trombley's case study in the hermeneutics of chicken poop.  Pitzer has a chicken coop, near its organic garden, behind the student center. Let's stop here to savor the wisdom in this: chickens to fertilize the organic garden, organic garden to feed the students (body and mind), students to feed the chickens and in turn to feed themselves (mind and heart).  A visiting student (the messenger of wisdom from afar) emails President Trombley to tell her: Your chicken is sick.  Can Scripps students know what Pitzer students do not? President Trombley swings into action, and consults an expert--their resident 'chicken whisperer,' who reassures the President, and she in turn reassures the student, that it's a simple case of dropping feathers. (Diogenes' chicken approximating Plato's man?)

The Scripps student challenges President Trombley, who is after all not her President.  And she marshals facts to support of her case: two photographs taken at the scene of the coop, showing the runny butt of one chicken and the clean control butt of another hen. The hermeneutics of poop can now be employed, and President Trombley does so, at the staggering cost of one hundred dollars to "get the chicken fixed."

I draw two conclusions from this lovely story. Take it as a case study in knowledge production.  It teaches us a number of things worthy of our concern: listen to outsiders, don't always trust experts, and above all don't assume that colleges (and college presidents) are above dealing with things as messy, runny, and hard to define as chicken poop.

Then take it as a case study in the gendered production of knowledge. Note that the president and her outside informant are both women, women who trust each other and trust the evidence right in front of their eyes, even when it contradicts expert opinion. The president even trusts her mother not to embarrass her when she comes for campus visits. Instead, she welcomes her mother, even letting her see her office and her computer, where those two photographs of chicken butts are displayed.

President Trombley clearly feels no contradiction between her little girl past and her presidential present.  And why should she? She's comfortable with this foray into the hermeneutics of poop. As she tells her mother:"It's all part of being a college president."

Now if we can only get other college and university presidents to the same level of understanding. Just  as studying chicken poop is part of being a college president, so studying chickens, and organic gardens, and the messy uncategorizable knowledges and practices tying them together, should be part of being a college student. Okay, a quirky one.

My letter to the Chronicle

http://chronicle.com/article/A-Plea-for-the-Quirky/126185/
I am happy that the Chronicle published my letter protesting the closure of the Penn State STS program.  I'm sad, however, that to date it has had few comments and no perceivable effect on the fate of STS at my university.  I did, however, have a good conversation with a very committed and interesting young woman teaching STS, nearly as a one-woman show, at another university. I wish her all the best, and hope that together all of us can keep STS a viable option for education.  It's not just that we who teach in STS need it. The students in our colleges and universities need it.  In fact, in the wake of the Citizen's United decision,  our democracy needs it.

STS and chickens

Last night I had one of my recurring dreams. I discovered a barn full of chicks and chickens that were being terribly neglected: many of the chicks were dying or dead, and the chickens' feathers were matted and torn. Broken or frozen eggs lay buried in mounds of long-neglected bedding straw.

I spent a long time walking around the barn, gathering up the viable eggs, feeding the chickens that were still alive, and collecting the chicks and chickens that had died.

As I said, this is a recurring dream.  I have had it during the years I was working on Poultry Science, Chicken Culture, and I have usually understood it as a signal that I was neglecting my writing, or another message from deep in my own unconscious (and like all such messages, overdetermined.)

What happens if I follow my own advice, though, and consider that dream as an augury giving me early warning of the endangered state of interdisciplinary programs like our own STS program.  I've learned through keeping chickens that they do indeed come home to roost.  And yet what if the roost itself, and the building that shelters it and the chickens roosting there, have been abandoned?