Author Archives: ddfishe

Friday, February 28

Reading 

Writing and Community Engagement, pp. 253-263.

In-class

  1. What does it mean to say that moving between Chicago and San Sebastian can be understood as a “flexible survival strategy” (65)? How does the migration affect women, children, and men differently?
  2. Describe the role of the tienda in the community. Is there a place in one of your communities that serves a similar function?
  3. What role does language play in (Puerto Rican) identity? Why is there so much attention paid to language among the people Perez studied?

 

Wednesday, Feburary 26

Reading

Perez, Gina M. “Los de Afuera, Transnationalism, and the Cultural Politics of Identity.” Ethnography and the City: Readings on Doing Urban Fieldwork. Ed. Richard E Ocejo. New York: Routledge, 2013. 64–78. Print.
In-Class
Oral presentation of design plan for your community analysis site.
See below for what needs to be covered in your short presentation.

Wednesday, February 19

Reading

Writing and Community Action: pp. 291-304.

Rose, Mike. The Mind at Work: Valuing the Intelligence of the American Worker. New York: Penguin Books, 2005. Print.
“Styling Hair.” Available on Reserves Direct.

 

In-Class

  1. How is Vanessa’s planning style different from Sharon’s? Are they similar in any way?
  2. What does Sharon say is the most important moment of the haircut? Describe the negotiation process that takes place during this moment. What are some things that can go wrong?
  3. What are the tools (artifacts) the stylists use? In what ways are these tools ready-made solutions to problems?
  4. Are the stylists depicted in this chapter part of a community of practice? What is their domain (i.e., “shared competence that distinguishes members from other people” or “area of knowledge that interests the community“)? Is there a community you can characterize (i.e., “members engage in joint activities and discussions, help each other, and share information. They build relationships that enable them to learn from each other.”)? What is their shared practice (i.e., “a shared repertoire of resources: experiences, stories, tools, ways of addressing recurring problems. . . . This takes time and sustained interaction [to build]“)?

 

 

Monday, February 17

Reading

Pattillo, Mary E. “The Black Bourgeoisie Meets the Truly Disadvantaged.” Black on the Block: The Politics of Race and Class in the City. Chicago: University of Chicago Press, 2007. 86–100. Print.

Writing

Blog post: Write a post that describes the SHINE community. Concentrate on the SHINE community itself, rather than the communities with which members of SHINE engage. To help you generate ideas for this post, you might try answering some of the questions posed on page 96 of Writing and Community Action. This post should be 250+ words.

In-Class

  1. What is gentrification? What are some of the tensions associated with gentrification in Pattillo’s and Kidder’s pieces? Identify at least two places in Pattillo’s text where tensions are described using observational or interview data.
  2. How does Pattillo represent the community’s language practices? Find at least two examples in the text of this representation. How do these representations contribute to the claim she’s making in that particular part of the text?
  3. Find three places in the text where Pattillo uses secondary sources. How and why does she use these sources? For example, does she cite them to support part of her argument? Does she use evidence from her study to argue against the sources?
  4. What would you say the purpose of this piece is? Its thesis? Provide concrete examples from the text to support your answer.
  5. What’s the point of view in this piece? How does Pattillo represent herself? Why is this representation important for readers?