Vogeler, I. Using Cultural Landscapes to Teach “Cultural Diversity”

Using Cultural Landscapes to Teach "Cultural Diversity" Ingo If Vogeler University of Wisconsin - Eau Claire

Geographers can contribute to the current interest in and debate over "cultural diversity" by employing a cultural landscape approach using color slides and topographic map analysis. In a course I teach on the cultural landscapes of North America, I discuss utopian communities of the past and present, religious and "racial" landscapes, the social geography of cities, "placelessness". sin and sexism, and fantasy and manipulation. Potentially controversial tGpics are grounded in specific landscupcs and topographic maps. On the whole, students have reacted very favorably to this uniquely geographical approach. The present paper provides a description of the pedagogical and practical approaches which have to date charactcrized the coursc. Additionally, an attempt is made to suggest useful landscapes which are accessible at the level of popular AnglO-American culture.

Introduction ers in "human relations", which deals with var ious kinds of discrimination and encourages cultural Over the past decade, issues surrounding "cultural appreciation. The University of Wisconsin System's diversity" have become popular topics of discussion cultural diversity requirements expands this in the media and in education, particularly within perspective, to include all university students. universities and colleges. In the name of cultural In the United States, including Wisconsin, diversity, U. S. universities have adopted "politically "cultural diversity" is today actually a euphemism for correct" speech codes, and sometimes even behavior, "race relations", but the dominant institutions of and are introducing changes in the curriculum to deal government, education, and the media fail to even with "race" and gender issues. label the issues accurately, which in tum creates even Throughout the University of Wisconsin system, more confusion and resentment, or avoids the hard "cultural diversity" courses are now required. Over the issues that are supposed to be addressed. past decade, funds have been spent on curricular At the University of Wisconsin (UW) campus revisions and on visiting professors with expertise in located in the city of Eau Claire in the western part "diversity issues". Without being ideologically of the state, for example, the American Ethnic specific, these initiatives and policies have caused Coordinating Office deals exclusively with four of confusion, unintended outcomes, and resentment facially-recognized social groups: American Indians, among some members of the general public, faculty, African-Americans (i.e., American Blacks), Hispanics, and students. In the past, many dominant Anglo and Southeast Asians. By failing to accurately label American institutions have tended to exclude the issues and services that this office provides, and by numerous social class, ethnic and nationality groups, extension, by failing to address cultural diversity including many with origins in Eastern and Southern comprehensively, individuals with European ethnic Europe as well as racially-identified minorities. In backgrounds on campus often feel excluded and' theol)', "cultural diversity" was meant to redress these resent the "special treatment" accorded racial minor -- and other -- exclusions. With increasing rates of ities. It is the view of the writer that, instead of "hate" crimes (Ehrlich, 1994) and social problems in enhancing racial understanding and harmony, by the the inner cities (drugs, gang violence, teenage mislabeling ofgroups and the misrepresentation of the pregnancies, cmjackings, etc.), discussions of cultural problems which are meant to be addressed, academic diversity have taken on a new urgency, particularly to institutions (including those within the UW System) address discrimination based on biological and often exacerbate poor ethnic and class-group relations. physical attributes, such as racial identity and gender. Geographers, however, can make a significant conti Wisconsin and Minnesota have long been leaders tribute to the clarification and understanding of a in requiring training programs to educate future teach genuine "cultural diversity," utilizing an approach

13 which is broadly-define and which is distinctively irrelevant details which make field work so time geographical -- namely the cultural landscape ap consuming and frustrating for academically uncom poach. mitted novices (Lowe, 1992). Third, and most importantly, slides provide a com Cultural Landscapes as a Means to Understand mon text for interpreting the many and different, and Teach Diversity indeed, conflicting, meanings oflandscapes. However, in the sense that diverse and conflicting elements are Geographers have argued forcefully for using revealed, a dialectical approach to thinking about literature, particularly novels (Booker-Gross, 1991), people and places is introduced into the classroom. and films (Aitken and Zinn, 1994) as a means to Such an approach is critical to fostering cultural understand places and people, and to sensitize students diversity. to cultures and situations with which they are not Throughout the course I teach at the University of otherwise familiar. I would suggest that a landscape Wisconsin-Eau Claire, slides of specific scenes are approach, representing a distinctively geograph ical examined for their mUltiple and contradictory perspective, can also contribute significantly to the meanings. For example, a slide of Mount Rushmore in understanding -- and therefore to the improvement of the Black Hills of South Dakota shows the heads of -- race and ethnic relations. four U.S. presidents (Jefferson, Washington, Lincoln, Human geographers -- and particularly cultural and Roosevelt) carved in stone on the side of a geographers -- have long studied the spatial distri mountain. The scene raises many issues: what do butions of ethnic and religious groups. Especially these particular presidents represent in U.S. history? since the 1960s, racial minority groups within the U.S. Wlly were these "heroes" and the values they are and other Western countries have received increased assumed to represent portrayed in landscape form, in attention. Although landscape analysis is a well this format, and in this location? Students usually developed tradition within the cultural stream of the identify the names of the presidents and their geographical sciences (Cosgrove and Daniels, 1989), associated historical significance, but rarely ever do it is under-utilized as a pedagogic resource (Smith and they consider the fact that the Mount Rushmore Foote, 1994 31). Landscape analysis is especially monument is located in what the Dakota ("Sioux") appropriate and effective in examining issues of consider a sacred place. Consequently, for Native cultural diversity within a broad framework, for three American traditionalists, spiritual elders, and for reasons. secular but politically radical groups, such as the First, all aspects of the cultural landscape, not just American Indian Movement (AIM), Mount Rushmore the biggest, newest, historically famous, or dominant, represents the desecration of a holy place -- landscape are examined (Lewis, 1979). Thus, it is an inclusive graffiti on a monumental scale, reminding Native approach: all individuals and groups can be repre Americans of their physical domination by the U.S. sented, so that none need feel excluded. government. Indeed, various subliminal messages - Second, landscape analysis is based on field such as an individually-oriented and elite-focused work. As such, it is empirically-based and factua\ly U.S. history; the importance of the federal govern concrete. Fyle's (1992) comments on the value of ment; the reality of dominance by upper-class males, observational field work can be incorporated into the mostly of Northern and Western European origins, classroom by using color slides, a learning tool that is disrespect for nature -- are being conveyed to both inexpensive and time-efficient for students. For thousands of tourists who visit this site each year. instructors, of course, who often spend days and Classroom discussion based on this and other slide considerable money taking photographs, this is an scenes are not meant to provide defmitive answers, expensive and time-consuming -- albeit potentially but rather to foster understanding -- even appreciation effective -- way of teaching. Slides ofactual landscape -- for different and conflicting interpretations of the elements, maps, and other visually-relevant images same cultural landscape. Only through thorough, allow students to "see" and "read" cultural landscapes thoughtful, and comprehensive analysis as well as individually and to share their experiences with their throughdiscussion of real places and situations can we classmates. Landscape analysis, through the use of as educators hope to contribute to tolerance - slides, allows instructors to select specific scenes for including acceptance of differences in ethnicity, race, students to observe, eliminating distracting and gender, sexuality, age, class, and region -- and,

14 perhaps, to an appreciation of cultural diversity. tradition, the terms "spatial" and "landscape" typically In the United States, cultural geography in evoke images of something physical and external to general -- and cultural landscape analysis in particular the social context. -- has not been used to dialectically examine culturally Traditionally, space is a context for society -- a diverse reality, or to enhance the processing of topics container -- rather than a structure created by society. in cultural diversity. While social geography formally Nevertheless, human ideas are expressed in behaviors incorporates issues dealing with racial, ethnic, and which then create material manifestations as cultural income groups, this field of study is poorly developed landscapes. These landscapes in tum affect behavior in the United States, in contrast to the situation in the and ideas in endless causal loops (Figure I). United Kingdom. Indeed, the "new" cultural geo Cultural landscapes dialectically show cause and graphy, with its theoretical basis in the political effect. Social and spatial relationships are dialectically economy approach is essentially a British field of inter-reactive and interdependent. Cultural landscapes study (Bird et aI. , 1993). In this sense, the course both reflect and shape social relations and institutions. offered at Eau Claire has more in common with the Geographical unevenness is the result of many social "new" cultural geography as practiced in the United processes: however, dominant economic and political Kingdom than with the "old" cultural geography, institutions actively create and intensify spatial which once held unquestioned dominance in the inequalities, as manifested in particular forms of United States. The course is distinctive because it uses landscapes, such as Indian reservations ("concen traditional landscape analysis with slides and maps to tration camps"), racially-defmed urban ghettos, and examine nontraditional topics relating to cultural World War II internment camps for Japanese diversity. Americans. At the same time, the continu.ing ex The aforementioned course examines three pansion and intensification of market forces is inter-related components of place: I) relatively accompanied by countervailing tendencies toward permanent physical (material) settings, i.e. cultural increasing homogenization and the reduction of geo landscapes, 2) mobile human activities or behaviors, graphical differences (e.g. a seeming "placelessness" and 3) abstract cultural meanings and messages in many modem U.S. settings, such as in many parts (Figure I). of suburbia, and recreational fantasies; such as Most theories in the social sciences are based on "Disney lands"). While elites and market forces create the assumption that individuals are atomistic and thus spatial inequalities and homogeneity simultaneously, independent of one another. This individualist (or working class groups and groups with alternative "conservative") approach leaves unresolved the values attempt to create landscapes that reflect their problem of accounting for the order one fmds in own cultures. Behavioral resistance to dominant cul society unless it is imposed by an external force or tural values leads to distinctive cultural landscapes, forces . In any society, there is not a single context but e.g., the cultural preserves of Indian reservations, a series of contexts at a variety of spatial scales. communal and utopian communities, and cultural Different individuals and groups, depending upon the resistance by French Canadians, racial minority material and human resources at their disposal, are groups, and gays and lesbians. differentially able to arrange and modify these The cultural landscape approach clearly has its contexts. Less-affluent elements of the population limits because it does not deal with people and may have an impact upon the immediate context of cultural artifacts as directly as do sociology and their neighborhoods, whereas the rich and powerful anthropology, but rather, only as culture manifests may leave their mark at national and international itself in landscape form. Only those aspects of culture scales. Consequently, landscapes have biographies which are visible outdoors in the form of signs, and are often effectively authored by social status, symbols, colors, artifacts, buildings, land uses, particularly in highly "developed" societies. settlement patterns, and locations can be included. A socio-spatial dialectical approach is used in the Another problem is that many important topics course to understand the cultural landscapes of are often difficult to examine through lands·cape Canada and the United States. Adjectives such as analysis, and/or individual instructors often lack the "social," "political," "economic," and even "historical" visuals to adequately develop a topic. For example, are used to describe activities that result from human although U.S. slavery is an important and rich topic, actions. Yet, in the more traditionallogicaVempiricist I have not yet done the necessary field work and taken

15 the appropriate slides to develop a unit on the The Cultural Landscape Approach to Teaching landscape of slavery. "Cultural Diversity": A Controversial Alternative Sources of course infonnation produce compel ling slide-lectures. Nevertheless, first-hand experi The very nature of dealing with cultural/racial ences and slides are ultimately necessary to hold the diversity leads to controversy, regardless of the interest of students and establish trust, especially as characteristics of the students. Hence, many teachers the topics become controversial. In a unit focused on try to avoid the "dreaded" topic, as Frederick (1994) Europe, landscape analysis could include -- among calls it. De Fay (1993) argues that the claims of other things -- South Asian communities in the United objectivity, neutrality, and color-blindedness are pre Kingdom, Turks in Gennany, and North and West mised upon the idea that race (and by extension all Africans in France. such social categories) are devoid of social meaning.

Cultural Ideas, Ideals, Beliefs - abstract

- concrete, L-.H_u_m_a_D_B_e_h_a_v_i_o_r,_A_c_ti_v_it_ie_s__---'1112 ~ - temporary

concrete, pennanent

Figure 1. The Conceptualization of Cultural Landscapes

16 Such claims reduce racist actions to those which variety of descents: "Indian", European, "African,"1 randomly occur, those which are intentional, and those and Asian. The course is designed to promote an which are individualized. Instead, critical race theory understanding and appreciation of these different maintains that racism must be understood through cultural landscapes, and course activities are centered contextual and historical analyses, as racial oppression on six major objectives, to be achieved during is experienced in tandem with other forms of op forty-five class periods in one semester: I) The de pression such as gender, class, and sexual orientation. fmition ofthe concept ofculture; 2) Knowledge of the Racism needs to be seen from an interdisciplinary components of cultural landscapes; 3) Documentation perspective without relying on one meta-theory or one ofthe relationship between human ideals and fantasies strategy (Jackson ) 989). Geography and landscape and human-created landscapes; 4) Identification of the analysis are particularly well suited for this task ways in which religious, ethnic, racial, and gender because of their long-standing tradition which is groups have placed their imprints on the landscape; 5) integrative and considers all aspects of the landscape Understanding how economic, political, and social or places at various scales. processes are expressed in landscape form; and 6) To be effective, cultural diversity must be broadly Knowing and appreciating the salient features of the defined and not restricted to race-related issues alone, "geography of oppression," particularly that which is as is the current fashion in the U.S. today. Groups and based on race and gender. individuals who have been'socialized to view their The course examines cultural landscapes in their ancestral origins as principally in Europe, and others many forms: past and present; utopian and mundane; who are defmed principally on grounds of color as racial and sexual; rural and urban; practical and non-European as well as religious groups, women, and entertaining (Figure 2). Because almost all the stu alternatilve social communities together constitute the dents come from communities with ancestral back rich history and geography of the United States and grounds in Europe (and it is generally assumed that Canada. An inclusive treatment of these groups will they identifY with "European" landscapes in North hopefully move some students beyond mere tolerance America), I encourage their identification with the to actual appreciation of contradictory interpretations course materials by starting with European settlement. oflandscapes, and the culture and value conflicts that However, much of the material is presented from an are inherent in cultural diversity and democracy itself. alternative perspective, beginning with a focus on utopian communities. Course Description Extinct "utopian" communities, such as the Shakers, Oneida, and Amana, and existing ones, such At the University of Wisconsin - Eau Claire, as the Amish and Hutterites, are compared and I teach "Cultural Landscapes ofNorth America" at the contrasted with each other and with the dominant ftrst-and second-year levels. The course has no pre capitalist, individualistic society. The aforementioned requisites, and is available to all students for general "utopian" communities were commun itarian , in the education credits. I attempt to combine landscape sense that the community unit, not the individual analysis with cultural diversity topics to teach person, was the focus of social organization. Com understanding and appreciation ofboth. This course is munitarian societies created distinctive landscapes in akin to music and art appreciation, which are also the design and arrangement of their buildings. Their holistic and attempt to stretch the mind and senses communistic values, collective behaviors, and dis beyond the obvious. Too often, "foreign" or "exotic" tinctive landscapes contrast(ed) with the individualism (unknown to us) places and people, whether within ofthe mainstream society. By devoting the beginning one's own country or abroad, are simply ignored or of the course to the familiar topic of European "consumed" as another kind ofcommodity in the form immigrants, albeit from an alternative perspective I of ethnic fairs and tourism. But North American introduce and demonstrate to students the critical cultural landscapes express historically the ideals, analytical approach of the course. behaviors, institutions, and spatial and social Another major component of culture is religion. interactions (or lack of such) of Americans ofa great

IUsed in the Anglo-American context, i.e.,implying native-born "Black" elements.

17 A. Introduction I.The Components of the Cultural Landscape 2. Place and Landscape Concepts

B. Utopian Landscapes I. Extinct Utopian Landscapes: the Shakers; the Oneidas; the Amana 2. Existing Utopian Landscapes: the Amish and the Hutterites

C. Religious Landscapes I. Roman Catholics in Quebec 2. Roman Catholics in the Midwest, especially Central Minnesota 3. The Dutch Reformed Church in Michigan 4. Mormons in Utah

D. The Geography of Racism I. Indian Reservations 2. Japanese Intenunent Camps

E. Social Geography of U.S. Cities Chicago: Ethnicity, Race, and Class

F. Placelessness I. Definition and Meaning 2. Central Business Districts 3. Commercial Strips and Suburbia 4. Edge Cities

G. Geography of Sin and Sexism 1. Las Vegas: Gambling and Prostitution 2. New Orleans

H. Geography of Fantasy and Manipulation I. Hollywood: Movie Sets and Homes of Movie Stars Homes 2. Disneyland and Disney World 3. Frontier Myth and Cowboy Culture

Figure 2. Lecture Topics, Cultural Landscapes ofNorth America Course

Even in a COWltry which constitutionalIy guarantees re e unique large-scale landscapes. Yet, Roman Catholics, ligious freedom, many dominant religious groups in especialIy in the Province ofQuebec in Canada and in the United States have been intolerant towards major concentrations in the United States, have made "different" religions. Prejudice towards Mormons in major imprints on the land. These imprints include some regions, and even more generally towards shrines ofall sorts and sizes in private yards and along Roman Catholics in the past, is well-documented, just roadsides; shrines and grottos on church grounds; as it is towards the Amish and Jehovah Witnesses ethnic-based church architecture; crucifix-centered today. Cultural diversity requires that religious cemeteries; saint-place names; and religious attitudes be examined. Aside from churches and cem institutions, e.g. schools, hospitals, and pilgrimage eteries, however, most Western religions do not create centers. The religious zeal and commWlal values ofthe

18 Church ofJesus Christ of Latter Day Saints ("Saints" confinements and the curtailment of rights in the two for short, or, "Mormons" they are better known to countries. How can governments justify suspending most non-adherents) created a distinctive landscape in individual liberties based solely on racial categories Utah in the 19th century. The Dutch Reform churches during war time? Even the U.S. Supreme Court, the of western Michigan are included to show that like final authority on legal rights, issued contradictory many other ethnic-based churches, their landscape is opinions about the internments. Initially, the Court distinguished more by their ethnicity than by their authorized the internment of Japanese-Americans religion. (actually only along the West Coast, particularly in Later in the course, these "authentic" religious California). Later, in 1945, the Court struck down its landscapes are compared with "artificial" ones found earlier decision. in "placeless" locations and environments such as Many other U.S. race-specific landscapes could Disneyland. Students are confronted with the idea that, be developed for a course on cultural diversity. This on the surface, cultural landscapes seem profoundly could include a focus on -- among many others -- a different from each other but at another level are segment devoted to East and/or Southeast Asians. fundamentally alike, as they reflect human ideals and Slides could be generated on the well-established Chi behaviors which take many forms. Hence, the lesson to nese, Japanese and Korean communities in large cities, be learned is this: considering some landscapes, and or on more recent immigrants and refugees from by extension some people, behaviors, and ideas, to be mainland Southeast Asia, such as the Hmong,who better than others is a moral judgment, not a scienti have settled in significant numbers in parts of the fically neutral one. Realizing that one's own landscape Midwest over the past decade. and culture might be interpreted and eval-uated Large U.S. cities provide the context for differently by others will hopefully encourage one to geographers to visually examine European ethnicity, value places and cultures dissimilar from one's own. race, and class - elements ofa comprehensive analysis Given the importance of racial status in U.S. of cultural diversity. In my course, I use Chicago as history, it is ironic that topics related to this subject the setting, as it dominates the region in which are sometimes difficult to discuss. Hence, it is often students in my university live and where most will ignored in the classroom and in the public arena, work. Although most ofthe students have never visited except in. sensationalist form. Historically, the pattern Chicago, which is only six hours by car from the of "race relations" familiar throughout the U.S. and campus, I hope that after the course they will feel Canada started when European settlers came in contact comfortable and knowledgeable enough to not only with the native peoples. Over time, the issues visit the city, but also in so doing, to come to encompassed in "race relations" have become more understand and appreciate the fact that the U.S. is a complex, as cultural elements confronting dominant "salad bowl" rather than "melting pot." Indeed, the U. European groups in America have increased, to S. has never been a melting pot. Yet the concept was include not only "Blacks" and "Indians" but also - used to make immigrants and minorities of all kinds most prominently -- diverse elements of Latin assimilate into the dominant Anglo-American culture. American and Asian origin. Each racial group has had In the third and last section of the course, I return its particular relationship with the dominant "whjte" to the universalizing themes of placelessness, sin, and society. The most distinctive cultural landscapes of fantasy that affect all cultural groups and individuals racism (the institutionalization of race-based behavior today. Relph (1976) defmes the processes of place and policies) are Indian reservations. Figure 3 shows lessness and "placeless places" as those that lack the many and various ways that the unequal interaction diversity, significance, and hence, a sense of "place." between the U.S. government and Indjan tribes has left In these "flatscapes," the significant becomes trivial, its imprint on the landscape. and the trivial becomes significant. His critique of The history and geography of the internment of modernization and capitalist accumulation raises Japanese-Americans and Japanese-Canadians in camps profound ethical issues: about our personal lives, the during World War II is important not so much because landscapes we create, and those that are created for us. of the number of people involved (120,000 in the Is placelessness really a feature only of indus United States and 26,000 in Canada) but because of triaUcapitalist societies, or has it always been a fac the constitutional and ethical issues raised about such tor? I argue that, fundamentally, "placelessness" re

19 1778 Wilderness and Savages East Coast • Settlers push indigenous peoples westward 1816 • Large-scale annihilations ofnative peoples Andrew Reservations Established West • Maps show restricted areas Jackson • Material poverty, Native Cultural Isolation Era • Land: Resources and Sacred Space • Reservations: Tribal Identities 1887 Dawes Act- Midwest and West • Indians defined by blood; minimized land claims Assimilation Policy • 66% of reservation lands freed for non-Indians 80& 160-acre Indian allotments shown on plat maps, many owned and leased by Settlers • U.S. government housing of Native Peoples 1934 Indian Reorganization Ubiquitous: Re- • Native governments, languages, ceremonies Act servationslIndians allowed • "Tribal" educational & community centers • Major capital improvements on reservations Native housing develops (formally & informally)

1950s Termination of Ubiquitous: Re- • Stagnation on Native American Reserves Reservations servationslIndians • Significant Native migration to cities • 50% of Native peoples in segregated metro areas 1976 Education, Self- Ubiquitous: Res- • U.S. funds allocated for Native educationlhealth Determination Act ervationslIndians • More autonomy for reservations; increased pride

1980s • Gambling, tax • All reservations • Largest-ever investments on some reservations: exempt gasoline, • Museums with business enterprises constructed included casinos, tobacco sales, etc., Native American hotels, convention centers; schools, social allowed on reserves Collections services; "tribal" buildings upgraded by U.S. Law • Major court cases to ensure Native territorial • Treaty Rights rights under treaties and/or compensation for land upheld by U.S. seizures courts • Partial revival of Native American religious • Native artifacts practices, including rituals using returned returned artifacts • Establishment of reservation museums with artifacts, including those previously purloined by settler institutions

1990s U.S. Indian Arts and U.S. : Native Arts & • U.S. outlaws sale or Native artifacts Crafts Law Crafts Blood quotient become basis for U.S. defmition of who is "Indian"

Figure 3. U.S. Indian Policy and Landscape Changes

20 suIts from the recreation ofsimilar or identical places in created to allow people to actualize movie fantasies. many different physical locations. As landscapes in Universal Studios in Los Angeles gives tours of its different locations become more-and-more common, "back lot" (outdoor settings used to film various kinds they are ignored and are less appreciated. Hence, they of generic places: a western town, a Mexican village, are treated carelessly, abandoned, and finally destroyed. an inner city street) and its "front lot" (indoor sets Particular "placeless places" that survive may -- at where the largest percentage of filming takes place). some point in the future -- be considered unique and The fake landscapes of the movies are experienced as "historic," making them worthy of respect and, pos real places, which in tum makes the movies more real. sibly, fit for preservation (Rowntree and Conkey, 1980) The economy of movie-making in southern (Figure 4). California has created a unique landscape of con Cultural landscapes continually reflect processes of spicuous consumption. Sunset Boulevard in Los diversity and uniformity. New cultural landscapes are Angeles is filled with many large, hand-painted always being created and old ones are being destroyed billboards advertising current releases of music and Jackson, 1994; Clay, 1994). Examples of specific films; auto dealers selling customized cars; and very placeless landscapes examined in the course are CBDs, expensive and distinctive shops and restaurants. Close commercial strips, suburbs (19 50s-1960s), and Edge nearby, Beverly Hills is home to many past and present Cities (1980s-l990s) (Kunsler, 1994). movie stars and decision-makers in the movie and The secularization, and, some would say, the television industries. Again, many ordinary citizens- vulgarization of modem U.S. culture is manifested in through their consumption ofiIIusion (TV, movies, and the landscape of sin and sex in Nevada (particularly in music) -- make possible the lavish lifestyles of enter Las Vegas). Here, the cowboy frontier myth and the tainers, including the building and maintenance of the seven deadly sins can be actualized in the form of expensive homes ofBeverly Hills. Rare are the tourists gambling, alcohol consumption, eating, entertainment, who see these landscapes as evidence of their own staying-up all night, and prostitution. Such activities exploitation. However, it is the collective fantasy which create a fantasy landscape along "The Strip," which has created real places for wealthy individuals! includes colorful and elaborate neon signs, archi In 1955, Walt Disney created an amusement park, tecturally-exotic casino-hotels, movie sets of sorts, Disneyland, in Anaheim, California. In 1967, Walt wedding chapels, and escort services. Disney World was built in Orlando, Florida, based on Although prostitution is technically ilIegal within cartoon characters and movie sets. What could only be the counties that include Las Vegas and Reno, it is legal experienced passively previously through a tour of elsewhere in the state of Nevada. The Vegas landscape Universal Studios, can now be experienced actively and offers a thorny moral dilemma: when are traditional first-hand in Disneyland and Disney World. By creating Christian ideas of sin transformed into issues of social "the happiest place in the world," Disney used injustice and human rights, particularly as they relate to entertainment to educate his "guests" (as they are called women? The greater sin of "girlie" shows and prosti there) about U.S. history and its ideals. tution may not be the activities themselves, but rather, Disneyland creates the idealized landscape. the sexism that is involved in treating women as objects Everyone is funneled through Main Street with its of men's monetary power. Although no other city in the pastel-colored and late Victorian-era architectural industrialized world specializes in "sinning" like Las buildings that are used only for retail shops and Vegas, smaller versions of sin landscapes can be found restaurants. To make people feel more significant in many other cities. Two particularly good examples of (figuratively taller) on this "historical" street, buildings such landscapes in the United States are San Diego, are only three-quarters of the height of those on real with its major navy port and tourist attractions, and commercial streets. This architectural manipulation New Orleans (especialIy Bourbon Street) with its presents the illusion ofa common U.S. history, when in sizable tourist and convention populations and its long actuality, the country's history is enormously varied and history a center of entertainment. also includes many unpleasantries, such as the creation The geography of fantasy and manipulation is of slums, race riots, and police violence against the another universalizing theme, as illustrated by Holly poor and working elements of society. wood, Disneyland, and the "Cowboy" culture. Movies Ofthe five "lands" which constitute Disney's major project images of landscapes that influence how themes, Frontierland is particularly pertinent to my millions of people view real places. In response to the course. In recreated settings of deserts, forests, and popularity ofmovies, amusement landscapes have been lakes, Mississippi river boat travelers (no gamblers in

21 placelessness placelessness

time OJ landscape type ~Iandscapetype ]

Figure 4. Evolution of"Placeless" Landscapes Over Time this morally "clean cut" world) and fur trading carefully, students acquire a great deal of information voyageurs paddle along Indian villages. The villages not only about places unknown to them but also about are placed off limits to visitors by being located on how to better understand the areas that they are already islands and fenced off with barbed wire. Yet the familiar with. synthetic fort-- with its guns, walkways, rooms, Regardless ofthe topic, the fundamental questions camouflaged drinking fountain in a well, and waste we need to ask about all landscapes are: 1) Who creates dispenser in a cut-tree trunk -- attract children and them? 2) For what purposes? 3) What is kept of the adults alike. old? 4) How are landscapes interpreted? and 5) How Experiencing these cultural landscapes as insiders do landscapes affect social relations? or as visitors and tourists affect perception and behavior, and depending on the message received, tend Readings and Topographic Map Assignments to reinforce or alter the landscapes experienced. A thorough analysis of each cultural landscape from No textbook is completely satisfactory in a course various points of view is therefore critical to assure based on landscape analysis using slides, but as back that people make conscious and informed decisions ground reading I use Zelinsky's (1992) revised edition about their own communities and landscapes and those of The Cultural Geography of the United States. of others. For example, American Indians can Another appropriate textbook would be Watson's internalize the negative images of the dominant culture (1979) Social Geography of the United States. about their reservations and express their continuing Unfortunately, however, Watson's book is out-of-print despair in the form of litter and dilapidated housing. Or I also use six selections, cited in the bibliography ofthe they can fmd strength in their cultural roots, their present paper, from Janelle's (1992) Geographical languages, customs, religions, and crafts, and express Snapshots ofNorth America. them throughout their reservations and in their urban In addition to slides and other visuals, topographic communities. Similar examples of cultural dualism! maps are also used to examine and interpret the cultural resistance can be found in inner city urban communities landscapes ofAnglO-America. U.S. and Canadian large (Medoff and Sklar, 1994). By learning to read maps - scale topographic maps (1 :24,000, 1:50,000 or

22 TOPIC: MAP ASSIGNMENT:

I. Communal Settlements: Amana Colonies Middle Amana Quadrangle, Iowa. 7.5 Minute Series

2. Hutterites and Mennonites in Manitoba Altona Quadrangle, Manitoba. J5 Minute Series

3. French Long-Lots in Quebec Vercheres Quadrangle, Quebec. J5 Minute Series

4. Indian Reservations in Arizona San Juan Pueblo Quadrangle, New Mexico. J5 Minute Series

5. Spanish Land Grants in Arizona and New Oraibi Quadrangle, Arizona. J5 Minute Series Mexico (Impact on Native PopUlations)

6. High Income Areas of Chicago Highland Park Quadrangle, Illinois. 7.5 Minute Series

7. Black Hamlets and Horse Estates in Kentucky Centerville Quadrangle, Kentucky. 7.5 Minute Series

8. Las Vegas, Nevada Las Vegas SW and NE Quadrangle. 7.5 Minute Series

Figure 5. Topographic Map Assignments: for "Cultural Landscapes ofNorth America

62,500) are ideal for studying cultural landscapes, as them to examine their own values and ways of thinking. these provide students with useful skills and an indirect Despite my efforts to engage students in discussions, experience, without the expense and time of field work. however, most said little in class, although in their As part of my course, I developed eight map evaluations they frequently said that more class exercises based on topographic sheets (Figure 5). After discussion should have taken place! I have demonstrated how to interpret cultural land Students liked the use of slides to examine scapes by using slides, students do exercises by landscapes and cultural diversity topics. Students' answering specific sets of questions. (Copies of the comments included the observation that visual effects questions for these map assignments are available from are the easiest way to learn; that such effects are much the author.) more "real" and interesting; that they show landscapes Raitz and Hart (1975) provide a sample of "some of us have never been subjected to;" "that it topographic map excerpts that illustrate cultural makes learning a lot more interesting to see places and geographical ideas and a set of questions for each map. ideas first hand;" that the association of concepts with These could be used to construct other map pictures leaves a more permanent understanding." assignments. Students' reactions to the topographic map as signments were also very favorable (once again, more Student Reactions to the Course so than I had suspected). Students commented that, as a result of the class exercises, they paid greater at To date, 59 students have completed a detailed, tention to map detail (symbols, contour lines, etc.), four-page questionnaire evaluating all aspects of the acquired map reading skills, and learned to read and course. Contrary to what I had expected, students did interpret various kinds of cultural landscapes. Approxi not fmd any of the topics too controversial, emotional, mately one-half of the students thought the Zelinsky or inappropriate. Indeed, many liked the thought textbook was appropriate to the course, but the others provoking nature of the topics. Ironically, a few found the writing style and vocabulary too difficult. students liked those topics (religion and placelessness) Almost all the students liked the supplemental readings that most of the other students thought were not because they related directly to the slide lectures and provocative enough! Students appear to have appreci were simple to read. Overall, students evaluated the ated the fact that the course raised issues that provoked course topics, cultural landscape and cultural diversity

23 approaches, and topographic assignments very Likewise, students could be asked to assess how favorably. Remarks included the observation that the cultural landscapes affect the social behavior of people approach was "very important and effective; most who live, work, and play inside and outside particular enjoyable; extremely interesting;" (that they) "looked environments. forward to going to class even on nice sunny days;" The challenge for geographers is to contribute (that the course was) "very infonnative, interesting, and their unique perspective to issues of contemporary enjoyable;" (that it) "altered my way of importance. By so doing, geographers will inform thinking"(opened my mind); "made controversial topics students, faculty, and administrators about geography in uncontroversial;" (was) "helpful to hear viewpoints general and help students appreciate the enormously other than one's own;" (that it) "questioned my own rich cultural diversity of the United States. actions." The evaluation results are instructive, as the Literature Cited make-up of the class appeared to reflect the make-up of the university to a significant degree. The class Aitken, Stuart C. and Zonn, Leo E. Eds.1994. Place, consisted mostly of students of traditional college age Power, Situation and Spectacle: A Geography of from lower middle class backgrounds whose parents Film. Lanham, Maryland: Rowman & Littlefield. had not attended college. Students came from small Bird, Jon, Barry Curtis,Tim Putnam,George Robert towns and suburbs in Wisconsin and were mostly from son, and LisaTickner, Eds.1993. Mapping the Lutheran and Roman Catholic backgrounds. Ten Futures: Local Cultures, Global Change.New percent of the students classified themselves as racial York: Routledge, Inc. minorities, as compared to five percent for the Brooker-Gross, Susan R ..1991."Teaching about Race, university as a whole. Gender, Class and Geography Through Fiction," One significant problem over which geographers Journal ofGeography in Higher Education, 15/ 1, have no control is the particular intellectual pp. 35-47. environment in which they teach. In all my classes at Clay, Grady. 1994. Real Places: An Unconventional Eau Claire, I fmd students unable or unwilling to Guide to America's Generic Landscape. Chicago: articulate strongly developed political viewpoints. At a University of Chicago Press. private university where I once taught, these topics Cosgrove, Denis, and Stephen Daniels, Eds.1988. The would have been very controversial and would have led Iconography of Landscape. Cambridge, England: to considerable discussion, primarily because the Cambridge University Press. students were far more politically-conscious and Council on Interracial Books for Children. 1977. articulate. Such students would also provide more Stereotypes,Distortions and Omissions in Us. His critical (and presumably more useful) evaluations ofthe tory Textbooks. New York: Racism and Sexism course. Resource Center for Educators. Erlich, Howard J."Reporting Ethnoviolence", Z Maga Cultural Diversity and the Geographic Challenge zine. June, 1994. pp.53-60. Frederick, Peter. "Strategies for Motivating Students A similar course can be developed by any human in the Classroom." Workshop, AprilS, 1994. Uni geographer, particularly those with interests in field versity of Wisconsin-Eau Claire. work and taking slides. My advise to other instructors Fyfe, Nicholas R.1992. "Observations on Observa is to critically examine the issues surrounding cultural tions," Journal ofGeography in Higher Education, diversity (broadly defmed) and their own stereotypical 16/2. pp. 127-133. views and prejudices, and deal with these issues directly Hicks, D. 1980. Images ofthe World: An Introduction in the classroom (Hicks, 1980). Most students will hold to Bias in Teaching Materials. Occasional Paper similar views. Commonly held views about people and Number 2. London: Centre for Multicultural places can be used to stimulate discussion either in the Education, Institute of Education, University of classroom or in small discussion groups. In future London. classes, I will require students to write short reflection Jackson, John Brinckerhoff. 1994. A Sense ofPlace, papers describing how particular cultural landscapes A Sense ofTime. New Haven:Yale University affected their perceptions during the presentations, and Press. how these landscapes might affect their subsequent Jackson, Peter. 1989. "Challenging Racism Through behavior after each major section has been covered. Geography Teaching," Journal of Geography in

24 Higher Education, 13/1, pp.5-14. Ronschede, Gisbert.1992. "Catholic Pilgrimage Cen Janelle, Donald G. Ed.. I992.Geographical Snapshots ters in Quebec, Canada," in Donald G. JaneIle, ofNorth America . New York: The Guilford Press. Ed. Geographical Snapshots ofNorth America. Jason, de Fay. 1993. "Colorful Language," Socialist New York:The Guildford Press. pp. 292-295. Review, 93/3, pp.187-190. Rowntree, Lester and Margaret Conkey. 1980. Symbol Kirchherr, Eugene. 1992. "Riverside and Pullman, ism-and the Cultural Landscape." Annals of the Illinois: 19th-century Planned Towns,"in: Donald Association of American Geographers. 70, pp. GJanelle,Ed.Geographical Snapshots of North 459-474. America.New York: Tbe Guilford Press. pp.187 Smith, Jonathan M. and Kenneth E. Foote. 1994. 191. "Introduction," in: Kenneth E. Foote, Peter J. Kunsler,. James. 1994. Geography ofNow here: The Rise Hugill, Kent Mathewson, and Jonathan M. Smith. and Decline ofAmerica'sMan-Made Landscape. Eds. Re-Reading Cultural Geography. Austin: NewYork:S &S Trade. University of Texas Press. 27-33. Lewis, Peirce F. 1979. "Axioms for Reading the Watson, J. Wreford. 1979. Social Geography of the Landscape," in: D. W.Meinig.Ed. The Interpre United States. New York: Longman. tation ofOrdinary Landscapes:Geographical Es Widdis, Randy William. 1992. "A Canadian Geo says.NewYork: Oxford University Press.pp. 11 grapher's Perspective on the Canadian-United 32. States Border", in Donald G. Janelle, Ed. Geo Lowe, Michelle S.1992. "Safety in Numbers? How to graphical Snapshots ofNorth America.New York: Teach Qualitative Geography?".Journal of Geo The Guilford Press: pp. 45-48 graphy in Higher Education. 16/2, pp. 171-177. Winsberg, Morton D.l992 "Walt Disney World, Medoff, Peter and Holly Sklar. 1994. "Streets of Florida: the Creation of a Fantasy Landscape," in: Hope", Z Magazine, July/August, pp.45-47. Donald G. Janelle, Ed Geographical Snapshots of Mercer, John. 1992. "Urban Expressions ofCultural North America. New York: The Guilford Press. Duality," in: Donald G. JaneIle,Ed. Geographical pp.350-354. Snapshots of North America.New York: The Zelinsky, Wilbur. 1992 The Cultural Geography ofthe Guilford Press. pp. 49-51. United States. Englewood Cliffs, NJ: Prentice Raitz, Karl and John Fraser Hart. I 975.Cultural Geo Hall. graphy on Topographic Maps.New York: John INGOLF K.VOGELER is a Professor of Geography, Wiley & Sons. University of Wisconsin Eau Claire, Eau Claire Relph, E. C.1976. Place and Placelessness. London: Wisconsin. 54701-4004. He may also be reached via e Pion. mail at vogeler@UWEC. Professor Vogeler's interests Riccio, Rita. 1992. "StroIling the Strip: Prostitution in include the cultural landscapes of the U.S. and Canada, a North American City," in Donald G. Janelle. Ed. rural geography, and Third World Development. Geographical Snapshots ofNorth America. New York:The Guilford Press. pp. 114-116.