Scattered Speculations On The Question Of Value

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Nor has the introduction of these texts necessarily challenged the political relationship of how "writing" might be produced, published, and distributed in partnership with the "marginalized" communities being studied. Students tend to read finished pieces that are nicely framed within anthologies.

In such situations, the community's sense Jewelry Store of how it wishes to be represented is greatly mitigated or even negated. (For an extended discussion of this issue, see Diana George.

It might be argued that Marx's theory of value has been adopted only in the most limited sense; it has been used to acknowledge exclusion,to detail the history of that exclusion, and to allow the "literal" voice of that excluded population into our curriculum. In the process, however, fundamental questions on the nature of language, community, ...
... and property have been finessed.

Certainly, the Glassville project demonstrated the failings of such a limited vision. The voices of the community were included in the curriculum; they were not, however, developed in a context affording equal control of the book's content or developing its visual qualities. It was the students, not the community members, Tiffany Jewelry who collected and edited (or failed to edit) the oral histories.

It was the Press who framed the community voices through images, font, and cover design. It was the University Writing Program that seemed to have the power to decide how the book would be used in its composition classrooms. Within a community-publishing context, the fundamental issue becomes more than just exchanging one text for another—canonical for noncanonical.

In such projects, we need to recognize the right of a local community to have input into the publication, as well as into subsequent curricular materials. For this reason, I argue that such moments of curriculum reform must be seen as part of a larger effort to form university/community partnerships.

That is, we need to explore how our inclusion of nontraditional voices might call for a general reworking of the current sponsorship networks existing within a university.8 For these issues of control to become central, however, we must shift our attention away from the "exchange-value" of teaching one politically oriented text over another and toward the "use-value" of texts in general.

Notably, some Marxist scholars have already argued for an increased focus on use-value. In "Scattered Speculations on the Question of Value," Gayatri Spivak reminds us that "use-value" is both inside and outside the network of exchange. For this reason, use-value can speak to both the labor relations from which the object emerges and the cultural/aesthetic value of that object.9

Working from her insights, a teacher could design a classroom practice for Glassville Memories that highlights how the book developed within certain networks of economic exchange, networks that allowed New City to control the image of the community as well as determine the way in which community voices would be discussed and analyzed within the college course.

This conversation might also lead to a larger discussion of how Glassville Memories is an example of a generalized pattern for university/community partnerships in which the community is the object on which the university, as subject, acts.