Monday, October 13, 2014

Values for Sale: Whatever, U.S.A.

Sometimes it feels that everything is for sale in our country—including us. That we are unwitting soldiers in a marketing war being waged by giant companies. We wear uniforms of the companies to whom we pay allegiance—Nike, Polo—their logos emblazoned on our chests like flags marking territory: the precious advertising space of our lives. In one class I taught last week, about 1/3 of the students were wearing shirts with the names of colleges (the schools themselves increasingly positioned within the framework of big business). I'm certainly not above this either. Many of my clothes bear the stamp of a business, too. I just don't like feeling like a walking billboard. The physical space around us also feels increasingly tainted by the stench of advertising dollars.

I was thinking about this the other day while watching a baseball game on TV. The Giants, who play in AT&T Stadium, use just about every square inch of the stadium for advertising, including the holographic ads behind home plate which are now part of every pitch. (The only area not smothered in ads is the actual playing field—and you know that's coming!).

Crested Butte, Colo. or "Whatever, USA"

I guess this is why a recent New York Times story caught my eye. Crested Butte, Colorado has decided to take advertising possibilities to a whole other level, temporarily (one hopes) re-branding itself "Whatever, U.S.A." and turning the entire town into a beer ad. The streets and street lamps have been repainted the color of Bud Light cans and in exchange the Anheuser-Busch company has given the town half a million dollars. The company also brags it has brought plenty of new jobs to the town. But at what cost? As one resident says near the end of the article, "I really value my quality of life, and I’m afraid, as we allow these kinds of events to happen, we may be losing it."

Have we gone so far off the rails that we can now only measure the quality of our lives in monetary terms?  

Friday, September 12, 2014

Separate is not equal

In class, we've been thinking about the context of the photo The Soiling of Old Glory. While some people may think that desegregation ended with the decision in Brown v. Board of Education, educational segregation persisted. According to Isabel Wilkerson, author of The Warmth of Other Suns, rather than embrace integration,"much of the South translated" the phrase with all deliberate speed "loosely to mean whenever they got around to it." Shockingly, "one county in Virginia closed its entire system for five years, from 1959 to 1964, rather than integrate." Chickasaw, MS, she reports, "didn't integrate until 1970. Private schools sprouted up all over the country to create a de facto segregation that complied with the de jure integration the Court had endorsed.

Sadly, such responses were not limited to the the 60's or the 70's or even to the South. In fact, we may see similar battles being fought right here in Chicago today.

In an article in last year's Reader, Steve Bogira argues that "the vast majority of CPS students are still in schools that are highly segregated, racially and economically." Incredibly, "85% of all CPS students are [classified to be] low income" and "nearly one-third of [CPS] schools have enrollments that are at least 95 percent low-income...[those schools] are also 97 percent Hispanic and African-American." In part this segregation is attributable "to middle- and upper-class families enrolling their kids in private schools or moving to the suburbs once their children reach school age." Sound familiar?

Since the link between low income and low test scores is well documented, Bogira offers a bold proposal: "Rather than concentrating on raising test scores, school and city officials should focus on sharply reducing CPS's low-income proportion. Do that, and test scores and graduation rates will take care of themselves." Low income students would not be the only winners in an integrated school system. Middle and upper-class white students would benefit, according to an education analyst in the article, since "it's good for their children to be in a more diverse environment."

How possible, how plausible, is Bogira's proposal?  To what extent can we say we've made progress as a nation on this issue of education?

Tuesday, September 02, 2014

Why our blog is called "An American Studies"

We decided on this name because words matter and this blog's title can be read three different ways:
  1. AN American Studies (as opposed to American Studies or THE American Studies) suggests that this just one attempt at making sense of a vast topic...
    Photo by Spiro Bolos, taken at New Trier High School
    ...And anyone who thinks they are covering everything essential to this enormous enterprise in a year long course — or perhaps in over the course of their lives — is just kidding him or herself.
  2. This blog will reflect the "studies" — gathering, questioning, and trading information with a community of scholars — of one American. Millions of people are approaching the topic of "America", but we don't presume to speak for them.
  3. An American [is a person who] studies. While this does not happen always (maybe it is an impossibility), it is necessary for our country to achieve its highest ideal — that all of its citizens can achieve self-fulfillment. Studies — in the broadest possible sense of that word — must be part of this achievement.

Friday, August 22, 2014

THIS is Water.

“There are these two young fish swimming along and they happen to meet an older fish swimming the other way, who nods at them and says, 'Morning, boys. How's the water?' And the two young fish swim on for a bit, and then eventually one of them looks over at the other and goes 'What the hell is water?'"
 David Foster Wallace, Commencement Address at Kenyon College, 2005

Welcome to An American Studies (see Mr. O'Connor's post explaining the name). Hopefully, the above question is one you will be asking yourself (and attempting to answer) throughout the year and beyond this class. As you embark upon writing for a new medium, the blog, it is your task (among many others) to identify the "water" in which you live, be it the North Shore "bubble" or the United States at large. For example, look at the following photo:

"The First Adirondack Was Too Big" by John S. O'Connor

Ask yourself how this photo is emblematic of America at the micro or macro level. Like many photos you view, it has been modified from the original snapshot, and could be said to represent a look through the photographer's "window of self-expression", to borrow a phrase from photographer Eikoh Hosoe. So, even though the camera cannot technically depict what isn't there, Hosoe would argue that the photographer can still show us, through this visual medium, "what lies unseen in his memory."

Please join us in our exploration of distinctly American themes and feel free to contribute your own photographs on the Instagram using our hashtag, #anamericanstudies. When you tag the photo, it will automatically appear in the sidebar on this blog. And don't forget to leave your own thoughts below in the comments section of this post regarding the photograph.

Sunday, June 08, 2014

Should Teachers Reveal Their Biases? (updated)

After a somewhat provocative tag-team student post got quite a few American Studies students all "Reilled"-up and a little bit "Mad", I thought I'd recycle parts of this post I first wrote many years ago (check out the exact date -- talk about an artifact -- it's the month before the presidential election!). The question that today's blog post poses has been hotly debated in my own department and I am not surprised that a group of such thoughtful (and largely respectful to each other) students would take it up, on their own!

I had read an article from the Chronicle of Higher Education (the link is now broken, unfortunately) which references a recently published book, Closed Minds? Politics and Ideology in American Universities, written by three faculty members from George Mason University. If you read the students' post, part of the discussion focused on how appropriate it is when teachers reveal their political perspective**. Would that action have an inappropriate effect on their students? Would it amount to, as one student argued, being "indoctrinated"?

Does this guy look like me? Or Doc OC? Ah, who can tell the difference, anyway!

The book's authors state that based on their 2007 study, the majority of professors "say they keep their own politics out of the classroom". In fact, only a minority of college faculty (28%) admit that they openly reveal their political bias to their students.

But even if the above statistics are true, does it even matter if teachers conceal their political leanings? Another study, conducted by two professors from Pennsylvania State University may have the answer. In their research-based article, "I Think My Professor Is a Democrat", they published two related findings, based on student surveys:
  1. College students agree that most professors do not reveal their political bias (thus corroborating the findings from the book mentioned at the beginning)
  2. But 75% of students were able to guess correctly their professor's political leanings, anyway.
Finally, the biggest question looming behind this particular discussion: if the great majority of college professors call themselves liberal, does this influence their students to become more left-leaning as well? The same researchers conducted another study which found that students started shifting slightly to the left under both Republican- and Democrat-voting professors -- not just under liberal-leaning teachers.

What do these studies mean for our class discussions (online and off)? What could be responsible for the shift to the political left? Perhaps, too, there is a difference between college-level classrooms and high school with regard to these findings?

**For students who want to hear "both sides" of every issue (assuming "both sides" are equally meritorious), my own philosophy has always been (quoted from Howard Zinn): "You can't be neutral on a moving train." I guess I'd rather be upfront with my views than play guessing games all school year-long.