This volume examines the ethnography of a lower income urban enclave - East Harlem in New York City - from a historical and comparative perspective. Ethnographers from a variety of social science disciplines, some of whom have worked in the region since the 1950s, present their findings, covering topics including: ethnomedical research; retrospective analyses; welfare and public policy; ethnic identity; immigration and its consequences; and the policy implementations of urban anthropological research.
Identifying an apprehension about the nature and constitution of urbanism in North American plays, Westgate examines how cities like New York City and Los Angeles became focal points for identity politics and social justice at the end of the twentieth century, and how urban crises inform the dramaturgy of contemporary playwrights.
This study reclaims and builds upon the classic work of anthropologist Elena Padilla in an effort to examine constructions of space and identity among Latinos. The volume includes an annotated edition of Padilla's 1947 University of Chicago master's thesis, "Puerto Rican Immigrants in New York and Chicago: A Study in Comparative Assimilation," which broke with traditional urban ethnographies and examined racial identities and interethnic relations. Weighing the importance of gender and the interplay of labor, residence, and social networks, Padilla examined the integration of Puerto Rican migrants into the social and cultural life of the larger community where they settled. Also included are four comparative and interdisciplinary original essays that foreground the significance of Padilla's early study about Latinos in Chicago. Contributors discuss the implications of her groundbreaking contributions to urban ethnographic traditions and to the development of Puerto Rican studies and Latina/o studies. Contributors are Nicholas De Genova, Zaire Z. Dinzey-Flores, Elena Padilla, Ana Y. Ramos-Zayas, Mérida M. Rúa, and Arlene Torres.
This book provides an up-to-date introduction to the important field of urban anthropology. This is a critical area of study, as more than half of the world’s population now lives in cities and anthropological research is increasingly done in an urban context. Exploring contemporary anthropological approaches to the urban, the authors consider: How can we define urban anthropology? What are the main themes of twenty-first-century urban anthropological research? What are the possible future directions in the field? The chapters cover topics such as urban mobilities, place-making and public space, production and consumption, and politics and governance. These are illustrated by lively case studies drawn from urban settings across the world. Accessible yet theoretically incisive, Introducing Urban Anthropology will be a valuable resource for anthropology students and also for those working in urban studies and related disciplines such as sociology and geography. The revised second edition includes updated theoretical discussions and new ethnographic case studies. It features a new chapter on neoliberalism, austerity and solidarity, and engages more extensively with digital transformations of urban life.
This interdisciplinary study--the first book-length study of Chicago's Puerto Rican community rooted not simply in contemporary ethnographic source material but also in extensive historical research--shows the varied ways Puerto Ricans came to understand their identities and rights within and beyond the city they made home.
New York, Chicago, and Los Angeles -- for all their differences, they are quintessentially American cities. They are also among the handful of cities on the earth that can be called "global". Janet L. Abu-Lughod's book is the first to compare them in an ambitious in-depth study that takes into account each city's unique history, following their development from their earliest days to their current status as players on the global stage.
The cultural-historical approach started in the 1930s by Lev Vygotsky, who held that learning and instruction are the means to development, is the foundation for the Radical-Local Theory of Teaching and Learning formulated by Mariane Hedegaard and Seth Chaiklin in the first part of the book. The central concern in this approach to education is how to integrate particular historical and cultural conditions that the children encounter into educational practices. The second half of the book is an extensive case study of an after-school programme for Puerto Rican primary students in East Harlem, New York conducted in a radical-local perspective. This programme focussed on the history of the community and of Puerto Rican immigration, and the study describes how it helped students become both more positive and more critical about their backgrounds. By acquiring basic academic skills in a theoretical framework the children learn how to analyse their own local situation, addressing not only immediate issues (housing conditions, family life, community dynamics) but also historical issues. Unlike apparently similar culturally responsive approaches to teaching underprivileged children, radical-local teaching explicitly uses subject matter teaching to encourage children's development in relation to their social conditions. Hedegaard and Chaiklin detail how they developed concrete lesson plans in a radical-local perspective, and enumerate the accomplishments as well as the difficulties they encountered in implementing this approach.
Anthropological perspective are not often represented in urban studies, even though many anthropologist have been contributing actively to theory and research on urban poverty, racism, globalization, and architecture. Theorizing the City corrects this omission. Following a brief history of urban anthropology, emphasizing developments in the field during the 1990s, this volume presents twelve ethnographies of major cities in the Americas, Africa, Asia, and Europe. Five images of the city-the divided city, the contested city, the global city, the modernist city, and the postmodern city-serve as frameworks for the essays. Each section highlights current research trends such as poststructural studies of race, class and gender in the urban context; political economic studies of transnational culture; and studies of the symbolic meanings and social production of urban spaces.
They are known as cundinas or tandas in Mexico, and for many people these local savings-and-loan operations play an indispensable role in the struggle to succeed in today’s transborder economy. With this extensively researched book, Carlos Vélez-Ibáñez updates and expands upon his major 1983 study of rotating savings and credit associations (ROSCAs), incorporating new data that reflect the explosion of Mexican-origin populations in the United States. Much more than a study of one economic phenomenon though, the book examines the way in which these practices are part of greater transnational economies and how these populations engage in—and suffer through—the twenty-first century global economy. Central to the ROSCA is the cultural concept of mutual trust, or confianza. This is the cultural glue that holds the reciprocal relationship together. As Vélez-Ibáñez explains, confianza “shapes the expectations for relationships within broad networks of interpersonal links, in which intimacies, favors, goods, services, emotion, power, or information are exchanged.” In a border region where migration, class movement, economic changes, and institutional inaccessibility produce a great deal of uncertainty, Mexican-origin populations rely on confianza and ROSCAs to maintain a sense of security in daily life. How do transborder people adapt these common practices to meet the demands of a global economy? That is precisely what Vélez-Ibáñez investigates.
