Goals: The primary goals of the activity were three-fold. First, the digital ethnographic map provided students with an interactive platform through which they were able to explore the incredible work being done by their peers. Second, the mapping component helped students to think more critically about neighborhood geography and the relationship of one site to another. Third, by focusing on a variety of different neighborhood institutions (no more than two students were assigned to any single site), we were able to pose important questions in section that addressed the concept of community.
Class: United States in the World 24: Reinventing Boston: The Changing American City
Introduction/Background: This course introduces students to Boston and the study of urban life through a variety of readings, discussion, guest lectures from practitioners, and visits to four neighborhoods in Boston. Students learn to utilize quantitative and geographical information to understand the city, and to conduct their own research through careful observation and interviews. Students visit multiple neighborhoods in Boston to practice these skills.
The teaching team crafted the Dorchester Collective Ethnography as a culminating activity after students practiced observing social life in three previous assignments. Having already learned fundamental skills to observe like an ethnographer, the collective ethnographic map created a platform for students to share their work with one another and to think more critically about institutions as a means for community-building in a complex neighborhood.
Procedure:
Before Activity
During Activity
Follow-Up
In the end, the students wrote an individual (approximately six-page) ethnographic paper. Many students used social theories offered by Jane Jacbos, Kevin Lynch, William Julius Wilson, and Xavier de Souza Briggs. They curated an excerpt and/or a summary of their findings from their papers, respectively. The teaching fellows mapped these various accounts into a neighborhood ethnographic portrait of Dorchester, an ethnoracially heterogeneous neighborhood with impoverished and blighted as well as middle-class micro-neighborhoods. These excerpts (one from each student) were culled into a masterful visual map of one of Boston’s most complex neighborhoods: http://tinyurl.com/USW24map.
Materials:
Students entered the field with notebooks and pens for jotting on-the-spot observations. To supplement these jottings, students were encouraged to use audio to make their field notes vivid. They were required to take a photo at their observation site.
Comments:
We would recommend teachers encourage students to observe from a number of sites at the institutional level to gain an understanding of the complexity of a neighborhood. Even more, we would encourage teachers to assign readings that demonstrate the importance of neighborhood institutions (both public and private) for building community capacity and collective efficacy.
Submitted by Aaron Brennen Benavidez, Harvard Department of Sociology, and Justin Stern, Department of Architecture and Urban Planning
assignment.pdf | 137 KB | |
reflection questions.docx | 14 KB |