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Showing posts with label proposal. Show all posts
Showing posts with label proposal. Show all posts

Wednesday, March 21, 2012

Proposal: Schedule

*working schedule

Winter 2012
IAS 360, Meet with Professor Rowan to create Field Study Courses
Sp/Su 2012
Email Professor Rowan once a week to update him on status of assignments and drafts
Apr 21, 2012
Leave for London
May 1, 2012
Leave for Paris

Find a place to live
May 11, 2012
Complete African American Paris Walks to become acquainted with African American Pairs; Writing Paris: Unit 1 Paper
May 25, 2012
Writing Paris: Unit 2 Paper
June 8, 2012
Writing Paris: Unit 3 Paper
June 22, 2012
Writing Paris: Unit 4 Paper
July 6, 2012
Writing Paris: Unit 5 Paper
July 20, 2012
Writing Paris: Unit 6 Paper
July 30, 2012
Return home from the Field
August 10, 2012
Complete assignments for Cultural Immersion Class
August 22, 2012
Complete final paper for Urban Studies in Paris
August 31, 2012
Complete assignments for Writing Paris; Turn in final “paper” to Field Studies



Cultural Immersion
Urban Studies in Paris
Writing Paris

Gain Entry
Unit 1
Unit 1
April 30 - May 4
Find a place to live, Current Events 1, 2


May 7-11
Spradley’s Social Situations, Kinship Mapping, Current Events 1, 2



Observation
Unit 2
Unit 2
May 14-18
Attire and Adornment, Current Events 1, 2


May 21-25
Consumption and Waste, Current Events 1, 2



Building Rapport
Unit 3
Unit 3
May 28 - June 1
Social Space Mapping, Current Events 1, 2


June 4-8
Participation and Involvement, Current Events 1, 2




Unit 4
Unit 4
June11-15
Domain Analysis, Participation and Involvement, Current Events 1, 2


June 18-22
Education, Current Events 1, 2



Interviewing
Unit 5
Unit 5
June 25-29
Domain and Analysis, Oral Traditions and Storytelling, Current Events 1, 2


July 2-6
Diagraming Local Governance, Current Events 1, 2




Unit 6
Unit 6
July 9-13
Domain Analysis, Education, Current Events 1, 2


July 16-20
Education, Current Events 1, 2






July 23-27
Current Events 1, 2



Proposal: Faculty Mentors & Coursework


Primary Faculty Mentor
Faculty Advisor: Dr. Jamin Rowan
Dr. Rowan received his PhD from the Department of English at Boston College in 2008. After teaching at Wake Forest University from 2008-10, he joined the faculty at BYU in 2010. He specializes in U.S. literature since 1865, with a particular focus on urban literature and culture. He teaches courses in both the Department of English and the American Studies Program. His scholarship has been supported by a grant from the Rockefeller Archive Center, and has appeared in a variety of disciplinary diverse venues. His book manuscript, Urban Sympathy: The Death and Life of an American Intellectual Tradition, is under contract with the University of Pennsylvania Press for publication in “The Arts and Intellectual Life in Modern America” series. Urban Sympathy examines the ways in which late-nineteenth- and twentieth-century urban intellectuals redevelop the narrative and affective patterns that lay at the heart of an antebellum culture of sympathy in order to capture the emotions and obligations that arise in the city’s public contact zones.
Dr. Rowan also taught AmSt395, a course focused on American Studies Methodologies and Procedures.  Mastering the type of writing and thinking facilitated by this methodology is one of the cores aspects of the courses I am taking while in the field, and of my research.

Course Contracts
Eng 480R: Urban Studies in Paris
            This course will help me better understand a facet of American Studies that I have not thus far been able to cover, that of Urban Studies.  But, it will be altered to fit my studies in Paris, going about studying Urban space in Paris, including readings on how to study the city, urban theories, and the development of urbanity.  This course will be fairly rigorous, as it will require I read a couple of books and several articles, as well as write a medium-length paper at the conclusion of the class.  This course will also facilitate participation within the city as it will require me to go to places within the city—particularly places that are connected to my field research—and study them carefully.

Eng 490R: Writing Paris
            This course will help me hone my academic writing in a creative way.  One of its primary goals is to facilitate my learning to write intelligent pieces about the city or artifacts within the city using the four methodology elements for American Studies: textual interpretation, archive building, institutional contextualization and social theory.  The goal is to write 5-6 pieces that would enter or fit into an American Studies conversation, while still being pieces anyone—not just academics—could read.  This course I hope to be of particular long-term value because I plan to apply to graduate school for an American Studies program and hope that being aware of how to write accessible American Studies literature will be a great benefit to my studies.  This course too will facilitate cultural immersion and interaction, as I find ‘artifacts’ throughout the city to write about.

Wednesday, March 7, 2012

Proposal: Qualifications & Limitations

Qualifications and Limitations

            My qualifications for this field study include:
Having taken French language courses (101, 102, 201, 202, 211 and 321), I have an intermediate understanding of French.  I will therefore have no trouble getting around as I can read the language and understand simple conversations.  I hope and expect that living in the country will further help me with comprehension and fluidity in the language.
Current enrollment in a Field Study Preparation Course which not only requires continuous research and reading in my chosen interest of study and a honing of that research, but continuous reflection on my chosen project and extensive writing about the preparation I am going through to enter a new culture.  I think many of the topics we have discussed in class including observation, participant observation, and interviewing probes and how to ask questions will all be very helpful, even within an academic setting as I search for answers to my understanding of French culture and how it influenced my subjects.
My completion of my major classes for American Studies which have required me to take particular American Studies courses in the methodology and ‘conversation’ of American Studies which I can apply to my research.  Other course I have taken include an emphasis on African American culture, American culture, and an extensive understanding of American history.  I have also taken a History of France class, which has helped me considerably in my understanding of French culture and the circumstances the African American expatriates I will be studying lived through.
A profound and deep interest in my research: I am not doing this research to further my degree, or doing this research because it has to be done in any way, but because I am genuinely interested in this subject matter.  I think this genuine interest, shared by many of my peers, will help me in my research.

            My limitations for this field study include:
            I haven’t taken any African American literature courses or a course in Jazz, two classes I wish I could have under my belt before embarking on this field study.  I also wish I had a better grounding in Urban Studies, though I know one of my courses while in the field will help supplement my lack of an Urban Studies background.
            I have the bases for being conversationally fluent in French, but I am NOT conversationally fluent in French, something of which would greatly benefit my study.  Whatever I acquire on this study could be largely aided by a more complete ability to converse and read in French.

Tuesday, March 6, 2012

Proposal: Preliminary Plans for Post-field Application

Preliminary Plans for Post-field Application
            As I graduate in August, I have no specific academic plans that apply to my Field Study, though I have the possible option of presenting my field work at BYU Inquiry Conference hosted by Field Studies in Winter 2013.  However, I do have long-term goals of continuing with graduate studies in the field of American Studies and I think this Field Study research will help me have an experience that is particular to my interests and that may stand apart in my graduate studies applications.  Furthermore, I hope that this experience will inform future decisions and interests, particularly as it applies to what I decide to study in a future graduate career.
            What I hope for most in following through with this Field Study, however, is that it will give me experience and inspiration for how to apply the skillsets needed for cross-cultural studies and immersion to everyday life.  I would like to continue to travel internationally, and I would like to continue taking into account the benefits and limitations of each culture I come in contact with, including my own, as I develop cross-cultural relationships.  I also hope this experience to enrich me creatively, and give me inspiration for those creative outlets which I crave.  I hope that the experiences I have on my Field Study, the work I do, and especially the writing I do will continue to shape and hone my publishable work. 

Proposal: Ethics and Approval

Statement of Ethical Practice
      1.      Confidentiality: All living informants will be asked to fill out a consent form which would indicate whether they wanted their knowledge or views to be kept confidential.  For the sake of not plagiarizing, the ideas my living informants share with me that did not originate with me, but in fact were their own original ideas, will be attributed to them unless they should indicate wanting otherwise on their consent form.  Regardless of this, however, their information will not be published in any raw format, if it is used it will be presented as a part of my final product and only I and possibly my mentor will have access to my field notes where I recorded their thoughts and ideas.  Because none of the information they share will be of a confidential nature, I will not be destroying the notes I take.

      2.      Obtain informed consent without coercion: I will inform my living informants about my research, and ask them if they mind speaking with me about their knowledge concerning the African American expatriates who came to France during the 1920s and 1930s.  I will also ask them about their understanding of French Jazz, and where it came from.  After informing them, and asking for verbal consent, I will obtain written consent--a form in French giving me permission to take informal notes on their ideas and knowledge.  Furthermore, if my informant seems upset, distressed, or frustrated by the interview, the information they hold, while valuable, is not more valuable to me than their comfort in speaking with me about the subject, and I will thank my informants and end the interview.

      3.      Minimize risk and maximize benefit: There are minimal risks related to the participants of this study, as I will not require any confidential information of them, ask them about any sensitive subjects, and am not targeting any particularly vulnerable populations.  Furthermore, I do not expect any emotion  or psychological distress in this study.  As one main aspect of my research is to become acquainted with Paris and its areas, however, one potential risk is my safety.  I plan to offset this risk by doing thorough and extensive research of the parts of Paris I plan to visit to determine whether I should be accompanied by another, should avoid the district altogether, or go at certain times of day.  There are certainly certain areas of Paris I plan to avoid altogether, and will always visit districts in Paris with some direction, intent or purpose to minimize risk to myself, or to others.  While there are no direct benefits to research subjects, either the deceased or the living informants, I do hope that this study will give credence to a marginalized area of study within the field of American Studies.  Though my study can make no large or significant difference within my field, I hope it will be a stepping stone to an understanding I hold of the American Experience, but particularly the American Experience abroad.

Human Subjects (IRB) approval
*Forthcoming

Thursday, March 1, 2012

Proposal: Methodology and Procedures

Entry
            I plan to find a host family that I might live with, who might help me enter some facet of the community in Paris where I might become more acquainted with Parisian-French culture.  Though I will do no formal interviews on French culture, I do expect the interactions and conversations I have to help me better understand the experiences of the expatriates I am studying.  Though I am aware that Parisian culture has changed in the last 100 years, given the length of time French culture has been developing, an hundred years will make little difference in the large scheme of culture, which has its roots in centuries of history.
            Furthermore, I hope to familiarize myself with the city, but particularly the parts of the city where African-American expatriates lived, worked, and socialized.  I hope to visit many areas in Paris with sufficient history and representation of French culture to help me gather a larger understanding of what the French value, and by association what many expatriates would have clung to as their own values.  I believe I will find these cultural insets within museums of art, history, monuments, churches and cathedrals, day-trips in and directly around Paris to important places.
            More specifically, I also plan to attend some of the most directly related areas where jazz and blues have been fostered in Paris, attend concerts, revues or small shows.  By making myself available to these activities, I hope to meet others who share these interests and might be willing to share their experiences and understanding of Jazz with me.

Informants
            I expect my informants to be musicians and writers of the period I study, and therefore will be reading and listening a lot, analyzing their work and my understanding of their work within their historical context.
            Though I don’t want to focus on contemporary Jazz and its modern expression in France, I will not turn down the opportunity to talk to others about jazz, soul, or blues, if they should want to.  In this way, I am sure my opinions and understanding will be altered by what is shared with me, but I do not plan on formal interviews.  If one should occur, or I find it necessary or beneficial, I will be explicit about the work and study I am doing, what part they play in it, and will most definitely share with them, if given the chance, the understanding they have helped me gain.

Sampling and Recruitment
            I will stick to those sources in American and French history and culture, and African-American music and/or literature.  Because my research focuses in history, few of those ‘sources’ will be living informants.  As such, conversations or interactions with living informants about these topics will either be informal and/or consented to.
            If interviews should be necessary or if they occur, I will have consent forms in French and English to help those informants be aware of my work, how they will influence it, giving them access to my final piece so they have an opportunity to be accurately and faithfully represented.  This is not the focus of my research, however, and so I do not expect it to be a time-intensive or significant part of my overall project.

Description of Method
            The methodology I will be using is primarily an American Studies methodology in which I will gather sources to help me with all four facets of the methodology: Textual Interpretation, Archive Building, Institutional Contextualization and Social Theory.  The intention of looking at all four facets of an event, a place, or an ‘artifact’ is particular to the American Studies field, as it is interdisciplinary in nature and seeks to regards facets of American culture more holistically than if one were to look at American culture through history, sociology, economics, or literary movements alone.
            Textual Interpretation will be gathered from autobiographies of the musicians and writers that lived in Paris and recorded their experiences in Paris.  It will include music recordings as well, and may include a close reading of certain areas of the city.  I will use theories of space and place to help me with this type of close reading.
            Archive Building will consist of everything I can get my hands on from an understanding of the city itself, and its history, African American history, but particularly the history of music and jazz, and the history of African Americans in Paris during the 1920s and 1930s.  A lot of this will be history of people and places.  I will glean much of this information from books, but I plan to use the city itself as a guide, as I visit historical monuments, museums that can share particular insights on archeology, history, culture (art, music, etc.) and other influences the city has sustained or inspired.
            Institutional Contextualization will primarily focus on the institution of jazz and its contextualization within the time period, however once one tries to contextualize an institution with regards to a particular cultural artifact—i.e. a song, a painting, a particular building, or a wall of graffiti—its application differs.  As such, my use of this methodology will change in regards to particular artifacts or places.  I hope my understanding of jazz as an institution, particularly in France will be aided by my attendance to jazz concerts in Paris and a better understanding of how the French took in Jazz as their own during and after the 1920s.
            Last, Social Theory plays a big part in American Studies methodologies and the few I will focus on include race, transnational studies, and urban studies.  Again, much of this information will come from reading, however, I will also try to glean information from the culture of Paris that I observe as I become familiar and acquainted with the city, and the cultures that have contributed to its diversity and culture.  Much of this social theory, however, will be taking place within a better understanding of how African Americans were treated in America and a comparison of how they were treated in France.  Since I cannot interview those who experienced the move from America to France during this time, I will have to rely more on history and a strong ‘archive’ to supplement my understanding.
edited 3/6/12

Monday, February 20, 2012

Proposal: Background & Significance; Literature Review


“So here we stand, on the edge of hell, in Harlem, and wonder what we will do, in the face of all that we remember.” – Langston Hughes

Location
            I’ll be studying in Paris and with the help of Anderson and Wells’ Paris Reflections will be able to walk through Paris with some understanding of where African Americans lived, worked, and socialized in Paris (Anderson and Wells).

History
America between the wars
            In 1918 about 1 million American troops had been deployed to Europe to aid the Allied forces in their fight against Germany in the Great War.  13% of those drafted were African American who served in segregated units.  American history dictates the Great War as a conflict started by the old world and ended by the new, with Americans as the heroes and saviors of a long, bloody and “total” war.
            Apart from the brief and fatal Spanish Influenza brought back to the United States in 1918 by troops who had served in Europe, the years just following the war are regarded in the United States as a time of great prosperity, or the “party” decade of American history.  This decade was coined “The Jazz Age”: the age of flappers, alcohol, pushing social boundaries, speakeasies, mob control, the Charleston; the age of plenty, of luxury, of free expression, and of scandal.  The young were in charge, changing the way Americans dressed, the way they consumed, the way they spoke, and the way they spent their time.  The music was loud, boisterous, got people moving; youth started buying race records on the corners, listening to jazz, and the blues; they went to the pictures every weekend, spent late nights dancing and drinking—involved in rampant law-breaking.  The war which many Americans had just returned from was largely ignored as an influence on the lifestyle many Americans turned to. (Britten and Mathless)
            In actuality, the 20s were an Age of Uncertainty, particularly for the facet of Americans who were racially marginalized.  In the early 1900s, African Americans began moving north into cities with greater employment opportunities.  The Great Migration changed the demographic of northern cities, and during America’s short involvement in the Great War, many African Americans filled those job openings left by white volunteers and draftees.  The summer race riots of 1919 which took place in Chicago, Oklahoma, South Carolina, Virginia, Washington D.C., and Nebraska, among many other places, evidenced the great uncertainty about race relations in the United States after the war.  There are two primary reasons recognized for these riots, first that many white veterans returned to the States to find their jobs taken by black workers, or returned to homes much changed by black presence and felt a need to restore order; second, that many black veterans assumed equal treatment would be afforded them in homecoming celebrations, or assumed they would be treated with respect as veterans of the United States Army after having been treated with respect by white Frenchmen (Stovall 26-27).  Lashing out in uncertainty and hatred, white mobs killed and lynched men without trial, accused men of rapes, harassment and murders they did not commit, destroyed African American housing districts which left many dead or homeless, and burned down entire sections of cities (Gates 262-265).  The Chicago Race Riots alone left 38 dead and over 500 injured[1]; that summer 10 of those lynched in the south in 1919 were black veterans (Stovall 27).
            Having wrongly assumed that perhaps they, as veterans, had earned the respect of their fellow Americans, many African Americans who had served in Europe during the Great War returned to France as musicians, performers, writers, artists, and intellectuals, to a place where they felt appreciated and valued.  Thought the racial freedom many African Americans reported having experienced in Europe was not entirely the case (Schmeisser 109-110), the French ideal of an élite (Barlow and Nadeau 47-59) allowed these cultural contributors the chance to give of their talent without apparent racial discrimination (Whalan).
            Meanwhile, those who stayed behind were the predecessors to the civil rights movement that would take full effect thirty years later.  (“We return.  We return from fighting. We return fighting.” – W.E.B. DuBois)

France entre-deux-guerres
            France was not America entre-deux-guerres.  In many ways, France was aware of the anxiety that riddled the twenty years between the two wars.  By the war’s finish, everyone knew someone who had died in the war because 6000 men were killed every day of the duration of World War I; out of 38,000 communes in France, only one did not lose someone to the war.  Furthermore, 5 million acres of French farmland had been destroyed, and by the beginning of WWII the number of cities with populations over a million had doubled in France as it became harder to sustain a lifestyle in the country. (History of France)
            Before the war, Europe had had high hopes for its future, but instead “European civilization had managed to produce the most destructive, bloody war in human history. . . . This lost self-confidence lay at the heart of the Roaring Twenties in Paris, leading many thoughtful Parisians to look toward other traditions as a way of restoring their shattered faith.”  Lifestyles drastically changed, many of which influenced American culture as well.
The feminist movement reigned during the period, and a new fashion of women (called les garçons) cut their hair short and began wearing men’s clothes.  They discarded their corsets and started showing their legs, they smoked in public, and began working to fill the need caused by all the loss of men in France. (History of France)  After the trauma of war, “Paris seemed bent on having a good time; the war was over, and young people now had the freedom to experience life to the fullest. . . . One result was a new interest in Africa and blacks as a whole” (31).

Jazz and African Americans in France
Though “race music” as it might have been called by Americans, was introduced in Europe before the Great War, and records of bands which toured through Germany, France and Britain were found years later, it didn’t have much of an influence on Europe until after the First World War (Lotz).  However, because some black music got into Europe before the war, Lotz argues that its influence in Europe needs to be reassessed because it shaped how African American artists were received in Europe later.
            Most attribute the inextricable introduction of Jazz to France to the African American soldiers who served in France during the Great War.  Though American units were segregated, undoubtedly soldiers played the blues and jazz while they were in Europe.  Immediately following the war, there was a high demand for revues and black musicians in Paris to play Jazz for the French.  Such revues was how Josephine Baker came to Paris; her overnight success in Paris kept Baker in the city, singing, dancing, and performing in shows until she returned to New York for a short stay.  She was not received well (Read: the Reception of Jazz in America) and returned to Paris.  Other African American expatriates gathered in Montmartre, where their musical expertise was enjoyed by the French.  In truth, the French demanded black musicians for their clubs, preferring them to white musicians. “ ‘ If there was any racism it was our people that used to give preference to the colored musician,’” one French musician said; he performed in blackface so he would have the chance to play with a black band (Stovall 38-39).
            (Include: (Archer-Straw), (Jackson “Making Jazz French”) & Django Reinhart)

Influence on America
Alexandre Dumas (Martone),

Significance
            I’m interested in studying African American expatriates in Paris simply because when one learns about the “Jazz Age” of American history, not only is the French perspective of the War, and France’s influence on American society often ignored, but more important the African-American perspective is disregarded.  Little, if anything, is ever taught of the Summer Race Riots which took place after the First World War, or how the freedoms blacks experienced abroad played an influential part in the civil rights movement of the 1950s-70s.
            If we do mention Paris or France during the Jazz Age, it is always in reference to the Anglo-American expatriates: F. Scott Fitzgerald and Ernest Hemingway.  Though worthy of mention, these white writers only represent a fraction of the American expatriates in Paris at the time, and are only a fraction of contributors to the American-Parisian culture that influenced America.  This is one of many examples of a “white-washed” history.  As the entire “Jazz” Age, it can be argued, was the gift of black America to the United States, and for that matter, to France, why the story of the history of Jazz is not told in an American History context is entirely beyond me (Beregot and Merlin).
            Though what I primarily want to study is how French culture influenced the black expatriate musicians in Paris and what they perhaps brought back to the United States because of their experience in France, ultimately, I think the significance of studying this facet of American culture is to treat it as main-stream American history, rather than marginalize it as “African-American History.”

African-American Expatriates
Short Visits
Langston Hughes
W.E.B. DuBois

Long Visits/Stays
Josephine Baker – Complete Record Works, 1926-27
Ada “Bricktop” Smith

Others
Claude McKay - Banjo