“Engage!”: Reflections on My Public Intellectuals Class


The cartoon above was created for the USC Annenberg Agenda, the newly revamped newsletter for the Annenberg School for Communication and Journalism. Jeremy Rosenberg, the school’s Assistant Dean for Public Affairs and Special Events, commissioned Chandler Wood, an LA-based comics artist, to sit in on several sessions of my Public Intellectuals: Theory and Practice class and capture something of the spirit of our ongoing conversations. Wood was the author of Another LA Story, a comic which ran in the LAWeekly from 2005 to 2011. A storyboard artist and designer of many a commercial and the occasional film (most recently 47 Ronin), he is nearing completion of his first graphic novel, Tonight There’s Gonna Be a Jailbreak, co-authored with Darren Le Gallo. I thought he did a brilliant job in conveying something of the core of the class and capturing some aspects of my personality and persona. This is the first of what the school hopes will be an ongoing series of cartoons focused around some of the innovative teaching within the school.

If you’ve followed this blog, you already know about this class. You can find the syllabus here. And you may well have seen the series of blog posts my PhD students generated as part of the class activities (running between October 8 and October 28.

As I look back at my experiences teaching the class last term, I consider it one of my peak intellectual experiences in a classroom. This was an extraordinary group of students, who came from diverse backgrounds in Communication and Cinema Studies, and many of them came to the class with some practical experience at translating their ideas into language which might effectively reach some public beyond the academy. Some already had blogs, some had been journalists, some were already appearing on television interview programs, and some have worked on student radio. But, all of them grew enormously over the course of the semester as a result of paying close attention to issues of writing and self-presentation and especially in being reflective about their own goals and about what their desired public might expect from them. Some were studying and theorizing communication practices that they had not yet applied to their own work, and sometimes, they were struck by the contradictions between what they knew conceptually and what their reflexes were as a scholar in training. By the end, all of them seemed to have grown enormously — it is too easy to say they found their own voice, since most of them had a powerful voice before, but they learned to use their voice more effectively in the service of their personal and professional agendas.

I was struck by the urgency of the students’ desires to talk through these issues of “professional development” which extended beyond recommendations that grew out of the “publish or perish” tradition. They knew a fair amount about what was involved in submitting conference papers and journal articles, but most of them hoped that there could be more to their professional lives than these scholarly pursuits. Many of them had strong political motives for wanting to speak out to a large public about their research — students working on how to create environmental awareness or shape educational policy or challenge efforts to regulate the content of video games or challenge various forms of privilege and overturn negative stereotypes. Some of them, perhaps most, had creative urges which were not going to be satisfied by producing sometimes deadening academic prose. Some of them wanted to forge strong alliances with nonprofit organizations, governmental agencies, political parties, labor unions, or media production companies, which would allow them to not only study the current media environment, but also to help transform and reshape it. Many of them were struggling with deep ambivalences about whether they wanted to pursue a career in academic life or whether they wanted to make a difference in some other sector. But, they had found it hard to talk about these conflicting goals and ambitions in their other subjects, had found that universities often treat PhD candidates who don’t want to became academics as failures, rather than exploring ways that scholarly skills and knowledge might become resources for a range of other activities.

I was also struck by how enthusiastic so many of our guest speakers were. I drew extensively on other faculty and researchers in the Annenberg School and elsewhere at USC who had a public-facing dimension to their work. They saw what we were doing in the class as important and they were eager to contribute. They found the class a chance to reflect deeply on their own professional practices. And they spoke frankly about the rewards and risks in pursuing these kinds of opportunities. One thing my students said again and again in their closing reflections on the class was that this approach showed them so many different (sometimes contradictory) models of how they might do work that mattered to a larger public.

An ongoing debate in the class had to do with the kinds of relationship which might exist between Communication scholars and industry, from some who held industry at arm’s length, to others who had found jobs which allowed them to move fluidly between the two. We talked about the ways that scholarship might make a difference in shaping media companies, and we talked about some of the painful compromises and dead-ends other researchers had encountered trying to do these kinds of interventions.

Speakers were frank about failures in a way which doesn’t happen very often in the classroom or in our writing, and we heard a lot about what we can learn from our own and others’ mistakes as we are taking meaningful risks in the pursuit of our work. I had colleagues who worried that I was trying to turn all graduate students into public intellectuals, but I think that the class gave students many chances to reflect on what choices are right for them and what is gained and lost by thinking outloud in public. We considered definitions of the public intellectual which involved speaking truth to power, but we concluded that in order to do this, one has to actually speak to power, and that often involves moving out of our comfort zones and dealing with people we don’t know very well or trust very much.

A key theme running through the class was the power of storytelling. Students heard from several different journalists about how they might translate their ideas for a larger audience, and again and again, it came down to telling compelling stories, often drawn from personal experiences. In doing so, we found ourselves pushing back against a generation of scholars who had been taught to distrust narrative as brushing over contradictions and not challenging established wisdom or reinforcing racist stereotypes and patriarchal pleasures. The challenge, then, was how to hold onto the underlying values which drove those critiques, while finding ways to expand the conversations those critiques grew out of. It is no longer enough to “problematize” existing frameworks unless doing so can also provide tools that can be appreciated and deployed by those who are on the front lines of these struggles.

We talked a lot about the ways that it is much easier, less risky, for some people to tell their stories than others, and this led to some frank discussions about how race, gender, and sexuality are experienced within — and beyond — academic cultures and I came to admire the good humor and civility with which everyone involved was able to share their experiences and perspectives around these often “touchy” issues. We benefited enormously from having a mix of international students in the group, who again and again forced us to acknowledge that our understanding of what constitutes an intellectual, what constitutes a public, and what we see as a desirable relationship between the two is deeply grounded in cultural traditions and political structures which differ from one national context to the next.

A key strength of the approach we took was this constant movement between theory and practice: practice understood both in terms of the front-line perspectives of our many guest speakers and in terms of the applied assignments which had students doing blog posts, op-eds, print and radio interviews, and digital humanities projects, all growing out of their own research.

A key challenge I’ve struggled with has been at what stage in a student’s career such training would be most valuable. On the one hand, those students who took this class in their first term in graduate school felt that it provided them with a strong overview of the full range of opportunities and practices they might want to explore in their career. People talked about  the class as “pulling away the curtain” and helping them to see the actual work that went into becoming a scholar. On the other, some of these incoming students did not yet have a fully developed sense of themselves as a scholar; they did not have perhaps enough research of their own yet to draw upon as they started to do these more public-facing projects.

Some of the students said that others in their cohort not in the class had joked about this being a course in how to become an academic “rock star.” But, I think by the end of the term, we were all clear that this kind of public facing work occurs at every level of visibility and access. It can involve sharing what you know at a PTA or school board meeting. It can involve work within a hyperlocal community or through an online forum. These many different scales and localities of communication reflect the affordances of a more networked culture, and they force us to move from a world where public intellectuals are superstar scholars, a select few, to one where these activities are a normal part of how many if not most scholars go about their work.

There’s no question given the success I experienced in this class, and given how meaningful both my students and I found this process, that this subject will become a standard part of my teaching rotation here at USC. I am also hoping that I may inspire more faculties around the world to try teaching a similar kind of class to their students. Annenberg’s Dean, Ernie Wilson, has sparked debate recently about what is required to teach communication scholars how to communicate effectively what our field is about. I suspect that such classes might force all of us — faculty and students — to grapple with the complexities of that issue. My class worked in part because I have such a great group of colleagues here (and at other institutions who joined the class by Skype) who are applying some concept of the public intellectual in their own work. I am lucky to be at an institution which is creative and generous with each other about what constitutes scholarship and which is more open than many schools about the ways new digital platforms and practices might be expanding the arena of public discourse. Annenberg supports experimentation and innovation in ways that more conservative institutions might not.

But, I believe that teachers at many schools could look around them and find rich and compelling examples in their own backyard of scholars who are doing different kinds of work in part as a response to the expanded range of communication options we confront at the current moment. Each such course would be different, because it needs to be grounded in your own institutional context, but I hope that others will see the value in incorporating this kind of teaching into their school’s curriculum. And if you do so, please share some of your experiences with me and my readers.


  1. [...] a blog post about the outcome of the class, Jenkins called it one of his “peak intellectual experiences in a [...]