Salon #7a: Please stay in your sections for this 7th Salon. Refer back to Salon 6 if you need to know which section you are in.
First, I want to say how interesting I found your reactions both to the film Lonestar and to the Wilson questions. I also thought that students responding to other students for the most part went very well. So we will try this again this week.
Second, we are running a little late, but there is so much material to process that it seems worthwhile to devote more time to delving deeper into what we are discussing. So you should receive Salon #7 by Thursday, Nov. 12 and responses to this Salon #7should be in by Wednesday, Nov. 18.
Third, there will be three parts to this Salon, be sure that you address each of them.
Fourth, let me add here that I have received so many hate mail web sites from you that I am getting our program secretary to develop a comprehensive list and that will be distributed to you by e-mail next week and form one of the questions for the second paper.
Mini-lecture for Salon #7:
We have now covered a lot of ground in trying to think about "inequality" in the American context. Many of you stated that "Lonestar" addressed a very broad range of "inequality" issues. Note that the film both focused on inter-racial (e.g., the soldier who finds the skeleton who wants to marry Priscilla; Otis and Hollis or Otis and Buddy; Sam and Pilar) and intra-racial relationships (e.g., Otis and Del, Priscilla and the young African-American female recruit, Mercedes and her Latino employees). It focused on inter-gender (e.g., Sam and Pilar, Sam and his ex-wife Bunny; Buddy and Mercedes, Otis and the woman he left his wife for) and on intra-gender (e.g., Priscilla and the young African-American female recruit; Pilar and daughter; Hollis and Charlie Wade). It focused on inter-generational (e.g., Buddy and Sam, Mercedes and Pilar and Pilar's son, Otis and Del and his son) and intra-generational (e.g., Buddy and Hollis and Otis and Charlie, Sam and Pilar and Bunny). There are ties and strains across all forms of these interpersonal relationships. In some cases the ties seem stronger than the strains, in some cases the strains seem stronger than the bonds.
A few students mentioned that they thought that some aspects of "Lonestar" seemed to take a patriarchical view in which the man's perspective is set up as more important than the woman's--the man's behaviors and actions are more accepted and considered more justifiable than the woman's. The film was written and directed by a man (John Sayles) so it was at some level clearly a man's point of view. For those of you who saw the film, Beloved, there was a sense that what was selected to be shown in the film was very much the women's stories and less the story of Paul D., the main male character. This is a perspective that it is good to keep in mind whatever one is reading or viewing.
We have been considering the position of African Americans in American society through a broad range of the materials we've looked at this term: Beloved, Lonestar, Wilson's: When Work Disappears. We've been discussing why blacks in America have had a struggle to move towards equal status. Note the different situations in which we've viewed American blacks: under slavery and coping with their situations after slavery (Beloved), as a small minority in a Texas border town where Latinos are the major "minority" group, and in the "ghettos" of Chicago which are largely segregated. Each of these social contexts places blacks in an "unequal" position--but there are very interesting differences in the types of access to and opportunity for success.
Parent/child relations are very central to the development of human society. Without a real bond to one's adult caretakers' (probably most critically to one's mother) a child cannot develop a sense of social commitment, of a link to a broader human community. From the parent's perspective, the tie to a child is very intense. There is a sense of needing to assume responsibility to bring the child into the human community, to nurture the child to ultimately replace oneself in human society. There may be a biological dimension to this since one sees many aspects of this behavior in various animal species.
Wilson's argument is that if the family cannot provide the economic and social foundation for their children, then the children may be vulnerable to all sorts of anti-social outcomes. Here is where various types of welfare programs, early education programs, and other types of human service organizations and programs can help to fill the gaps that families (and mothers) in poverty cannot easily supply. Yet Wilson argues that many who live in urban ghettos are not necessarily defeated and do not represent the "media" image of poor ghetto residents.
You should keep in mind that social relations and racial and gender interrelations of all sorts are nuanced. They aren't always exactly one thing or another. This complexity is clearly presented in Wilson's study of black ghettos in Chicago and in the film "Lonestar." One might say that there may be tendencies or pressures in a certain direction, but social relations and social structures (the occupational structure, income distributions, family structures) are always undergoing change and the same situation can appear very different to different individuals.
One of the qualities that I hope that you will carry away from this course is the complexity of American society and the need to keep one's perspectives flexible so that you can see the same situation from different vantage points. Naturally, each of us have certain values and beliefs that we use in a way as filters through which we see things and interpret their meanings. But to think carefully about the subject of inequality, we do need to try to take the perspectives of others to just try to have some sense of what a social position, a social situation would be like were we to have to handle it. This also helps us to form the "looking glass self" which the famous sociologist George Herbert Mead described in which one looks at oneself as others might view one.
You have three assignments in Salon 7:
(1) Returning to the Salon 6 (a, b, c, or d sections) discussions of "Lonestar," take one of the two-way interactions of two students in YOUR section (you could be one of those students) and indicate how the second student responded to the first student's answer. Now you join this conversation by adding a third response to this question relating to both the first and the second students' discussions. (Be sure to send your response to the correct Salon section: 7a or 7b or 7c or 7d--to whichever one you have been assigned.)
(2) Why does Wilson support the neo-WPA jobs plan as a way to address the problems of joblessness in the inner city? (WPA stands for Works Progress Administration which was set up during the Great Depression in the 1930s as a way to provide jobs--such as building national parks, etc. for the unemployed.)
(3) Let's return to my mini-lecture discussion about "strains and ties." On the basis of what you've been exposed to this semester in terms of all aspects of this course, which relations appear to you to create the greatest "strains" -- inter-racial? inter-gender? or inter-generational?
Finally: if you've seen the film Beloved, what were your reactions to it? How well did it depict the book?
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