Anthropology 3315: Urban Anthropology CRN 25483

Anthropology 3315: Urban Anthropology CRN 25483 Sociology 3315 CRN 25426 and Chicano Studies 4306 CRN 25537

Tuesdays and Thursdays 4:30 to 5:50 pm Old Main 211

University of Texas, El Paso Department of Sociology and Anthropology

SPRING 2007

Class Syllabus

Dr. Guillermina Gina Núñez-Mchiri Cynthia Guerrero, TA Office: Old Main 207 Office: Old Main 213 Phone: 747-6529 Phone: 747-6467 Office hours: T/TH: 2 to 4:00 pm & by appt. Office hours: M/W 3 to 5 pm. Email: [email protected] Email: [email protected]

NOTE: If you have or suspect that you have a disability, contact Disabled Student Services at 747-5148 to register for evaluation and services. Please inform me of your special needs in confidentiality early on in the semester to arrange proper adjustments and accommodations.

I. COURSE DESCRIPTION Urban anthropology is the study of human beings and their cultural institutions in cities. We will look at the strategies people, both as individuals and in groups, use to cope with the demands posed by urban environments. The focus of the course will be on urbanism (i.e., how large, dense, heterogeneous settlements shape behavior) and urbanization. This course is designed to develop a social scientific awareness of urbanization processes as a local and global phenomenon. The course is based primarily on the urban anthropology of the U.S.-Mexico borderlands with a focus on colonias. Students will examine the impacts of social and physical isolation of colonia residents and other similar populations. This class will highlight the importance of understanding the impact of culture, poverty, racism, and environmental and social injustice in colonia communities. In addition, students will be introduced to ethnographic research methods prior to conducting fieldwork experiences by working in on-going projects in El Paso and in surrounding colonia communities.

Learning will take place in and outside of the classroom. The class will have an applied anthropological approach, requiring fieldwork (with an emphasis on fieldnotes, participant-observation, and community- based research). Fieldnotes will be required documenting initial experiences in your field sites, observations of behavior, and the analysis and writing-up phase of the fieldwork. In this course students will apply the anthropological values of holism and cultural relativity to the study of human behavior within rural-urban contexts. Students will learn how to look at cities through an anthropological lens and do field projects analyzing some aspect of colonia and city life anthropologically and sociologically.

II. GOALS AND OBJECTIVES Knowledge: * To understand how social scientific theories and methods may be used in the study of human populations and communities from a holistic perspective. * To examine the forces of power and economics that alienate and marginalize populations, particularly economic impoverished, ethnic minorities, and other oppressed, vulnerable, and special needs enclaves.

* To understand individuals and communities in their historical and socio-political contexts. * To learn how to conduct ethnographic research in public spaces to understand their cultural, historical, and social significance.

1 Values: * To recognize that the anthropological values of holism, cultural relativity, and profession is built on the acknowledgement of human worth, human dignity, human diversity, and human potential. * To acknowledge the effects of class, gender, ethnicity and power differentials in community development and underdevelopment. * To develop a commitment to social and economic justice and to the removal of barriers in society that prevent optimal social functioning. Skills: * To demonstrate critical understanding of urbanization, population movements, and human accommodation in an urban perspective. * To learn about the research methods used by anthropologists in urban settings, familiarize themselves with several ethnographic cases of urban life in different geographic locations, and learn about the social construction of urban space in the El Paso-Ciudad Juárez border region. * To demonstrate ability to identify how individuals, groups, and families establish and maintain formal and informal networks in the community from a micro and macro perspective.

III. Required Texts

The required texts for this course may be purchased in the campus bookstore; they are:

1) Gmelch, George and Walter P. Zenner. 2002. Urban Life: Readings in the Anthropology of the City. 4th ed. Long Grove, Illinois: Waveland Press, Inc. [UL: Author’s Last name(s)]

2) Ward, Peter. 1999. Colonias and Public Policy in Texas and Mexico: Urbanization by Stealth. Austin: University of Texas Press. [Ward: Chapter Number]

3) Additional Course Readings Posted on a weekly basis online on WEBCT, and will be available in hard copy at the UTEP library reserve desk. Students will be responsible for these readings prior to attending class and to preparation for presentations, discussions, and quizzes. [On-Line: Author’s last name]

IV. Course Requirements:

1. Class Attendance, Participation, and Class Discussions (20%). Attendance and participation are mandatory. You will be required to attend to each class meeting, and be ready to discuss the key points and main arguments of your course readings for class participation credit. Each student is responsible for presenting or discussing at least one course reading. Students are to turn in a hard copy and email Dr. Núñez your 1-2 page essays with your synthesis or discussion. Students work will be posted on WEBCT to help students review for their quizzes. Class Discussions are useful for actively involving students in the learning process. Students gain practice in thinking through problems, organizing concepts, formulating arguments and counter-arguments, testing ideas in public settings, evaluating evidence for their own and others’ positions, and responding thoughtfully and critically to others’ points of view.

Presenters/Discussants- Class readings will have presenters and discussants to make class presentations every Tuesday and Thursday during our class meetings. Presenters are responsible for writing a 1-2 page synthesis, providing own version of the author’s main thesis/argument, inserting key ideas, quotes, and page numbers, identifying key arguments, and providing 2 well structured essay questions for discussion and quizzes. Discussants are responsible for writing 1 page synthesis of the reading, writing own version of key meanings/arguments, listing unfamiliar words or terms and providing their definitions, discuss what main ideas the reading supports, contradicts, or argues, and provide 2 well structured essay questions for discussion and quizzes. Discussants should be prepared to discuss topics or items that might have been left out by presenters. Class participants are responsible for taking rough notes of the presentations/discussions, keep focused on the topic at hand, provide non-verbal cues to encourage your peers who are presenting, and to listen carefully to what students/professor say in class.

2 2. Applied Research/Service Learning Project (20%) Fieldwork is one of the definitive aspects of Anthropology. This class provides students with the opportunity to gain field research experience by conducting a research practicum or service learning component in one of several organizations that have ongoing projects in the city, county, and colonias of El Paso. Students may choose from a number of organizations and projects working on literacy, housing, health, public safety, organizational capacity-building, grant-writing, and community/economic development initiatives. NOTE: Students who cannot fulfill this class requirement must meet with me individually to discuss an alternative research option on a topic or policy issue relevant to this course.

Our field research collaborators are: PRAXIS 747-5326 (over 60 organizations), Center for Civic Engagement 747-7969 (Project SHINE: Students Helping in the Naturalization of the Elderly links university students with older immigrants and refugees seeking to learn English and navigate the complex path to U. S. citizenship), Junior Achievement, Sparks Housing Development Corporation, Texas A & M Colonias Program with various projects in the colonias of Sparks, Rio Vista, Westway, and Canutillo contact Martin Torres 860-9528).

3) Assignments (20%)

Paper 1. Observation of a Public Space. Due on February 8, 2007. This 4 page paper should describe a public/historical building, space, or activity area by describing your observations of what people do, how they move around, and how they communicate verbally and nonverbally- incorporate as many sensory details as possible (use your senses: sight, smell, hearing, touch, etc.). Also discuss the forms and functions of this space, along with its geographic location. What meanings, memories, or history does this place have in the border region? Paper should include a hand or computer generated map, fieldnotes, and other supporting documentation.

Paper 2. History of the El Paso/Ciudad Juárez Border Region. Due on February 27, 2007. This is a team project. Class will divide into groups of 6 to 7 students and each group will research one time period in the El Paso/Ciudad Juarez border region. The goal of the research is a class presentation in which you answer the following questions: 1. What were the economic, social, political, environmental, transportation issues of your time period for the El Paso/Ciudad Juárez region (suburbs and colonias if relevant)? 2. What historical events were taking place in the U.S. and Mexico during this time period and how did these historical events impact this border region specifically? 4. What was the ethnic makeup and population demographics for the Paso/Ciudad Juárez during your time period? 5. Describe with images, drawings, photographs, maps what this region looked like during your time period. 6. Describe specific historical junctures, people, conflicts, social movements, places, and social issues that were particularly significant during your time period in this border region. 7. Provide in text citations and a bibliography (Chicago Style of citation) as part of your report.

The time periods are as follows: 1. Pre-1848* Discuss the region’s Native populations living in this region of the Southwest, including subsistence patterns, migration patterns, rituals, symbols, clothing, and other cultural representations. Might consider visiting the archaeology museum on Transmountain Rd. 2. 1848 - 1880 3. 1880 - 1910 4. 1910 - 1940 5. 1940 - 1960 6. 1960 - 1980 7. 1980 - 2000 8. 2000 - 2007

3 Resources for Border History Project: Meet with a reference librarian at the UTEP library for assistance and visit the library’s Special Collections (6th floor) for information on your time period to research newspapers, census documents and other archival data and secondary sources available. Class presentations are to be 20 minutes per group. Please practice your group’s presentation and delivery to time yourselves accordingly (presentation 50 pts). Paper to be turned in as a group portfolio that includes and represents each person’s individual contributions (paper 50 pts).

Paper 3. Urban Ethnography Book Critique. Four pages in length, double spaced due on Due March 29, 2007. Students will select from a list of urban ethnographies on WebCT and will write a 4 page book critique. These critiques will be discussed in class and will be posted for your peers to read on WebCT.

Paper 4. Identity and Community. Due on April 10, 2007. Students will write a 2-3 page, double spaced, reflective essay on their personal experiences living in the U.S. Mexico borderlands while incorporating issues of gender, ethnicity, class, geography, and culture.

Paper 5. Life and Labor Histories due on April 24, 2007. Students are to conduct one life and labor history of a person representing a profession in the border region’s formal or informal economy. Dr. Joe Heyman will provide a guest lecture on his work Life and Labor on the Border and will discuss how labor histories contribute towards understanding a particular region of the U.S.-Mexico border. Paper 4 to 5 pages in length, double spaced, due on

4) Quizzes (20%) In lieu of exams, you will have 4 quizzes to encourage reading and attendance.

5) Final Research Paper (20%) Due May 3, 2007. Students are to turn in individual research papers as the culmination of their applied research experience or research project. The final research paper should integrate the student’s fieldnotes including experiences, observations, and other critical data obtained through ethnographic and archival research. The paper should be 10 pages in length, double spaced, and should integrate at least 5 relevant course readings and/or lectures in the paper’s text and bibliography.

Grading Scale: Percentage Class Attendance and Participation 20% Applied Field Research Participation 20% Assignments 20% Quizzes 20% Final Research Paper 20% 100%

Grading Scale 90 to 100% = A 80 t0 89% = B 70 to 79% = C 60 to 69% = D 59% and below = F

Important Note about Academic Integrity: Students must present their own efforts and contributions in all assignments and examinations. Cheating, plagiarism, and falsifying research data will not be tolerated. Plagiarism is taking someone else’s work and representing it as one’s own. Honesty and respect for your work and the work of others is essential to your success in this course and in your academic career.

You should become acquainted with the Code of Ethics of the American Anthropological Association found at http://www.aaanet.org/committees/ethics/ethcode.htm. Understand that as a UTEP student, you represent the Department of Sociology/Anthropology/Chicano Studies as well as the overall university at all times. Be respectful of yourself, your classmates, your professor, your scholarship, and your key research informants during the length of your fieldwork. In conducting fieldwork, please practice safety, integrity, respect, and common sense.

4 Important note on late penalties: In the interest of fairness, extensions on assignments will be granted only in the case of documented medical or family emergencies. Late assignments turned in will be deducted 20% for each day turned in after the due date.

IV. COURSE OUTLINE

Date Topics Readings and Assignments Wk 1 Introduction to course. 1.16 Introductions. Read and Review your class syllabus for Review Course Syllabus, texts, requirements, class expectations, assignments and expectations, ethics, student, and professor’s important dates. Select which reading responsibilities. you would like to present or discuss.

1.18 Presentation by the Center for Civic Review Books Engagement in applied research opps. Social Mixer Activity. Assign Readings for class Introduction to Socio-cultural Anthropology, presentations and discussion Urban Anthropology/Sociology, the U.S.-Mexico Borderlands, and Colonias. Wk 2 Theorizing Urbanization, Population UL: Wirth’s Urbanism as a way of life. Settlements and Social Complexity Presenter 1 1.23 Presentation by Praxis on applied research Presenter 2 opportunities. Discussant Perspectives on population settlements, social UL: Milgram’s The Urban Experience complexity, the Chicago School, urbanization, Presenter 1 and urbanism. Presenter 2 Discussant 1.25 Review for assignment 1 due 1.30. 07 UL: Rotenberg’s The Metropolis of Introduction of classic studies of urban life. Everyday Life Presenter 1 Identify two options for your research practicum Presenter 2 or for a research project. Discussant Wk 3 Urban field research: what anthropologists UL: Foster and Kemper’s do in cities and how they do it Anthropological Fieldwork in Cities Presenter 1 1.30 Ethnographic research methods. Participant Presenter 2 observation, mapping, and writing fieldnotes for Discussant Paper 1: Observation of a Public Space due UL: Bestor’s Networks, Neighborhoods, on 2.8. and Markets: Fieldwork in Tokyo 2.1 Presenter 1 Presenter 2 Anthropological fieldwork in Cities and Discussant Introduction to Anthropological fieldwork in UL: Gmelch’s An Urban Field Colonias and U.S.-Mexico Border Research Experience Presenter 1 Contact organizations to set up practicum Presenter 2 schedules/Design research schedule. Discussant UL: Abolafia’s Fieldwork on Wall Street Presenter 1 Presenter 2 Discussant Review for Quiz 1. Wk 4 Urbanization and the U.S.-Mexico OL: Ortiz’ El Paso As an Eternal Yet Not Borderlands Last Frontier region. 2.6 Quiz 1 Presenter 1 The anthropology and sociology of the U.S.- Presenter 2

5 Mexico Borderlands Discussant Comparative urbanization of San Diego/Tijuana Ward’s Colonias and Public Policy, Introduction and Chapter One 2.8 Film: Mixed Feelings, San Diego/Tijuana. Presenter 1 Introduction to Colonias: Presenter 2 Social, economic, and environmental justice in Discussant colonias communities. OL: Núñez’ Chapter 2: Situating Colonias within the Anthropology of Policies and historical events that have led to colonia development. Borderlands Presenter 1 Begin Field Practicum/Service Learning or Presenter 2 Research Project Discussant OL: Hill’s Metaphoric Enrichment and Material Poverty: The Making of Colonias Presenter 1 Presenter 2 Discussant Wk 5 Colonias, Community Development and OL: Richardson’s “A Nice House”: The Organization Colonias of South Texas Presenter 1 Presenter 2 2.13 Film: The Forgotten Americans (60 minutes). Discussant Ward’s Chapter 2 Presenter 1 Community development, discussion of Presenter 2 strategies of incorporation, and political Discussant 2.15 organization Ward’s Chapter 3 Guest Lecture on Housing, Non-profit Presenter 1 organizations, and community organization Presenter 2 based on need Discussant Ward’s Chapter 4 Presenter 1 Presenter 2 Discussant Wk 6 History of Cities and Urbanization UL: Smith’s The Earliest Cities Presenter 1 2.20 Pre-industrial cities, Social Complexity, and Presenter 2 Blurring Urban and Rural Divides Discussant 2.22 UL: Sjoberg’s The Preindustrial City Presenter 1 Presenter 2 Discussant UL: Zenner’s Beyond Rural and Urban Presenter 1 Presenter 2 Discussant Wk 7 History of the El Paso/Ciudad Juarez Border Practice presentation, timing, and delivery 2.27 Region- Class Presentations. Assignment 2 of your group’s presentation. DUE. Groups 1, 2, 3, 4 3.1 Groups 5, 6, 7, 8 Write, review and edit your papers.

OL: Richardon’s From Mexicanos to Week 8 – see below for details Mexican Americans Presenter 1 Presenter 2

6 Discussant Wk 8 Migration and Adaptation to City Life OL: Vila’s The Polysemy of the Label “Mexican” on the Border. 3.6 Lecture on gender, migration, and urbanization Presenter 1 Presenter 2 3.8 Gender, Migration, and Relocation Discussant Working with Chispas: Women in Community UL: Gmelch’s A West Indian Life in Development in Colonias of the U.S.-Mexico Britain Border Presenter 1 Presenter 2 Discussant UL: Brettell’s Women are Migrants Too: A Portuguese Perspective QUIZ 2 REVIEW Presenter 1 Presenter 2 Discussant Wk 9 3.13- No classes during Spring Break 3.15 Wk.10 Health, Education, and Social Services UL: Lewis’ The Culture Of Poverty Presenter 1 Quiz 2 (lectures, film, readings) Presenter 2 Discussant 3.20 Social Services, Merit, and issues of social and UL: Goode’s How Urban Ethnography environmental justice Counters Myths About the Poor Presenter 1 Presenter 2 3.22 Culture of Poverty Theory and Case Studies Discussant about the poor UL: Glasser’s Life In a Soup Kitchen Presenter 1 Presenter 2 Discussant UL: Bourgois’ Office Work and The Crack Alternative Presenter 1 Presenter 2 Discussant Wk 11 Social and Environmental Justice on the Ward’s Chapter 5: Social Services to Border Colonias 3.27 Lecture on the Political Ecology of Colonias. Presenter 1 Discussion of Fieldwork Experiences, Problem Presenter 2 Solving, and Recommendations Discussant OL: Peña’s Environmental History of 3.29 Environmental Concerns About the Border Mega-Mexico, El Norte Class discussions Presenter 1 Presenter 2 Paper 3. Book Critiques of Urban Discussant Ethnographies. Due 3.29 OL: Vila and Peterson’s Environmental Problems in Ciudad Juarez-El Paso Presenter 1 Presenter 2 Discussant Ward’s Ch 6: Conclusions Presenter 1 Presenter 2

7 Discussant Wk 12 Globalization, Transnationalism, and Border UL: Kemper’s Migration and Adaptation Research Presenter 1 Presenter 2 4.3 Quiz 3 Discussant Lecture on globalization, transnationalism, and UL: 337-339, Foner’s Transnationalism, border research theories and methods Old and New- New York Immigrants Presenter 1 4.5 Discuss Paper on Identity and Community. Presenter 2 Discussant UL: Brennan’s Globalization, Women’s Film Los Angeles Now Labor, and Men’s Pleasure- Sex Tourism Presenter 1 Class discussions Presenter 2 Discussant UL: Condry’s Japanese Hip-Hop and the Globalization of Popular Culture Presenter 1 Presenter 2 Discussant Wk 13 The Border in Popular Culture Discuss handout on how to conduct life 4.10 Paper 4. Identity and Community and labor histories. Class Discussions Film- El Norte 4.12 How to conduct Life and Labor Histories. Life and labor histories due on 4.24.

Wk 14 Identity and Community: In Search of Funds Donnan and Wilson’s: Border Crossers of Knowledge through Life and Labor and the Transformation of Value and Histories Valuers Presenter 1 4.17 Guest Lecture by Dr. Josiah McC Heyman Presenter 2 Discussant 4.19 Lecture of cultural adjustment, resistance, and OL: Talavera, Núñez, and Heyman’s expressions Deportation Chapter Presenter 1 Presenter 2 Discussant Wk 15 Class Discussions and Presentations of Life 4.24 and Labor Histories Review for Quiz 4 on readings, lectures, 4.26 Qualitative feedback on the course. and films.

Wk 16 Quiz 4 5.1 Closing remarks, questions, ideas, and themes No final exam. that have emerged during the course. 5.3 Final Papers Due May 3, 2007 NOTE: Assignments and Topics are Subject to Change.