You can do it in the lower division if you are not teaching multisection, multiterm courses and interfacing with terminal M.A. adjuncts and fly-by-night textbook companies. Otherwise, you cannot, and it is not your fault.
You can do it in the upper division if you teach these courses like lower division ones. That makes life easy and there are reasons it could be justified, but there are problems with it as well.
You can do it if you are allowed to teach in field.
You can find ways to do it if you are ever allowed to repeat a course.
You can do it in graduate school if you decide ahead of time that your students are not competitive for academic jobs and are essentially using the M.A. and/or Ph.D. to learn the things they might once have learned as undergraduates, so as to get in shape for activities such as taking the foreign service examination.
Otherwise, you cannot, and it is not your fault.
My worst problem are these senior/graduate courses I have to give in the fall on special topics; if I could give them in field it would not be a problem but I usually cannot. In addition, I usually have to give them to a double crowd: people who speak Spanish and not (literate) English (and have difficulty reading both Spanish and English), and people who speak English and not Spanish.
My second worst problem is Peninsular literature, a field in which I do not really work and which I have to teach nonetheless — to students who grouse about the incomprehensibility of “pure Castilian Spanish” and who insist that anything written before 1980 is written in “Old Spanish.”
These, again, are some reasons why academic advice is ridiculous. Academic advice imagines one is in a rarefied world with resources and choices. It does not correspond to most reality at all. If its purveyors observed our working conditions, they would faint.
#OccupyHE.
Axé.
coldhearted scientist وداد 