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History 315H-01 (Prof. Borges)
\nSociology 230I-01 (Prof. Rose)<\/p>\n
Contacts: borges@dickinson.edu<\/a> \/ (717) 245-1186 & rose@dickinson.edu<\/a> \/ (717) 245-1244<\/p>\n Description<\/strong><\/p>\n This comparative course examines trans-Atlantic migration, ethnic and labor relations, and community development among various ethnic groups in the oil company towns of Patagonia. The student-faculty immersion team will engage in collaborative ethnographic, oral history, and archival research with faculty and students from the National University of Patagonia \u201cSan Juan Bosco\u201d and residents from the company towns of the area of Comodoro Rivadavia. A multi-lingual team will spend two weeks in Patagonia (January 5-22) and then return to Dickinson College to continue comparative research during the spring semester. While the primary focus will be on the area of Comodoro Rivadavia, we will be using Steelton, Pennsylvania as a comparative case study.<\/p>\n Readings<\/strong><\/p>\n Texts (bookstore)<\/p>\n Samuel Baily, Immigrants in the Lands of Promise: Italians in Buenos Aires and New York City, 1870-1914<\/em> (Ithaca, NY: Cornell University Press, 1998). (Selections)<\/p>\n Valerie Yow, Recording Oral History: A Practical Guide for Social Scientists<\/em> (Thousand Oaks, CA: Sage, 1994).<\/p>\n E-Reserves, photocopy reserves, and reference books<\/p>\n John Bodnar, Immigration and Industrialization: Ethnicity in an American Mill Town, 1870-1940<\/em> (Pittsburgh: University of Pittsburgh Press, 1977). (Selections)<\/p>\n Bruce Chatwin and Paul Theroux, Patagonia Revisited<\/em> (Boston: Houghton Mifflin, 1986). (Selections)<\/p>\n Sue Doro, Blue Collar Goodbyes<\/em> (Watsonville, CA: Papier-Mache Press, 1992). (Selections)<\/p>\n Elizabeth Fee, Linda Shopes, and Linda Zeidman, eds., The Baltimore Book: New Views of Local History<\/em> (Philadelphia: Temple University Press, 1991).<\/p>\n David Foster et al., Culture and Customs of Argentina<\/em> (Westport, Conn.: Greenwood Press, 1998). (Selections)<\/p>\n Michael Frisch, Portraits in Steel<\/em> (Ithaca, NY: Cornell University Press, 1993). (Selections)<\/p>\n —–, A Shared Authority. Essays on the Craft and Meaning of Oral and Public History<\/em> (Albany, NY: State University of New York Press, 1990). (Selections)<\/p>\n W. H. Hudson, Idle Days in Patagonia<\/em> (London: J. M. Dent & Sons, 1893). (Selections)<\/p>\n Walter Nugent, Crossings. The Great Transatlantic Migrations, 1870-1914<\/em> (Bloomington, IN: Indiana University Press, 1992), chaps. 4 and 12.<\/p>\n Karen Olson and Linda Shopes, \u201cCrossing Boundaries, Building Bridges: Doing Oral History Among Working-Class Women and Men,\u201d in Sherna Berger Gluck and Daphne Patai, eds, Women\u2019s Words: The Feminist Practice of Oral History<\/em> (New York: Routledge, 1991), pp. 189-204.<\/p>\n Mary Palevsky, Atomic Fragments: A Daughter\u2019s Questions<\/em> (Berkeley: University of California Press, 2000). (Guest speaker)<\/p>\n Alessandro Portelli, The Death of Luigi Trastulli and Other Stories. Form and Meaning in Oral History<\/em> (Albany, NY: State University of New York Press, 1991).\u00a0 (Selections)<\/p>\n Studs Terkel, Working. People Talk About What They Do All Day and How They Feel About What They Do<\/em> (New York: Pantheon Books, 1974). (Selections)<\/p>\n Susana Torres, \u201cTwo Oil Company Towns in Patagonia: European Immigrants, Class, and Ethnicity (1907-1933).\u201d Ph. D. Dissertation, Rutgers University, 1995. (Selections)<\/p>\n Virginia Yans-McLaughlin, \u201cMetaphors of Self in History: Subjectivity, Oral Narrative, and Immigration Studies,\u201d in Immigration Reconsidered: History, Sociology, Politics<\/em> (New York: Oxford University Press, 1988).<\/p>\n Janet Zandy, ed., Liberating Memory: Our Work and Our Working-class Consciousness<\/em> (New Brunswick, NJ: Rutgers University Press, 1995). (Selections) (Guest speaker)<\/p>\n Other recommendations tailored to specific student projects.<\/p>\n Schedule<\/strong><\/p>\n Patagonia Immersion<\/em> (January 5-22)<\/p>\n Fr 1\/5\u00a0\u00a0 Trip to Argentina (departure from JFK)<\/p>\n Background readings: Chatwin and Theroux; Foster et al.; Hudson; Nugent<\/em><\/p>\n Sa 1\/6\u00a0 Arrival in Buenos Aires<\/p>\n Trip to Comodoro Rivadavia<\/p>\n Sa 1\/6-<\/p>\n Su 1\/7\u00a0 Time with host families<\/p>\n Mo 1\/8-<\/p>\n Fr 1\/12\u00a0 Introduction to the area<\/p>\n Lectures by Susana Torres and Sonia Ivanoff<\/p>\n Training workshops<\/p>\n Tours of the city and Km 3<\/p>\n Visit to the Petroleum Museum<\/p>\n Fieldwork and research activities (interviews; archival work)<\/p>\n Sa 1\/13-<\/p>\n Su 1\/14\u00a0 Trip to Camarones (penguin colonies), Pen\u00ednsula Vald\u00e9s<\/p>\n (UNESCO World Heritage Site \u2013whales, sea lions, elephant<\/p>\n seals, etc.). Puerto Madryn, and Puerto Pir\u00e1mides<\/p>\n Mo 1\/15-<\/p>\n Fr 1\/9\u00a0 Continuation of fieldwork and research (interviews; archival work)<\/p>\n Tours of Km 20 (Astra), Km 27 (Diadema), and Km 8 (Petroqu\u00edmica)<\/p>\n Sa 1\/20-<\/p>\n Su 1\/21 Stay in Buenos Aires<\/p>\n Visits to La Boca, Plaza de Mayo, Puerto Madero, San Telmo,<\/p>\n Recoleta, and other areas of interest<\/p>\n Su\u00a0 1\/21 Return trip to the U.S.<\/p>\n Mo 1\/22\u00a0 Arrival in New York (JFK)<\/p>\n Trip to Carlisle<\/p>\n At Dickinson<\/em> (January 24-April 25)<\/p>\n Th 1\/ 25\u00a0 No class the 1st Thursday back<\/p>\n Tu 1\/30\u00a0 Process Materials – Tapes – Master List<\/p>\n Transcriptions and Translation<\/p>\n Establish Working groups\/Individual Projects<\/p>\n We 1\/31 Tour of Steelton (12:45 – 5pm)<\/p>\n Comparisons\/Contrasts?<\/p>\n Read: Bodnar<\/em><\/p>\n Th 2\/1\u00a0 Small Group Workshops<\/p>\n Sign Up for Times<\/p>\n Preliminary Proposal Ideas Due<\/p>\n Su 2\/4\u00a0 Church Service in Steelton (optional)<\/p>\n Tu 2\/6\u00a0 History, Immigration, Self and Society<\/p>\n Read: Yans-McLaughlin (E-Reserves)<\/em><\/p>\n Th 2\/8\u00a0 \u201cLabor Wars\u201d<\/p>\n Artifacts, Oral Histories and Video Documentation and Production<\/p>\n Multi-Ethnic Considerations in Coal Mining Camps<\/p>\n Guest speaker: Mary Palevsky<\/p>\n Tu 2\/13 Video Documentation and Production<\/p>\n Th 2\/15\u00a0 Production Workshops<\/p>\n Adobe Photoshop<\/p>\n Avid Camera<\/p>\n Web Page Design<\/p>\n Bring materials that you want to work on with you to the workshop<\/p>\n Bosler Basement<\/p>\n Fr 2\/16 1st Oral History\/Transcript\/Translation Packet Due by noon in Denny 219C<\/p>\n (Hard and disk copy either in WordPerfect or Word) – we\u2019ll put them up on Coureseinfo for everyone to access<\/p>\n Mo 2\/19\u00a0 Immigration, Labor & Ethnic Relations in Comparative Perspective<\/p>\n Guest Lecturers: Prof. Barone on Steelton and Prof. Torres on Patagonia<\/p>\n 2-4 in Dana 110 (optional) – with American Mosaic class<\/p>\n Read: Bodnar<\/em><\/p>\n Tu 2\/20\u00a0 Comparative Study of Italians to the U.S. (NYC) and Argentina (B.A.)<\/p>\n Read: Baily<\/em><\/p>\n Th 2\/22\u00a0 Discussion of Projects<\/p>\n Research Workshop – Analytical Themes<\/p>\n Tu 2\/27\u00a0 Proposals Due (bring 2 copies of your proposal to class)<\/p>\n Present and Peer Edit Proposals<\/p>\n Th 3\/1\u00a0 Presentation and Representation of Oral History and Photography<\/p>\n Guest speaker: Janet Zandy<\/p>\n Read: Zandy<\/em><\/p>\n Tu 3\/6\u00a0 Individual\/group Conferences<\/p>\n Th 3\/8\u00a0 Individual\/group Conferences<\/p>\n Tu 3\/13\u00a0 Individual\/group Conferences<\/p>\n Th 3\/15 Workshop Projects – Presentations of Works in Progress<\/p>\n After Spring Break – no class but faculty available for consultation<\/p>\n Fri 4\/13\u00a0 Final Projects Due<\/p>\n Wed 4\/25\u00a0 Presentation to the Community: Americas\u2019 Mosaics Common Hour<\/p>\n Note: Upon return to campus, students will be engaged in independent research that supports the research projects they focused on in Patagonia. We will be making recommendations as to readings and materials that best support those projects.<\/p>\n This year\u2019s CPC Women\u2019s Studies Conference<\/em> will be held on Saturday March 31 at Franklin and Marshall. We can provide transportation if any of you are interested in working up a proposal for a paper\/exhibit\/video presentation on some aspect of women in Patagonia. Proposals are due February 14 and may be submitted by email.<\/p>\n Appendix: Research Protocols<\/strong><\/p>\n Believing, with Max Weber, that man is an animal suspended in webs of significance he himself has spun, I take culture to be those webs, and the analysis of it to be therefore not an experimental science in search of law but an interpretive one in search of meaning. (Clifford Geertz, The Interpretation of Cultures, 1973:5)<\/em><\/p>\n Social science must reach the actual experiences and attitudes which constitute the full, live and active social reality beneath the formal organization of social phenomena . . . . A social institution can be fully understood only if we do not limit ourselves to abstract study of its formal organization, but also analyze the way in which it appears in the personal experience of various members of the group and follow the influence it has upon their lives (W.I. Thomas).<\/em><\/p>\n Oral history gives history back to people in their own words.\u00a0 It recognizes the heroism of ordinary people going about their daily lives, and gives voice to their experience.\u00a0 It brings history into and out of the community.\u00a0 And in giving people a past, it also helps them towards a future of their own making (Paul Thompson).<\/em><\/p>\n Documentation, Consent, & Archiving of Interviews\/Oral Histories<\/em><\/p>\n 1) At the beginning of your interview: once the video recording equipment is set up and running, introduce yourself and the project, the name of the person(s) whom you are interviewing, place and date.\u00a0 You will then want to ask the person(s) to state their name and their willingness to participate in the interview.<\/p>\n Sample: Just testing – I am Susan Rose and today, Jan. 14th, 2001 I am interviewing Susana Torres in her home in Comodoro Rivadavia. Susana, is it ok for me to ask you a few questions about what it was like growing up in Km 5? about immigration to this region and what it was like working in the oil fields? (Response) Yes? Great – could you please state your name and that you are willing to be interviewed? Thanks. Ok, let me start by asking you….<\/p>\n (This also gives you the opportunity to check the equipment, and make sure the sound and picture are coming through clearly.)<\/p>\n 2) At the end of your interview: be sure to thank the person for their time and being willing to speak with you. Ask if they are willing to sign the consent form, and have them do so. And take a photo of them! And if possible, an additional one of you and them!<\/p>\n If you have the scanner and people are willing to let you scan in their photographs, you may want to do so as you go along, taking notes about each photograph and positioning the video camera to get a decent still shot. We can talk about logistics here.<\/p>\n 3) After the interview:<\/p>\n Fieldwork Journals<\/em><\/p>\n As part of the research process, you should keep 3 separate journals that will enable you to keep track of and analyze your research as you proceed.<\/p>\n The raw data file should contain actual observations – thick descriptions; interviews; questionnaires; and\/or content analysis.<\/p>\n The methodological log should document how the research process is going, how your role as researcher is evolving, and what questions and techniques you tried and how people responded to you\/them; that is, what was successful? unsuccessful? Are you on-schedule or off-schedule and why? The log should also list questions that you may want to address through subsequent interviews, observations, or possibly questionnaires.<\/p>\n The analytical journal provides you with the opportunity to ponder, question, and ultimately, organize your findings. Emerging patterns or themes in your research should be addressed: what themes\/categories are emerging? What hypotheses are you formulating? What evidence supports\/challenges\/negates a specific hypothesis? How are your research questions related to other important aspects of the organization\/subject you are studying? What variables are interrelated and how? Entries should be made once the research is underway and analytical themes begin to emerge.<\/p>\n I have found it useful to note a theme at the top of an index card or piece of paper, and then go back and excerpt quotations from the interviews\/transcripts that are relevant. For example, in interviews with immigrants one may begin to recognize certain concepts or metaphors being used – say that of \u201crootlessness\u201d or \u201cstranger\u201d or \u201cresilience.\u201d<\/p>\n \u201cI felt like a stranger, one who lived here but was not from here\u201d (Borges, SR1:1).<\/p>\n \u201cI feel like a tree in this country, a tree without roots. But when the wind blows, I have to appear as strong as the other trees (Andreson, SR3:12).<\/p>\n While the first quotation clearly goes under the category of \u201cStranger,\u201d the second quotation may fit under all three categories. In the end you may collapse categories or expand them – it will be an iterative process. As you continue interviewing, you may find that certain patterns emerge and you may want to address these directly in your interviews. For example, you may say to someone, \u201cI\u2019ve noticed from a number of the interviews I\u2019ve done that people often speak of restlessness, of feeling like they\u2019ve never really put down roots here\u201d – does that describe your experience at all? or \u201chave you ever feel that way or not?<\/p>\n The challenge here is to move deeper into your interviews, to recognize if patterns are emerging, and to explore them without asking leading questions. One way is to present a range of responses. For example, you\u2019ve found from your interviews that: \u201csome people have said they felt right at home here; others say they have never felt at home here – that they feel they just don\u2019t have any roots here.\u201d What has your experience been?<\/p>\n Establishing Rapport: Finally, and most importantly, you will want to establish a comfortable rapport with people. This means really listening to what people have to say to you; enjoying the interview-conversation; and appreciating the gift you are being given by the historians who are willing to share with you their story and their lives, as well as their time and energy. The more natural and comfortable you can be, the more comfortable they will be. So keep in mind these tips, but in the end, relax and with both humility and self-assuredness, be yourself-in-conversation-with-another who has much to share.<\/p>\n Reflecting: Which of course, also means thinking about who you are in interaction with an other!<\/p>\n The inter\/view engages students in a dialogue – in an exchange between two subjects. It as, as Portelli describes it a \u201cmutual sighting\u201d (1991:31). This we\u2019ll talk about later!<\/p>\n Note: We may ask to see your journals in order to best advise you with regard to your research. They will be essential to conducting and writing up the research and will provide the raw material for our discussions and workshops.<\/p>\n Notes:<\/p>\n\n
\nS Rose interv of Susana Torres, CR, 1\/14\/01.
\n* If there is more than one tape, write 1 of 2 on first tape, 2 of 2 on second tape….<\/li>\n\n