Labels are a clue to how our culture is organized both in interaction, in institutions, and in the stories we tell about people and the world. This assignment asks you to become an ethnographer — a skillful observer of everyday life — to identify a label produced by communicative interactions of talk, gesture, and/or artifact use. Each of the social scientists we will study in weeks 1, 2, and 3 talk about how people assign and live through categories in everyday life, though they have different ways of talking about it: ‘labels’ (McDermott & Varenne), ‘ordinary’ members of a category (Ong), and ”legitimate’ or ‘authentic’ performance or product’ (Strauss). Through communicative interactions, people label one another, make standards, and draw boundaries between what is legitimate and illegitimate. You will draw on the labeling practices explained by McDermott & Varenne (e.g. ‘learning disabled’), Strauss (e.g. ‘a new school of ‘art’,’ ‘pilots,’ or ‘science’), and Ong (e.g. ‘body projects’). These readings will be your intellectual resources. Your job will be to observe and analyze a category that is organizing some aspect of everyday life around you. Carefully observe what people say and do. Look for how people act on the basis of labels and categories in interaction. Drawing on Strauss, you might look for the subsocial worlds to which people belong and how they draw boundaries between their practices and others. Drawing on McDermott, you might observe how people act based on categories that acquire them and others. Drawing on Ong, you might observe how people engage in practices that let them simultaneously inhabit categories that are in tension. And, most importantly, notice what practices rely on those categories, whether taken for granted or in dispute. Step 1: Observe (Notes of observations) Observe everyday life and look for a category at work. Examples from lecture include ‘gang member,’ ‘girl’/’intersex’, and ‘learning disabled’. Do this by opening your eyes as you go about daily life and noticing the ways people organize their relationships through such categories. Categories come to life and are maintained by communicative interactions of talk, gesture, and/or artifact use. Keep notes on your observations. For ideas of how to observe and document, see McDermott & Varenne. They have many examples of how to notice and describe details of activities, interactions, language, and tools. Pocket notecards, emails to yourself, and voice memos are convenient ways to take notes on your observations as you go. Photographs can help you remember physical layout, gesture, or artifacts in a situation. This observational work is not the sort of thing that you can cram at the last minute, as you can’t control when the world gives you interesting examples. The purpose of notes and images is to help you become a more careful and thoughtful observer. You will include your notes and images as a way of backing up your description and analysis, but you will not be graded on them.  Step 2: Document and Analyze (6 paragraphs) Describe and analyze your observations of three situations in which you observed the category in practice. For each situation, give one paragraph of detailed description and one paragraph of reflective analysis drawing on the readings. Make sure your assignment draws on at least two course readings.   Description paragraph: Describe each situation in detail to offer a clear picture of the observed practices so a reader who wasn’t there can see and follow the interaction. Make sure your description makes clear how you know the category was recognized — whether accepted or disputed — by multiple participants in the situation. In other words, your observations should provide evidence that the category mattered to people — that they organized their interactions by drawing on it.  Analysis paragraph: Analyze the situation by drawing on concepts from the readings. Use the readings to show how there is more to the observed practice than meets the eye. This is a chance to be creative with the concepts and arguments from the readings.  Step 3: Submit your description and analyses of situations 1, 2, and 3, along with your collected notes attached to the end of your document. For voice memos, upload them to Google Drive and include a URL link in your assignment so your TA can access them.  To learn more about the examples I presented in lecture, you can check out the following pages, videos, and book: Growing up intersex: https (Links to an external site.)://www.youtube.com/watch?v= (Links to an external site.)Xpcci8mmZnw (Links to an external site.)How Aaron Harvey was labeled as a gang member and underwent prosecution for a crime he didn’t commit (he was eventually cleared):  https://www.kpbs.org/news/2021/jul/26/aaron-harvey-wrongful-gang-charges-uc-berkeley/ (Links to an external site.) (Links to an external site.)Phoenix labels BLM protesters as a gang: https (Links to an external site.)://www.abc15.com/news/local-news/investigations/protest-arrests/ (Links to an external site.)prime-for-abuse-lack-of-oversight-lets-phoenix-police-add-protesters-to-gang-database (Links to an external site.) (Links to an external site.)Ana Muñiz, Policing, Power, and the Production of Racial BoundariesAnd here is a story we didn’t have time for about how police in London used a gang injunction to arrest two rappers for a song they sang. Under gang injunctions, everyday, legal activities get restricted and therefore criminalized. Rappers Konan and Krept protest criminalization of their song:  https://www.theguardian.com/music/2019/jun/14/ (Links to an external site.)rappers-konan-krept-condemn-police-criminalisation-of-drill (Links to an external site.)Short film Konan and Krept made about being criminalized by gang injunctions: https://www.youtube.com/watch?v=nuwcr-M37Do (Links to an external site.) Comm 100A | Fall 2021 | Prof. Irani Assignment 1: Labels in Everyday Life DUE: 22 Oct 2021 by 3:00 PM Electronic Copies Due on Canvas Labels are a clue to how our culture is organized both in interaction, in institutions, and in the stories we tell about people and the world. This assignment asks you to become an ethnographer — a skillful observer of everyday life — to identify a label produced by communicative interactions of talk, gesture, and/or artifact use. Each of the social scientists we will study in weeks 1, 2, and 3 talk about how people assign and live through categories in everyday life, though they have different ways of talking about it: ‘labels’ (McDermott & Varenne), ‘ordinary’ members of a category (Ong), and ”legitimate’ or ‘authentic’ performance or product’ (Strauss). Through communicative interactions, people label one another, make standards, and draw boundaries between what is legitimate and illegitimate. You will draw on the labeling practices explained by McDermott & Varenne (e.g. ‘learning disabled’), Strauss (e.g. ‘a new school of ‘art’,’ ‘pilots,’ or ‘science’), and Ong (e.g. ‘body projects’). These readings will be your intellectual resources. Your job will be to observe and analyze a category that is organizing some aspect of everyday life around you. Carefully observe what people say and do. Look for how people act on the basis of labels and categories in interaction. Drawing on Strauss, you might look for the subsocial worlds to which people belong and how they draw boundaries between their practices and others. Drawing on McDermott, you might observe how people act based on categories that acquire them and others. Drawing on Ong, you might observe how people engage in practices that let them simultaneously inhabit categories that are in tension. And, most importantly, notice what practices rely on those categories, whether taken for granted or in dispute. Step 1: Observe (Notes of observations) Observe everyday life and look for a category at work. Examples from lecture include ‘gang member,’ ‘girl’/’intersex’, and ‘learning disabled’. Do this by opening your eyes as you go about daily life and noticing the ways people organize their relationships through such categories. Categories come to life and are maintained by communicative interactions of talk, gesture, and/or artifact use. Keep notes on your observations. For ideas of how to observe and document, see McDermott & Varenne. They have many examples of how to notice and describe details of activities, interactions, language, and tools. Pocket notecards, emails to yourself, and voice memos are convenient ways to take notes on your observations as you go. Photographs can help you remember physical layout, gesture, or artifacts in a situation. This observational work is not the sort of thing that you can cram at the last minute, as you can’t control when the world gives you interesting examples. The purpose of notes and images is to help you become a more careful and thoughtful observer. You will include your notes and images as a way of backing up your description and analysis, but you will not be graded on them. Step 2: Document and Analyze (6 paragraphs) Describe and analyze your observations of three situations in which you observed the category in practice. For each situation, give one paragraph of detailed description and one paragraph of reflective analysis drawing on the readings. Make sure your assignment draws on at least two course readings. Description paragraph: Describe each situation in detail to offer a clear picture of the observed practices so a reader who wasn’t there can see and follow the interaction. Make sure your description makes clear how you know the category was recognized — whether accepted or disputed — by multiple participants in the situation. In other words, your observations should provide evidence that the category mattered to people — that they organized their interactions by drawing on it. Analysis paragraph: Analyze the situation by drawing on concepts from the readings. Use the readings to show how there is more to the observed practice than meets the eye. This is a chance to be creative with the concepts and arguments from the readings. Step 3: Submit your description and analyses of situations 1, 2, and 3, along with your collected notes attached to the end of your document. For voice memos, upload them to Google Drive and include a URL link in your assignment so your TA can access them. On Late Assignments Your assignment is considered late if it is received after 3pm on Canvas. Late papers may not be accepted or may receive grade deductions. Assignment 1 Rubric ?+ ? ?- Completed all parts of the assignment as assigned Completed some but not all parts of the assignment Missing critical parts of the assignment Clearly explained how the selected category or label worked in practice in specific contexts of interaction (for a reader who was not there) Struggled to identify practices related to the category or label but made clear efforts to do so. Raised questions about this challenge based on efforts to identify related practices. Did not effectively or convincingly connect the selected category or label with practice in the selected context. The documentation of your 3 observations effectively records a variety of observations, demonstrating a sustained and deep engagement as an observer. Documentation was reasonable but not particularly careful. There are signs of inattentiveness to detail or cramming observations into a short time period. Documentation was weak, minimally described, and demonstrates a lack of time spent observing. Skillfully used concepts or ideas from two of McDermott & Varenne, Strauss, or Ong. Demonstrated correct understanding of the concepts in analysis. Used concepts or ideas from two of McDermott & Varenne, Strauss, or Ong but made mistakes in understanding and applying them. Did not use concepts from readings at all, or only used concepts from one reading. Your claims were effectively connected with evidence from your observations AND conceptual support from the relevant (and noted) course readings. Some claims were supported by evidence and/or course concepts while others not. Discussion addressed broader course themes or pre-midterm concepts effectively but fell short of addressing post-midterm material. Concepts were noted but not necessarily applied. Mis-used or misunderstood some course concepts. Made claims without providing links to evidence. Made minimal effort to connect discussion with the course material. COMMUNICATION, THE PERSON & EVERYDAY LIFE HOW LABELS ACQUIRE PEOPLE COMM 100a | Prof. Irani | Sept 30, 2021 | Module 1 OVERVIEW • Class logistics review • Introducing Assignment 1: Labels in Everyday Life • Observing and documenting everyday life • Previewing next week • Breakout groups: Dope discussion CLASS LOGISTICS Reminders: drops and waitlist By section, or by Thursday’s class, you should complete the module materials (reading, quiz, film, film reflection) Chat is open, but I can download and see all DMs Bad internet connections? We get it. How we will address questions in class, chat Please leave feedback on Module 1 and class INTRODUCING ASSIGNMENT 1: LABELS IN EVERYDAY LIFE https://tinyurl.com/ucsd-comm100a-A1 ASSIGNMENT 1 BASICS • Due at the end of our third full week, Oct 22, 3pm on Canvas • Draw on first three weeks of course readings • Learning goals: • Observe communication around you closely • Analyze how people act with, through, and against categories or labels applied to them • Deliverable: 3 examples, 6 paragraphs: one descriptive, one analytic Take 5 minutes to read over the assignment: https://tinyurl.com/ucsd-comm100a-A1 TAKE 5 MINUTES TO READ OVER THE ASSIGNMENT BURNING QUESTIONS? https://tinyurl.com/ucsd-comm100a-A1 You can also ask questions in office hours and section DESCRIPTIVE VS ANALYTIC What is observable by people relevant to the situation What you, as an observer or analyst bring to the situation Evidence of what is understood or assumed by people in the situation Drawing on theories, research external to the situation you’re analyzing Descriptions of space, artifacts, clothing, talk as richly as you can note it No description is ever complete, totally objective, or unbiased. Observers always have a point of view. BECOMING AN OBSERVER OF EVERYDAY LIFE • No]ng how the space is organized and how people interact with it and each other • Describing what you sense in detail and without judgement • No]ng your own posi]on, sensa]ons, reac]ons • What happened ?rst? Next? And then? What was happening in the background? • Make notes to deepen what you remember PREVIEWING NEXT WEEK From communication in interaction to communication through the body How do people navigate categories, or labels, with their bodies? BREAKOUT GROUP DISCUSSIONS A chance to build relationships with fellow students; Express curiosity about others perspectives; Learn from what others see looking at the same thing; Enjoy! • How did you see labels at work in Dope? • How do you see labels at work in your life? After 20 minutes, you can leave class if you need to, but you’re also welcome to stay. BREAKOUT ROOM MECHANICS • I will randomly assign you • Breakout room chats do not go to the main room • Breakout rooms are not video recorded • Have a question? Summon the teaching team to your room with the ‘Ask for Help’ button. • You can leave the breakout to return to the main room or leave the whole ‘meeting’ SUCCESSFUL FAILURE The School America Builds Herve varenne and Ray McDermott with Shelley Goldman, Merry Naddeo, and Rosemarie Rizzo- Tolk ~lew ~~ ~:mber of the Perseus Books Group Contents To our fathers List ofFigures Preface Acknowledgments ix Xl xv Introduction, Herve Vtzrenne and Ray McDermott Schooling and Cultural Fact, 4 Culture in Question, 7 Culture and Context, 11 Adam, Sheila, Joe, and Others at Cultural Work, 15 Education in America, 19 All rights reserved. Printed in the United States of Ameri~a. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher. Copyright © 1998 by Westview Press, A Member of the Perseus Books Group Published in 1998 in the United States of America by Westview Press, 5500 Central Avenue, Boulder, Colorado 80301-2877, and in the United Kingdom by Westview Press, 12 Hid’s Copse Road, Cumnor Hill, Oxford 0X2 9JJ Library of Congress Cataloging-in-Publication Data Varenne, Herve, 1948Sucessful failure: the school America builds / Herve Varenne and Ray McDermott with Shelley Goldman, Merry Naddeo, and Rosemarie Rizzo-Tolk. p. cm. Includes bibliographical references and index. ISBN 0-8133-3165-X (hardcover) – ISBN 0-8133-9129-6 (paperback) 1. Education-United States-Evaluation-Case studies. 2. School failure-United States-Case studies. 3. Education-Social aspectsUnited States-Case studies. 4. Educational anthropology-United States-Case studies. 1. McDermott, Ray. II. Title. LA217.2.v37 1998 370′ .971-dc21 Adam, Adam, Adam, and Adam: The Cultural Construction of a Learning Disability; Ray McDermott and Herve Vtzrenne POD ONDEMAND 10 9 8 7 6 5 25 Three Accounts of the House Adam Inhabits, 28 Making Banana Bread and Other Troubles, 33, Making IQs in Public, 38 The Cultural Construction of Learning Disabilities, 42 , (2’j The Farrells and the Kinneys at Home: ~/ Literacies in Action, Herve Vtzrenne and Ray McDermott 97-43850 crp The paper used in this publication meets the requirements of the American National Standard for Permanence of Paper for Printed Library Materials Z39.48-1984. PERSEUS PART ONE The Makings of Some Educational Facts 45 Sheila and Joe, 47 Familial Literacy, 48 The Eye Ointment Scene, 49 Special Literacy, 51 Homework and School Literacy, 52 Variations in the Doing of School at Home, 55 Culture: A First Approximation, 60 v 1 Adam, Adam, Adam, and Adam: The Cultural Construction of a Learning Disability Ray McDermott and Herve Varenne If maturi and development mean attunement to context, then . .. evalua–tion can be done only by t e grandchildrenofour grandchildren. -A. L. Becker, Writing on the Tongue (1989) When Adam started school he had a difficult time reading the same three-stroke “I” that made life difficult for Maxine Hong Kingston. There was no confusion with the seven-stroke Chinese character or with the demands of a culture that made “1”every individual’s very own ”I”-a constant focus of conversation. ~dam was born and raised in a well-to-do fall!!ly. tie had no trouble with Ameri9b.. at least in the alliI!!P0rtant sense that he was comfortable with the details of Ameri Purchase answer to see full attachment Tags: dyslexia negative experiences gang life User generated content is uploaded by users for the purposes of learning and should be used following Studypool’s honor code & terms of service.