Final Syllabus 12-22-2007

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14-JAN-2008 to 06-MAY-20083 SEM GSB.H

M W 1400-1515

Office: GRAM 320Office Hours: T TH 1300 -1500

HSS 208-02 Sem in Soc Beh Sci-Global Iden

The Triad's Global Identity:Visual Ethnography of NorthCarolinas Immigrant Communities

Stephen J. Sills PhD

[email protected]

Images. They are so com-

pelling that we cannot not watch them. They are so se-ductive that they have revo-

lutionized human social communication. Oral and

written communication arein decline because a new

form of communication,communication by image,

has emerged.Power of Images:

Creating the Myths of OurTime

By J. Francis Davis

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Visual Ethnography of North Carolinas Immigrant Communities

Introduction

Over the course of the past two decadesthe Triad area has become home to alarge Latino population as well asthousands of Africans and Southeast Asians . In this course we will draw uponthe interdisciplinary methods of visualsociology to study the local immigrant,refugee, and transnational communities. Visual sociology involves the use of photography, film, and video todocument social phenomena as well asthe study of visual artifacts of a society ascultural texts ( Margolis ).

We will be reading from the internationalacademic and popular presses on thesocial issues of migration, assimilation,and incorporation. Students will alsolearn about the push/pull mechanisms of international migration , the various kindsof migrations , and the local factors whichhave made the Triad an increasingly popular receiving area for new migrants. Students will also read from the literatureon the methods of visual sociology/anthropology. Students will learn thetechnical, ethical, and methodologicalissues of doing visual research.

The class will be conducted in a seminar/ workshop format , emphasizing an

interactive learning environment. Thecourse will include student-led classdiscussions, individual reaction papers totopics presented in the readings anddiscussions, guest lectures by regional/

Required Text:Stanczak, G.2007. VisualResearchMethods: Image,Society, andRepresentation. Sage: ThousandOaks, CA.

Optional Text:Hesford, W. &

Brueggermann,2007. Rhetorical

Visions: Readingand Writing in a Visual Culture.

Pearson: New Jersey.

Other readings and media will beprovided via direct links or through

electronic reserves on UNCGBlackboard.

Please open account on www.flickr.com/

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local experts, group projects, and a finalethnographic exercise. Readings will bepresented in a student-led discussionformat where the instructor will serve asthe moderator/facilitator helping to guidethe students through an inductive process emphasizing critical thinking, problemsolving, and discovery. Short reactionpapers will be written afterward toreinforce theoretical understanding of thetopics presented, as well as to encouragestudents to analyze, synthesize, andevaluate the theories and methods they

have learned.

To move beyond the abstract/theoreticalrealm, students will hear from leaders of the local immigrant/refugee serviceagencies and engage in primary research,first in small teams, and then on theirown. As part of the course, students will be trained in the use of photo analysissoftware and the methodology of visualresearch. Students will also complete anNIH Human Subject training . Groupanalysis of visual media will introducestudents to the tools of visual studies andhelp to develop visual literacy . In smallteams they will then study the visualportrayal of migrants locally in thepopular press , television, and other formsof visual media, producing a PowerPointpresentation of their findings (later to beconverted by the instructor into a website). Finally, the students willconduct their own ethnographic study of the Triads immigrant and refugeecommunities by engaging in photographicobservations at immigrant churches,social service agencies, and community organization. This may take the form of

either a student-led PhotoVoice project ora Photo Documentary . Select photographsfrom these ethnographic projects will bemounted and framed and then showcasedin an end-of-semester gallery exhibition.

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Goals and Objectives

This course is intended to inform youabout the local diversity of theinternational community as well as teach you about visual literacy, methods of

social research, and ethnography.Instruction will take the form of aparticipatory seminar with a minimum of lecture and an emphasis on discussionand practical experiences. As a class we will work together on a visual analysisproject. In addition, you will individually conduct fieldwork with community organizations, social service agencies,churches, and social groups whoseconstituencies are migrants and refugees

from Africa, Asia, Eastern Europe, andLatin America.

Learning Outcomes

On successful completion of this course you will be able to:

1. Summarize the major theories of international migration

2. Explain the specific factors thathave resulted in increased migration

to the Triad3. Describe how migrants have been

depicted in the local media4. Make use of the methods and tools

of visual sociological research5. Critically assess visual research

findings

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AssignmentsSeminar Leader:

As this class is structured more like aseminar than a lecture, you will berequired to discuss the reading materials.Therefore, keeping up with the readingmaterials is a must. Students will beassigned to lead the class discussionsduring the semester. Thoughtful

preparation of an outline of the readingand 3-5 discussion questions will earn you30pts each time (150 pts total). Theremaining 50 pts will be earned by evidence of reading through your activeparticipation in these discussions.

Reaction Papers:

For each of the theoretical andmethodological modules you will write a

short reaction paper. These papers will be2-3 pages in length (Times New Roman,

12 pt, standard margins, MLA or ASA citations). You will summarize thereadings and discussions for the moduleand then give your personal reaction tothe topic. There will ten of these shortpapers due. Each will count for 20 pts. ora total of 200 pts (20% of your finalgrade).

A reaction paper is just what its namesuggests - a paper explaining yourreaction to the readings and discussionsfrom the module. The form of paper

should be a formal essay that summarizesthe key points of the module and provides your personal perspectives on the topic.Like any good essay, your reaction papershould support key points with specificevidence (references to readings). Itshould be written in clear language and ina logical order. In preparing to write yourreaction paper you may want to re-readthe articles in this module and review yournotes from the in-class discussions. Give

yourself some time to reflect on the topicscovered in the module. I recommend

A+ A- B C D

Thesis/focus: demonstrates an awareness of audience, issophisticated, and is clearly established and maintainedthroughout.

30% 6 5.4 5.1 4.5 3.9

Organization: has a clear sense of logical order appropriateto the content and the thesis.

20% 4 3.6 3.4 3 2.6

Development: demonstrates critical thinking that is clear,insightful, in depth, and relevant to the topic.

20% 4 3.6 3.4 3 2.6

Syntax and Diction: uses sophisticated language that en-gages the reader

10% 2 1.8 1.7 1.5 1.3

Research: uses sources effectively and documents sourcesaccurately.

10% 2 1.8 1.7 1.5 1.3

Mechanics: contains very few errors of spelling, grammar,paragraphing or manuscript format.

10% 2 1.8 1.7 1.5 1.3

Total

Reaction Paper Grading Rubric

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writing an outline first, then a rough draft,then editing and revising the draft into afinal reaction paper.

Assignment # 1 Visualizing theTriads Migrant Communities

As you will learn, visual research is farmore selective and intentional than otherforms of observational research (and thusable to be manipulated by your biases andpreconceptions). In these assignments, you will be conducting your own field

work on visualizing the Triads immigrantcommunity. In this introductory assignment you are instructed to shoot aseries of photographs (10 images total)that visually demonstrate immigration tothe Triad. You may interpret theseinstructions in any way you wish. Aftershooting the series you are instructed to write a short paragraph for each imageexplaining how these images areevidence of immigration. This

assignment is worth 100 pts. (10% of finalgrade).

Assignment # 2 Group Projects:

You will be assigned to a small researchteam that will be responsible for collecting visual representations of migrants/refugees in the media, analyzing thoseimages, and presenting your findings tothe class via a PowerPoint show. More

details on this project will be given in alater handout in class. Successfulcompletion of the assignment is worth 250pts. (25 % of final grade). Moreinformation on these projects will beprovided in Module 6.

Assignment # 3 NIH Certificatefor Human Subjects Research:

To complete the c omputer-based trainingprovided by the NIH , you must register totake the on-line course. Complete thetraining and respond to the shortquestionnaires that follow. There are fivemodules in all so you may want to planahead; this may take some time. Onceregistered you may return to the site overseveral sittings to complete the course.Once successfully answering the quiz

questions at the end of each module, you will be given an option to print acertificate of completion. Print two copiesof the certificate; keep one for yourrecords and bring the second to class.Successful completion of the assignmentis worth 50 pts. (5 % of final grade).

Assignment # 4 Photodocumentary of the TriadsImmigrant Community:

In this assignment you will be using thelens as a way of documenting andobserving a migrant/refugee group(producing a photo documentary). Thisassignment will require 2-3 visits outsideof class to a church, social service agency,or community organization that serves amigrant/refugee community (I will assist you in introductions and placement). You will be required to write a short reflexivestatement in which you attempt to express your attitudes and biases toward thecommunity with whom you will be working (10 pts). You will keep a log of your visits that will include your scratchnotes, field notes, comments, photography

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log, and other field records (40 pts). You will use these resources in your analysisand written report. Your final products will include the written report (100 pts), apresentation of your key findings to theclass (50 pts), and the presentation of select images in a gallery exhibition (50pts). More details on this project will begiven in a later in class. Successfulcompletion of the assignment is worth200 pts. (20% of final grade).

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Policies

Attendance:

Attendance is required. Official absencesare those which occur when you areinvolved in an official activity of thecollege, i.e., field trips, tournaments,athletic events, and present an officialabsence excuse. If you must miss a class

for an official reason, present the writtenexcuse to me before the absence. Otherofficial absences include jury duty andsubpoenas. Appropriate documentation will be required.

Religious/Cultural Holidays:

You have the right to observe majorreligious/cultural holidays withoutpenalty. At least one week before the

holiday, you should submit a writtenstatement that includes both the date of the holiday and the reason why classattendance is impossible. Priorarrangements must be made. If priorarrangements have been made, you willnot be penalized.

Illness:

If you are absent due to personal illness,or illness of a dependent, you mustprovide written documentation to thateffect. Acceptable documentation includesdoctors note (on office letterhead),hospital record, or records from arecognized medical/healthcare agency.

Special Needs andConsiderations:

Please let me know at the beginning of thesemester if you have a physical or learningdisability that may need accommodations.The college will make reasonableaccommodations for persons withdocumented disabilities. Students shouldalso notify Student Services of any specialneeds.

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Course Schedule

Module 1:

Introduction to Visual Sociology (Jan 14, Jan 16, & Jan 23 )

NO CLASS Jan 21

Module 2:

International Migration & TransnationalCommunities

(Jan 28 & Jan 30 )

Module 3:

Photographic Representations of SocialLife

(Feb 4, Feb 6, & Feb 11)

Module 4:

Immigrant and Refugee Populations inthe Triad

(Feb 13 & Feb 18)

Guest Panel Feb 20, 2008

Module 5:

Visual Content Analysis(Feb 25 & Feb 27)

Module 6:

Sociological Analysis of Depictions of Migrants in The Local Media

(Mar 3, Mar 5, Mar 17, & Mar 19)

NO CLASS Mar 10 & 12

Module 7:

Social Scientists with Cameras: EthicalIssues

(Mar 24 & Mar 26)

Module 8:

Ethnographic Research: Using the lens togather data

(Mar 31, Apr 2 & Apr 7)

Fieldwork

During this time you should be involvedin the data collection for your individual

projects. Individual meetings scheduled with instructor will be scheduled on Apr 9or Apr 16. You will present data gatheringto-date and discuss the direction of yourproject. A schedule will be distributed on

or about April 7 th .

Module 9:

(Apr 21 & Apr 23)

Gallery Preparation

We will use the class time on Apr 28 & Apr 30 to prepare for the presentation of individual projects. We will also conduct apeer-critique of the projects on Apr 30 th .

Gallery Show

We will host an open exhibition of student

projects in (TBA) gallery on May 7. Thisexhibition will be open to UNCG faculty and students, participating agencies andindividuals, as well as the general public.

Final grade assignments will also be madeon this date.

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Module 1: Introduction to Visual Sociology

Module 1: Introduction to VisualSociology

Culture is manifested through visiblesymbols embedded in gestures,

ceremonies, rituals, and artifacts situated i n c o n s t r u c t e d a n d n a t u r a l environments. If one can see culture,then researchers should be able to employaudiovisual technologies to record it asdata amenable to analysis and presentation. (Ruby 1996)

Visual media has great potential for giving voice and vision to disenfranchisedpopulations (Wang et. al., 1996). Visual

media captures the shared human bond of the viewer and the subject (Margolis,1990). It also challenges publicperceptions of the subjects (Wang et. al.,1996) and has been called the bestmedium for raising consciousness of important social issues (Wang et. al.1996).

This module will introduce you to visualresearch. Together we will define thetopic, then we will discuss its merits andlimitations. We will also discuss thegeneral topic of visual literacy and visualrhetoric. Finally, we will discuss thequestion of validity in visual research.

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Course introduction and overview

J. Horton A Visual Analysis of NorthCarolinas Immigrant Communities

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1.Stanczak, G. 2007. Introduction:Images, Methodologies, and GeneratingSocial Knowledge Chapter 1 in Stanczak,G. 2007. Visual Research Methods: Image,Society, and Representation. Sage:Thousand Oaks, CA.

2.Hesford, W. & Brueggermann, 2007.Rhetorical Visions Chapter 1 inRhetorical Visions: Reading and Writingin a Visual Culture. Pearson: New Jersey.

3. Pink, S. 2001. The Visual inEthnography: Photography, Video,Cultures and Individuals, Chapter 1 inDoing Visual Ethnography: Images, Mediaand Representation in Research. Sage:

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4.Wagner, J. 2007. Observing Cultureand Social Life: Documentary Photography, Fieldwork, and SocialResearch Chapter 2 in Stanczak, G. 2007. Visual Research Methods: Image, Society,and Representation. Sage: ThousandOaks, CA.

5.Becker, Howard. 2007 " Aesthetics andTruth " excerpt from Telling About Society:Chicago Guides to Writing, Editing, andPublishing. University Of Chicago Press.

6. Goldstein, B. 2007. All Photos Lie:Images as Data Chapter 3 in Stanczak, G.

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Module 2: International Migration and Transnational Communities

2007. Visual Research Methods: Image,Society, and Representation . Sage:Thousand Oaks, CA.

Reaction Paper #1 Due 1/28

In this first reaction paper you shouldprovide an overview of visual research,explain the concepts of visual literacy and visual rhetoric, and discuss the problemsof validity and reliability in using visualmethods.

Optional Readings

Becker, H., 1995. " Visual sociology,documentary photography, andphotojournalism: it's (almost) all a matterof context. " Visual Sociology 10: 1/2: 5-14

Harper, D., 1988. " Visual Sociology:Expanding Sociological Vision ", the American Sociologist, 54-70.

Hockings, Paul, Ed. 1995. Principles of Visual Anthropology 2nd Edition. Berlin:Mouton de Gruyter.

Margolis, Eric.1994. Video Ethnography:Toward a Reflexive Paradigm forDocumentary Jump Cut 39: 122-131.

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Module 2: International Migrationand Transnational Communities

Transnational Ethnoscapes

The concept of ethnoscapes offered by Appadurai indicates that the world may becharacterized by an ever increasingmobility of individuals and groups.Therefore, as long as the globalization processes continues, the concepts of assimilation , acculturation andincorporation will be of growingimportance. Traditional assimilationtheory starts with acculturation,progresses toward structural assimilation,or "the entry of immigrants into theprimary groups of the immigrationcountry," and ends with culturaladaptation and absorption into thedominant culture. Yet, Portes andRumbaut point out that "assimilation as

the rapid transformation of immigrantsinto Americans as everyone else hasnever happened." They explain that ethnicresilience persists despite the pressure toassimilate, and ethnic identity as hyphen American (Italian-American, Irish- American, etc.) even has experienced aresurgence among both new and oldimmigrant groups. This hybridity of cultural identities has been addressed tosome degree by the search for the

fundamental (Robertson 1993) and therenewal of ethnic tribalism , as well as inthe discourse on post colonial identity (See especially, Stuart Hall1994 CulturalIdentity and Diaspora , where he definescultural identity as a production whichis never complete, always in process, and

Abriendo Puertas 2007

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Module 2: International Migration and Transnational Communities

always constituted within, not outside,representation. As he explains culturalidentity is about becoming as well asbeing.). Hybridity has also been a focalpoint of the growing literature ontransnationalism and transnationalidentities.

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7. Faist, T. 2000. Lacunae of Migrationand Post-Migration Theories Chapter 1 inThe Volume and Dynamics of International Migration andTransnational Social Spaces . Oxford: New York.

8. Faist, T. 2000. A Review Of DominantTheories Of International MigrationChapter 2 in The Volume and Dynamics of International Migration andTransnational Social Spaces . Oxford: New York.

Discuss Assignment #1 Visualizingthe Triads Migrant Communities

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9. Heisler, Barbara. "The sociology of immigration: from assimilation tosegmented integration, from the Americanexperience to the global arena Ch. 4. inBrettell, Caroline, and James Frank Hollifield. 2008. Migration theory :talking across disciplines. New York:Routledge.

10. Southern Poverty Law Center Closeto Slavery: Guestworker Programs in theUnited States

11. Hoobler, S. and Hoobler, T. 1994. "La

Familia"in Hesford, W. & Brueggermann,2007. Rhetorical Visions: Reading and Writing in a Visual Culture.


In this second reaction paper you shouldprovide an overview of migration theories,assimilation, and examples of migrantexperiences in the US.

Optional Readings

Stalker's Guide to International

Migration: A world on the move. (ReadIntroduction, History, Why PeopleMigrate, How People Migrate, Impact of immigration, Impact of emigration, andEffects of globalization)

Glick-Schiller Nina, Linda Basch, &Cristina Blanc. 1995. "From Immigrant toTransmigrant: Theorizing TransnationalMigration." Anthropological Quarterly 68:48-63

Massey, Douglas, Joaquin Arango,Graeme Hugo, Ali Kouaouci, AdelaPellegrino,and. Edward Taylor.1993. Theories of international migration:a review and appraisal. Population andDevelopment Review 19: 431-466Fawcett, James T. 1989. Networks,Linkages, and Migration SystemsInternational Migration Review. 23(3):671-680.

Portes, Alejandro. 1997. Immigrationtheory for a new century: some problemsand opportunities. InternationalMigration Review. 31(4): 799-825.

Portes, Alejandro and Rubn Rumbaut.

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Module 3: Visualizing Social Life

1996. Immigrant America: A Portrait. University of California Press.

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Humankind lingers unregenerately in Plato's cave, still reveling, its age-old habit, in mere images of the truth. But being educated by photographs is not likebeing educated by older, more artisanal images. For one thing, there are a great many more images around, claiming our attention. The inventory started in 1839and since then just about everything hasbeen photographed, or so it seems. Thisvery insatiability of the photographingeye changes the terms of confinement inthe cave, our world. In teaching us a newvisual code, photographs alter and enlarge our notions of what is worthlooking at and what we have a right toobserve. They are a grammar and, evenmore importantly, an ethics of seeing. Finally, the most grandiose result of the

photographic enterprise is to give us thesense that we can hold the whole world inour heads -- as an anthology of images.

- Susan Sontag, On Photography


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Guest L. Levis Presentation of

Findings from Photovoice Project with Greensboro Refugee

Community

12. Collier, J and M. Collier. 1986. TheChallenge of Observation and the Natureof Photography Chapter 1 in Visual

Anthropology : Photography as a Research

Method. Albequerque: Univ. of New

Mexico. (Also available online throughUNCG library ebooks)

13. Wagner, J.2002. " Contrasting images,complementary trajectories: sociology, visual sociology and visual research. " Visual Studies, 17, 160-171.

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14. Chalfen, R. 1981. Redundant

Imagery: Some Observations on the Use of Snapshots in American Culture . TheJournal of American Culture 4 (1), 106113.

15. Collier, J and M. Collier. 1986.Photographing Social Circumstances andInteractions Visual Anthropology:Photography as a Research Method. Albequerque: Univ. of New Mexico Press.

Presentations of Assignment#1 Visualizing the Triads Migrant Communities

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Introduction of Assignment #2

Training on the use of Microfichemachine (J. Horton) meeting in

Librar y


In this reaction paper you should discussthe uses of photography as a means of depicting social life. You should also talk about visual culture and the power of

images.

Optional Readings

Hesford, W. & Brueggermann, B. 2007.Familial Gazes: Reworking the Family Album Chapter 3 in Rhetorical Visions:Reading and Writing in a Visual Culture. Pearson: New Jersey.

Blakesley, D. and Collin, B. 2001. " Notes

on Visual Rhetoric " Enculturation . (3)2.

Mirzoeff, N. 1998. What is visualculture? In The visual culture reader .London: Routledge.

Links of Interest

Walker Evans RevolutionizesDocumentary Photography Kevin Bubriski: Documentary PhotographerSociological Research Online Photographysites.com Photographing Poverty and Exclusion

Social Justice Photo Archives Photography and Everyday Life in America, 194560 Life Cycles: Reflections of Change and A New Hope for Future Generations

Transnational Working Communities

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Module 4: Immigrant and RefugeePopulations in the Triad

Film clip from: " Nuestra Comunidad- Latinos in North Carolina ,"

By Joanne Hershfield and Penny Simpson,

New South Productions, 2001 Runtime:3:47

All of the interviewees in this clip discussthe influx of Latinos into North Carolina.Each person introduces him/herself, by telling where they are originally from and why they came to North Carolina.Reflecting the diverse stories of North

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Module 4: Immigrant and Refugee Populations in the Triad

Carolina Latino immigrants, some movedhere fairly recently and some moved heremany years ago.

In the clip we also hear from NorthCarolina officials who work with theLatino population and who disucss theincrease in the population of Latinos inNorth Carolina. These include: Ivn Parra,Director of El Centro Hispano in Durham,Bill Mace, Center Coordinator, fromCentro: La Comunidad in Burlington, Dr.Nolo Martinez , then Director of Hispanic/

Latino Affairs for the Office of theGovernor (now Director of the Center forNew North Carolinians at UNCG).

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16. Center for New North Carolinians.2006. Immigrant Demographics of Guilford County: Regions of the Worldthat Contribute to our Local Population

17. From Latin America to North CarolinaFilm clip from: " Nuestra Comunidad-Latinos in North Carolina ," By JoanneHershfield and Penny Simpson, New South Productions, 2001

18. Audio files from: 88.5 WFDDDifferent Cultures, One Community:

Resettlement Patterns in thePiedmont Triad

Illegal Immigrant Workers Immigrants & Refugees Job Hunting

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19. Harrington, Matt T riad firms seeimmigrants remaining vital to work force

The BusinessJournal of the Greater Triad Area - May 5,2006

21. Stuart, Alfred & Laura Baum. 2005.Contemporary Migration in NorthCarolina North Carolina Museum of History.

22. Donnelly, Robert A. 2005. Altering a black-white binary: Latinos in NorthCarolina "Chapter 1 in Immigrants andHealth Agency: Public Safety, Health, andLatino Immigrants in North Carolina Working Paper 128. The Center forComparative Immigration StudiesUniversity of California, San Diego.

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Guest Panel: prepare questions toask the panelists


In this reaction paper you shouldcharacterize the local immigrantcommunities and their impact on NC.

Links of Interest

Hmong population in North CarolinaNuestra Comunidad: Latinos in NorthCarolina Latino/a Links (Duke Univ) Policymakers Get Cross-Border View of ImmigrationImmigration Debate: Views from NorthCarolina

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Module 5: Visual Content Analysis

Module 5: Visual Content Analysis

Photo by Kenn Christ CreativeCommons License http://

www.flickr.com/photos/kchrist/

According to Nathansohn (2007), thereare two modes of producing visual data:

... a 'banal mode' and a 'transgressivemode'. The banal mode, by its exhibitionof the 'commonsensical gaze,' plays a rolein the reproduction of the existing socialorder, the fixing of identities and powerstructures; the transgressive mode of

photography, by offering a different,disturbing and unfamiliar gaze,dismantles the banal representationalschemes and thus enables a re-thinkingabout the photographed which could leadto a critique of the social order and of power structures.

Ways of Socio-VisualizingRegev Nathansohn, Tel Aviv University

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23.Barrett, Terry. 2005. "Chapter 2Describing Photographs: What Do I See?"& "Chapter 3 Interpreting Photographs: What Does It Mean?" in CriticizingPhotographs: An Introduction to

Understanding Images. 4th edition.Mayfield Publishing Company.

24. Collier, J and M. Collier. 1986.Analysis of Still and Moving ImagesChapter 15 in Visual Anthropology:Photography as a Research Method. Albequerque: Univ. of New Mexico Press.

25. Bell, Philip. 2003. Content Analysisof Visual Images. in Handbook of Visual Analysis . Theo van Leeuwen and Carey Jewitt, eds. London: Sage.

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26. Fahmy, Shahira. 2004. " Picturing Afghan women: A content analysis of AP wire photographs during the Talibanregime and after the fall of the Talibanregime ." Gazette,(66) 2: 91-112.

27. Holzman, linda. "Stories of Race inPopular Culture" Chapter 5 in MediaMessages: What film, Television, andPopular Music Teach Us About Race,Class, Gender and Sexual Orientation. NY:M. E. Sharpe, 2000.

28.Rose, Gillian, 2001, Content analysis:counting what you (think you) see, in Visual Methodologies:An Introduction tothe Interpretation of Visual Materials ,Sage.


In this reaction paper you should present your perspectives on the various ways in which images may be critiqued andcommented upon. In particular discusshow the social sciences use images astexts to be deconstructed and analyzed

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Module 6: Sociological Analysis of Depictions of Migrants in The Local Media

for their social and cultural meanings.

Links of Interest

Photographs as answers Richard Chaflen Documentary Educational Resources Jayasinhji Jhala Coding Images and Video FotoTagger Visual Research Resources Photography Criticism CyberArchive The Scream Online Photography Index The Photo Review

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Module 6: Sociological Analysis of Depictions of Migrants in TheLocal Media

This module will focus on the techniquesof visual analysis. After preliminary readings, we will learn to use some

common tools for analyzing andannotating images. The module willintroduce internet-based image storage,editing and retrieval software, as well asmore robust software specifically designedfor social sciences and humanitiesresearchers.

3/3

29. Peng, Zengjun. 2004. Picturing China:

A Content Analysis of Photo Coverage inthe New York Times and Los AngelesTimes presented at the annual meeting of the International Communication Association, New Orleans Sheraton, New Orleans, LA.

30. Wenk, S and Kreb, R. 2007 Analysingthe Migration of People and Images:Perspectives and Methods in the Field of Visual Cultures

3/5

31. Tsuda, Takeyuki. 2004. Media Images,Immigrant Reality: Ethnic Prejudice andTradition in Japanese MediaRepresentations of Japanese-BrazilianReturn Migrants. Working Paper 107 TheCenter for Comparative ImmigrationStudies. University of California, SanDiego.

32. Gold, S. 2007. Using Photography inStudies of Immigrant Communities:Reflecting across Projects andPopulations Chapter 6 in Stanczak, G.2007. Visual Research Methods: Image, Society, and Representation . Sage:

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Group Work Day: Assignment #2

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Group Presentations and Discussions

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Module 7: Social Scientists with Cameras: Ethical Issues

Module 7: Social Scientists withCameras: Ethical Issues

webpub.allegheny.edu/dept/psych/

Ethics.html

Sociologists adhere to the highestscientific and professional standards andaccept responsibility for their work.Sociologists understand that they form acommunity and show respect for othersociologists even when they disagree ontheoretical, methodological, or personalapproaches to professional activities.Sociologists value the public trust in

sociology and are concerned about theirethical behavior and that of othersociologists that might compromise thattrust. While endeavoring always to becollegial, sociologists must never let thedesire to be collegial outweigh theirshared responsibility for ethical behavior. When appropriate, they consult withcolleagues in order to prevent or avoidunethical conduct.

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33. American Sociological Association's(ASA's) Code of Ethics

34. Banks, Marcus. 2001. Chapter 5:Making Images. Visual Methods in Social

Research . New York: Russell Sage.

35.Gold, Steven. 1989. "Ethical Issues in Visual Field Work" In G. Blank, JamesMcCartney, and Edward Brent, NewTechnology in Sociology . New Brunswick,NJ: Transaction Publishers, 1989, pp. 99-109.

36. Pauwels, Luc. 2007. The Ethics of Picturing People and Using Peoples Pictures: a Visual Researchers Dilemma.Paper presentation at the 2007International Visual Sociological Association Meeting. NY, NY.

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Assignment # 3 NIH Certificate for Human Subjects Research:

During this class time we will completethe computer-based training provided by the NIH.


In this reaction paper you shouldapproach the issues of ethics in research weighing the various methodologiespresented against their potential costs toparticipants.

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http://webpub.allegheny.edu/dept/psych/Ethics.htmlhttp://webpub.allegheny.edu/dept/psych/Ethics.htmlhttp://webpub.allegheny.edu/dept/psych/Ethics.htmlhttp://webpub.allegheny.edu/dept/psych/Ethics.htmlhttp://webpub.allegheny.edu/dept/psych/Ethics.htmlhttp://webpub.allegheny.edu/dept/psych/Ethics.htmlhttp://webpub.allegheny.edu/dept/psych/Ethics.html

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Module 8: Ethnographic Research: Using the lens to gather data

Module 8: Ethnographic Research:Using the lens to gather data

It is one thing to photograph people. It isanother to make others care about them by revealing the core of their humanness.

- Paul Strand , American Photographer1890-1976

This module will focus on the how to of taking photographs then move to three of the techniques used by visual researchersto collect information via the lens.

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37. Milburn, Ken.2002. "Chapter 4Composing, Focusing, and Metering."Digital Photography: 99 Easy Tips toMake You Look Like a Pro! New York,N.Y. McGraw-Hill Professional

39. Collier, J and M. Collier. 1986.Chapter 7: Photographing SocialCircumstance and Interaction Visual Anthropology: Photography as a Research Method . Albequerque: Univ. of New Mexico.

40. Kroes, Rob. 2007. Photography andImmigration. Chapter 2:in Photographicmemories : private pictures, publicimages, and American history. DartmouthCollege Press

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Photography Basics: How to Shoot People

Guest Photographer:s Richard Krol &Daniel Smith

4/7

41. Wang, Caroline. 2005. PhotoVoice:Mehtods. Online at http:// www.photovoice.com/method/index.html

42.Clark-Ibaez, M. 2007. Inner-City Children in Sharper Focus: Sociology of Childhood and Photo-elicitationInterviews Chapter 7 in Stanczak, G.2007. Visual Research Methods: Image, Society, and Representation . Sage:Thousand Oaks, CA.

43. Hernandez-Albujar, Y. 2007.Exploring Migrant Mothers ExperiencesChapter 11 in Stanczak, G. 2007. Visual Research Methods: Image, Society, and Representation . Sage: Thousand Oaks, CA


In this reaction paper you should discussthe technical issues related tophotographing people and socialsituations. Consider issues that mighteffect the artistic merits of the photograph versus their utility as data for analysis. Also discuss the various approaches todata collection presented on 4/7.

Individual Research Project 4/9 to4/21

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Module 9: Communicating with images

Module 9: Communicating withimages

Whether he is an artist or not, the

photographer is a joyous sensualist, for the simple reason that the eye traffics in feelings, not in thoughts. - Walker Evans

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44. Papson, S. Goldman, R. and N. Kersey 2007. Web Site Design: the PrecariousBlend of Narrative, Aesthetics, and SocialTheory. Chapter 12 in Stanczak, G. 2007.Visual Research Methods: Image,

Society, and Representation. Sage:Thousand Oaks, CA.

45. Hesford, W. & Brueggermann, 2007.Documentary Gazes: RepresentingHistory Chapter 7 in Rhetorical Visions: Reading and Writing in a Visual Culture. Pearson: New Jersey.

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46. Pink, Sarah. 2001. "Chapter 6:Ethnographic Photography and PrintedText" Doing Visual Ethnography: Images, Media and Representation in Research

47. Mitchell, William J. and Mitchell, J.

Thomas. 1995. " Chapter 9: ThePhotographic Essay: Four Case Studies." Picture Theory: Essays on Verbal and Visual Representation


In this reaction paper you shouldcontemplate the power of images toinform, persuade, impress, instruct, andcommunicate. Discuss the concepts of visual rhetoric, as presented early in thesemester, and tell how you have usedimages to create a visual discourse.

Gallery Preparation

We will use the class time on Apr 28 & Apr 30 to prepare for the presentation of individual projects. We will also conduct apeer-critique of the projects on Apr 30 th .

Gallery Show

We will host an open exhibition of studentprojects in (TBA) gallery on May 7.

Final Syllabus 12-22-2007

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