HSS 208-02 Sem in Soc Beh Sci-Global Iden

The Triad's Global Identity:

Visual Ethnography of North
Carolina’s Immigrant Communities

Images. They are so com-

pelling that we cannot not
watch them. They are so se-
ductive that they have revo-
lutionized human social
communication. Oral and
written communication are
in decline because a new
form of communication,
communication by image,
has emerged.
Power of Images:
Creating the Myths of Our
Time
By J. Francis Davis

14-JAN-2008 to 06-MAY-2008
3 SEM GSB.H
Stephen J. Sills PhD
M W 1400-1515
Office: GRAM 320
sjsills@uncg.edu Office Hours: T TH 1300 -1500
Visual Ethnography of North Carolina’s Immigrant Communities

Required Text:
Stanczak, G.
Introduction 2007.Visual
Research
Over the course of the past two decades
Methods: Image,
the Triad area has become home to a
Society, and
large Latino population as well as
Representation.
thousands of Africans and Southeast
Sage: Thousand
Asians. In this course we will draw upon
Oaks, CA.
the interdisciplinary methods of visual
sociology to study the local immigrant,
refugee, and transnational communities.
Visual sociology involves the use of
photography, film, and video to
document social phenomena as well as Optional Text:
the study of visual artifacts of a society as Hesford, W. &
“cultural texts” (Margolis). Brueggermann,
2007. Rhetorical
We will be reading from the international Visions: Reading
academic and popular presses on the and Writing in a
social issues of migration, assimilation, Visual Culture.
and incorporation. Students will also Pearson: New
learn about the push/pull mechanisms of Jersey.
international migration, the various kinds
of migrations, and the local factors which Other readings and media will be
have made the Triad an increasingly provided via direct links or through
popular receiving area for new migrants. electronic reserves on UNCG
Students will also read from the literature Blackboard.
on the methods of visual sociology/
anthropology. Students will learn the
technical, ethical, and methodological
Please open account on www.flickr.com/
issues of doing visual research.

The class will be conducted in a seminar/

workshop format, emphasizing an
interactive learning environment. The
course will include student-led class
discussions, individual reaction papers to
topics presented in the readings and
discussions, guest lectures by regional/

Page 2
local experts, group projects, and a final
ethnographic exercise. Readings will be
presented in a student-led discussion
format where the instructor will serve as
the moderator/facilitator helping to guide
the students through an inductive process
emphasizing critical thinking, problem
solving, and discovery. Short reaction
papers will be written afterward to
reinforce theoretical understanding of the
topics presented, as well as to encourage
students to analyze, synthesize, and
evaluate the theories and methods they
have learned.
To move beyond the abstract/theoretical
realm, students will hear from leaders of
the local immigrant/refugee service
agencies and engage in primary research,
first in small teams, and then on their
own. As part of the course, students will
be trained in the use of photo analysis
software and the methodology of visual
research. Students will also complete an
NIH Human Subject training. Group
analysis of visual media will introduce
students to the tools of visual studies and
help to develop visual literacy. In small
teams they will then study the visual
portrayal of migrants locally in the
popular press, television, and other forms
of visual media, producing a PowerPoint
presentation of their findings (later to be
converted by the instructor into a
website). Finally, the students will
conduct their own ethnographic study of
the Triad’s immigrant and refugee
communities by engaging in photographic
observations at immigrant churches,
social service agencies, and community
organization. This may take the form of
either a student-led PhotoVoice project or
a Photo Documentary. Select photographs
from these ethnographic projects will be
mounted and framed and then showcased
in an end-of-semester gallery exhibition.
__________________________
Goals and Objectives
This course is intended to inform you
about the local diversity of the
international community as well as teach
you about visual literacy, methods of
social research, and ethnography.
Instruction will take the form of a
participatory seminar with a minimum of
lecture and an emphasis on discussion
and practical experiences. As a class we
will work together on a visual analysis
project. In addition, you will individually
conduct fieldwork with community
organizations, social service agencies,
churches, and social groups whose
constituencies are migrants and refugees
from Africa, Asia, Eastern Europe, and
Latin America.
Learning Outcomes
On successful completion of this course
you will be able to:
1. Summarize the major theories of
international migration
2. Explain the specific factors that
have resulted in increased migration
to the Triad
3. Describe how migrants have been
depicted in the local media
4. Make use of the methods and tools
of visual sociological research
5. Critically assess visual research
findings
Page 3
Visual Ethnography of North Carolina’s Immigrant Communities

__________________________ 12 pt, standard margins, MLA or ASA

Assignments
Seminar Leader:
As this class is structured more like a
seminar than a lecture, you will be
required to discuss the reading materials.
Therefore, keeping up with the reading
materials is a must. Students will be
assigned to lead the class discussions
during the semester. Thoughtful
preparation of an outline of the reading
and 3-5 discussion questions will earn you
30pts each time (150 pts total). The
remaining 50 pts will be earned by
evidence of reading through your active
participation in these discussions.
Reaction Papers:
For each of the theoretical and
methodological modules you will write a
short reaction paper. These papers will be
2-3 pages in length (Times New Roman,
citations). You will summarize the
readings and discussions for the module
and then give your personal reaction to
the topic. There will ten of these short
papers due. Each will count for 20 pts. or
a total of 200 pts (20% of your final
grade).
A reaction paper is just what its name
suggests - a paper explaining your
reaction to the readings and discussions
from the module. The form of paper
should be a formal essay that summarizes
the key points of the module and provides
your personal perspectives on the topic.
Like any good essay, your reaction paper
should support key points with specific
evidence (references to readings). It
should be written in clear language and in
a logical order. In preparing to write your
reaction paper you may want to re-read
the articles in this module and review your
notes from the in-class discussions. Give
yourself some time to reflect on the topics
covered in the module. I recommend

A+ A- B C D

Thesis/focus: demonstrates an awareness of audience, is

sophisticated, and is clearly established and maintained 30% 6 5.4 5.1 4.5 3.9
throughout.

Organization: has a clear sense of logical order appropriate

20% 4 3.6 3.4 3 2.6
to the content and the thesis.

Development: demonstrates critical thinking that is clear,

20% 4 3.6 3.4 3 2.6
insightful, in depth, and relevant to the topic.

Syntax and Diction: uses sophisticated language that en-

10% 2 1.8 1.7 1.5 1.3
gages the reader

Research: uses sources effectively and documents sources

10% 2 1.8 1.7 1.5 1.3
accurately.

Mechanics: contains very few errors of spelling, grammar,

10% 2 1.8 1.7 1.5 1.3
paragraphing or manuscript format.

Total

Reaction Paper Grading Rubric

Page 4
writing an outline first, then a rough draft,
then editing and revising the draft into a
final reaction paper.
Assignment # 1 Visualizing the
Triad’s Migrant Communities
As you will learn, visual research is far
more selective and intentional than other
forms of observational research (and thus
able to be manipulated by your biases and
preconceptions). In these assignments,
you will be conducting your own field
work on visualizing the Triad’s immigrant
community. In this introductory
assignment you are instructed to shoot a
series of photographs (10 images total)
that visually demonstrate immigration to
the Triad. You may interpret these
instructions in any way you wish. After
shooting the series you are instructed to
write a short paragraph for each image
explaining how these images are
“evidence” of immigration. This
assignment is worth 100 pts. (10% of final
grade).
Assignment # 2 Group Projects:
You will be assigned to a small research
team that will be responsible for collecting
visual representations of migrants/
refugees in the media, analyzing those
images, and presenting your findings to
the class via a PowerPoint show. More
details on this project will be given in a
later handout in class. Successful
completion of the assignment is worth 250
pts. (25 % of final grade). More
information on these projects will be
provided in Module 6.
Assignment # 3 NIH Certificate
for Human Subjects Research:
To complete the computer-based training
provided by the NIH, you must register to
take the on-line course. Complete the
training and respond to the short
questionnaires that follow. There are five
modules in all so you may want to plan
ahead; this may take some time. Once
registered you may return to the site over
several sittings to complete the course.
Once successfully answering the quiz
questions at the end of each module, you
will be given an option to print a
certificate of completion. Print two copies
of the certificate; keep one for your
records and bring the second to class.
Successful completion of the assignment
is worth 50 pts. (5 % of final grade).
Assignment # 4 Photo
documentary of the Triad’s
Immigrant Community:
In this assignment you will be using the
lens as a way of documenting and
observing a migrant/refugee group
(producing a photo documentary). This
assignment will require 2-3 visits outside
of class to a church, social service agency,
or community organization that serves a
migrant/refugee community (I will assist
you in introductions and placement). You
will be required to write a short reflexive
statement in which you attempt to express
your attitudes and biases toward the
community with whom you will be
working (10 pts). You will keep a log of
your visits that will include your scratch
notes, field notes, comments, photography
Page 5
Visual Ethnography of North Carolina’s Immigrant Communities

log, and other field records (40 pts). You

will use these resources in your analysis
and written report. Your final products
will include the written report (100 pts), a
presentation of your key findings to the
class (50 pts), and the presentation of
select images in a gallery exhibition (50
pts). More details on this project will be
given in a later in class. Successful
completion of the assignment is worth
200 pts. (20% of final grade).
Illness:
If you are absent due to personal illness,
or illness of a dependent, you must
provide written documentation to that
effect. Acceptable documentation includes
doctor’s note (on office letterhead),
hospital record, or records from a
recognized medical/healthcare agency.

__________________________ Special Needs and

Considerations:
Policies Please let me know at the beginning of the
semester if you have a physical or learning
Attendance:
disability that may need accommodations.
Attendance is required. Official absences The college will make reasonable
are those which occur when you are accommodations for persons with
involved in an official activity of the documented disabilities. Students should
college, i.e., field trips, tournaments, also notify Student Services of any special
athletic events, and present an official needs.
absence excuse. If you must miss a class
__________________________
for an official reason, present the written
excuse to me before the absence. Other
official absences include jury duty and
subpoenas. Appropriate documentation
will be required.

Religious/Cultural Holidays:

You have the right to observe major

religious/cultural holidays without
penalty. At least one week before the
holiday, you should submit a written
statement that includes both the date of
the holiday and the reason why class
attendance is impossible. Prior
arrangements must be made. If prior
arrangements have been made, you will
not be penalized.

Page 6
Course Schedule
Module 1:
Introduction to Visual Sociology
(Jan 14, Jan 16, & Jan 23 )
NO CLASS Jan 21
Module 2:
International Migration & Transnational
Communities
(Jan 28 & Jan 30 )
Module 3:
Photographic Representations of Social
Life
(Feb 4, Feb 6, & Feb 11)
Module 4:
Immigrant and Refugee Populations in
the Triad
(Feb 13 & Feb 18)
Guest Panel Feb 20, 2008
Module 5:
Visual Content Analysis
(Feb 25 & Feb 27)
Module 6:
Sociological Analysis of Depictions of
Migrants in The Local Media
(Mar 3, Mar 5, Mar 17, & Mar 19)
NO CLASS Mar 10 & 12
Module 7:
Social Scientists with Cameras: Ethical
Issues
(Mar 24 & Mar 26)
Module 8:
Ethnographic Research: Using the lens to
gather data
(Mar 31, Apr 2 & Apr 7)
Fieldwork
During this time you should be involved
in the data collection for your individual
projects. Individual meetings scheduled
with instructor will be scheduled on Apr 9
or Apr 16. You will present data gathering
to-date and discuss the direction of your
project. A schedule will be distributed on
or about April 7th.
Module 9:
(Apr 21 & Apr 23)
Gallery Preparation
We will use the class time on Apr 28 &
Apr 30 to prepare for the presentation of
individual projects. We will also conduct a
peer-critique of the projects on Apr 30th.
Gallery Show
We will host an open exhibition of student
projects in (TBA) gallery on May 7. This
exhibition will be open to UNCG faculty
and students, participating agencies and
individuals, as well as the general public.
Final grade assignments will also be made
on this date.
Page 7
Module 1: Introduction to Visual Sociology
Module 1: Introduction to Visual
Sociology
Culture is manifested through visible
symbols embedded in gestures,
ceremonies, rituals, and artifacts situated
in constructed and natural
environments…. If one can see culture,
then researchers should be able to employ
audiovisual technologies to record it as
data amenable to analysis and
presentation. (Ruby 1996)
Visual media has great potential for giving
voice and vision to disenfranchised
populations (Wang et. al., 1996). Visual
media captures the shared human bond of
the viewer and the subject (Margolis,
1990). It also challenges public
perceptions of the subjects (Wang et. al.,
1996) and has been called the best
medium for raising consciousness of
important social issues (Wang et. al.
1996).
This module will introduce you to visual
research. Together we will define the
topic, then we will discuss its merits and
limitations. We will also discuss the
general topic of visual literacy and visual
rhetoric. Finally, we will discuss the
question of validity in visual research.
Page 8
1/14
Course introduction and overview
J. Horton – A Visual Analysis of North
Carolina’s Immigrant Communities
1/16
1.Stanczak, G. 2007. “Introduction:
Images, Methodologies, and Generating
Social Knowledge” Chapter 1 in Stanczak,
G. 2007.Visual Research Methods: Image,
Society, and Representation. Sage:
Thousand Oaks, CA.
2.Hesford, W. & Brueggermann, 2007.
“Rhetorical Visions” Chapter 1 in
Rhetorical Visions: Reading and Writing
in a Visual Culture. Pearson: New Jersey.
3. Pink, S. 2001. “The Visual in
Ethnography: Photography, Video,
Cultures and Individuals,” Chapter 1 in
Doing Visual Ethnography: Images, Media
and Representation in Research. Sage:
1/23
4.Wagner, J. 2007. “Observing Culture
and Social Life: Documentary
Photography, Fieldwork, and Social
Research” Chapter 2 in Stanczak, G. 2007.
Visual Research Methods: Image, Society,
and Representation. Sage: Thousand
Oaks, CA.
5.Becker, Howard. 2007 "Aesthetics and
Truth" excerpt from Telling About Society:
Chicago Guides to Writing, Editing, and
Publishing. University Of Chicago Press.
6. Goldstein, B. 2007. “All Photos Lie:
Images as Data” Chapter 3 in Stanczak, G.
 Module 2: International Migration and Transnational Communities
2007. Visual Research Methods: Image,
Society, and Representation. Sage:
Thousand Oaks, CA.
Reaction Paper #1 Due 1/28
In this first reaction paper you should
provide an overview of visual research,
explain the concepts of visual literacy and
visual rhetoric, and discuss the problems
of validity and reliability in using visual
methods.
Optional Readings
Becker, H., 1995. "Visual sociology,
documentary photography, and
photojournalism: it's (almost) all a matter
of context." Visual Sociology 10: 1/2: 5-14
Harper, D., 1988. "Visual Sociology:
Expanding Sociological Vision", the
American Sociologist, 54-70.
Hockings, Paul, Ed. 1995. Principles of
Visual Anthropology 2nd Edition. Berlin:
Mouton de Gruyter.
Margolis, Eric.1994. “Video Ethnography:
Toward a Reflexive Paradigm for
Documentary” Jump Cut 39: 122-131.
__________________________
Abriendo Puertas 2007
Module 2: International Migration
and Transnational Communities
Transnational Ethnoscapes
The concept of ethnoscapes offered by
Appadurai indicates that the world may be
characterized by an ever increasing
mobility of individuals and groups.
Therefore, as long as the globalization
processes continues, the concepts of
assimilation, acculturation and
incorporation will be of growing
importance. Traditional assimilation
theory starts with acculturation,
progresses toward structural assimilation,
or "the entry of immigrants into the
primary groups of the immigration
country," and ends with cultural
adaptation and absorption into the
dominant culture. Yet, Portes and
Rumbaut point out that "assimilation as
the rapid transformation of immigrants
into Americans ‘as everyone else’ has
never happened." They explain that ethnic
resilience persists despite the pressure to
assimilate, and ethnic identity as “hyphen
American” (Italian-American, Irish-
American, etc.) even has experienced a
resurgence among both new and old
immigrant groups. This hybridity of
cultural identities has been addressed to
some degree by the “search for the
fundamental” (Robertson 1993) and the
renewal of ethnic tribalism, as well as in
the discourse on post colonial identity
(See especially, Stuart Hall1994 “Cultural
Identity and Diaspora,” where he defines
cultural identity as a “‘production’ which
is never complete, always in process, and
Page 9
Module 2: International Migration and Transnational Communities
always constituted within, not outside,
representation”. As he explains cultural
identity is about “‘becoming’ as well as
‘being’”.). Hybridity has also been a focal
point of the growing literature on
transnationalism and transnational
identities.
1/28
7. Faist, T. 2000. “Lacunae of Migration
and Post-Migration Theories” Chapter 1 in
The Volume and Dynamics of
International Migration and
Transnational Social Spaces. Oxford: New
York.
8. Faist, T. 2000. “A Review Of Dominant
Theories Of International Migration”
Chapter 2 in The Volume and Dynamics of
International Migration and
Transnational Social Spaces. Oxford: New
York.
Discuss Assignment #1Visualizing
the Triad’s Migrant Communities
1/30
9. Heisler, Barbara. "The sociology of
immigration: from assimilation to
segmented integration, from the American
experience to the global arena” Ch. 4. in
Brettell, Caroline, and James Frank
Hollifield. 2008. Migration theory :
talking across disciplines. New York:
Routledge.
10. Southern Poverty Law Center “Close
to Slavery: Guestworker Programs in the
United States”
11. Hoobler, S. and Hoobler, T. 1994. "La
Page 10
Familia"in Hesford, W. & Brueggermann,
2007. Rhetorical Visions: Reading and
Writing in a Visual Culture.
Reaction Paper #2 Due 2/4
In this second reaction paper you should
provide an overview of migration theories,
assimilation, and examples of migrant
experiences in the US.
Optional Readings
Stalker's Guide to International
Migration: A world on the move. (Read
Introduction, History, Why People
Migrate, How People Migrate, Impact of
immigration, Impact of emigration, and
Effects of globalization)
Glick-Schiller Nina, Linda Basch, &
Cristina Blanc. 1995. "From Immigrant to
Transmigrant: Theorizing Transnational
Migration." Anthropological Quarterly 68:
48-63
Massey, Douglas, Joaquin Arango,
Graeme Hugo, Ali Kouaouci, Adela
Pellegrino,and. Edward Taylor.
1993.“Theories of international migration:
a review and appraisal.” Population and
Development Review 19: 431-466
Fawcett, James T. 1989. “Networks,
Linkages, and Migration Systems”
International Migration Review. 23
(3):671-680.
Portes, Alejandro. 1997. “Immigration
theory for a new century: some problems
and opportunities.” International
Migration Review. 31(4): 799-825.
Portes, Alejandro and Rubén Rumbaut.
 Module 3: Visualizing Social Life

1996. Immigrant America: A Anthropology: Photography as a Research

Portrait. University of California Press.

__________________________

Humankind lingers unregenerately in

Plato's cave, still reveling, its age-old
habit, in mere images of the truth. But
being educated by photographs is not like
being educated by older, more artisanal
images. For one thing, there are a great
many more images around, claiming our
attention. The inventory started in 1839 Method. Albequerque: Univ. of New
and since then just about everything has Mexico. (Also available online through
been photographed, or so it seems. This UNCG library ebooks)
very insatiability of the photographing
eye changes the terms of confinement in 13. Wagner, J.2002. "Contrasting images,
the cave, our world. In teaching us a new complementary trajectories: sociology,
visual code, photographs alter and visual sociology and visual research."
enlarge our notions of what is worth Visual Studies, 17, 160-171.
looking at and what we have a right to
observe. They are a grammar and, even 2/6
more importantly, an ethics of seeing.
Finally, the most grandiose result of the 14. Chalfen, R. 1981. “Redundant
photographic enterprise is to give us the Imagery: Some Observations on the Use of
sense that we can hold the whole world in Snapshots in American Culture.” The
our heads -- as an anthology of images. Journal of American Culture 4 (1), 106–
113.
- Susan Sontag, On Photography
15. Collier, J and M. Collier. 1986.
“Photographing Social Circumstances and
Module 3: Visualizing Social Life Interactions” Visual Anthropology:
Photography as a Research Method.
2/4
Albequerque: Univ. of New Mexico Press.
Guest L. Levis – Presentation of
Presentations of Assignment
Findings from Photovoice Project
#1Visualizing the Triad’s Migrant
with Greensboro Refugee
Communities
Community

12. Collier, J and M. Collier. 1986. “The

Challenge of Observation and the Nature
of Photography” Chapter 1 in Visual

Page 11
Module 3: Visualizing Social Life
2/11
Introduction of Assignment #2
Training on the use of Microfiche
machine (J. Horton) meeting in
Library
Reaction Paper #3 Due 2/13
In this reaction paper you should discuss
the uses of photography as a means of
depicting social life. You should also talk
about visual culture and the power of
images.
Optional Readings
Hesford, W. & Brueggermann, B. 2007.
“Familial Gazes: Reworking the Family
Album” Chapter 3 in Rhetorical Visions:
Reading and Writing in a Visual Culture.
Pearson: New Jersey.
Blakesley, D. and Collin, B. 2001. "Notes
on Visual Rhetoric" Enculturation. (3)2.
Mirzoeff, N. 1998. “What is visual
culture?” In The visual culture reader.
London: Routledge.
Links of Interest
Page 12
Walker Evans Revolutionizes
Documentary Photography
Kevin Bubriski: Documentary
Photographer
Sociological Research Online
Photographysites.com
Photographing Poverty and Exclusion
Social Justice Photo Archives
Photography and Everyday Life in
America, 1945–60
Life Cycles: Reflections of Change and A
New Hope for Future Generations
Transnational Working Communities
__________________________
Module 4: Immigrant and Refugee
Populations in the Triad
Film clip from: "Nuestra Comunidad-
Latinos in North Carolina,"
By Joanne Hershfield and Penny
Simpson,
New South Productions, 2001 Runtime:
3:47
All of the interviewees in this clip discuss
the influx of Latinos into North Carolina.
Each person introduces him/herself, by
telling where they are originally from and
why they came to North Carolina.
Reflecting the diverse stories of North
 Module 4: Immigrant and Refugee Populations in the Triad
Carolina Latino immigrants, some moved
here fairly recently and some moved here
many years ago.
In the clip we also hear from North
Carolina officials who work with the
Latino population and who disucss the
increase in the population of Latinos in
North Carolina. These include: Iván Parra,
Director of El Centro Hispano in Durham,
Bill Mace, Center Coordinator, from
Centro: La Comunidad in Burlington, Dr.
Nolo Martinez, then Director of Hispanic/
Latino Affairs for the Office of the
Governor (now Director of the Center for
New North Carolinians at UNCG).
2/13
16. Center for New North Carolinians.
2006. “Immigrant Demographics of
Guilford County: Regions of the World
that Contribute to our Local Population”
17. From Latin America to North Carolina
Film clip from: "Nuestra Comunidad-
Latinos in North Carolina," By Joanne
Hershfield and Penny Simpson, New
South Productions, 2001
18. Audio files from: 88.5 WFDD
Different Cultures, One Community:
• Resettlement Patterns in the
Piedmont Triad
• Illegal Immigrant Workers
• Immigrants & Refugees Job Hunting
2/18
19. Harrington, Matt “Triad firms see
immigrants remaining vital to work force”
The Business
Journal of the Greater Triad Area - May 5,
2006
21. Stuart, Alfred & Laura Baum. 2005.
“Contemporary Migration in North
Carolina” North Carolina Museum of
History.
22. Donnelly, Robert A. 2005. “Altering a
black-white binary: Latinos in North
Carolina "Chapter 1 in Immigrants and
Health Agency: Public Safety, Health, and
Latino Immigrants in North Carolina
Working Paper 128. The Center for
Comparative Immigration Studies
University of California, San Diego.
2/20
Guest Panel: prepare questions to
ask the panelists
Reaction Paper #4 Due 2/25
In this reaction paper you should
characterize the local immigrant
communities and their impact on NC.
Links of Interest
Hmong population in North Carolina
Nuestra Comunidad: Latinos in North
Carolina
Latino/a Links (Duke Univ)
Policymakers Get Cross-Border View of
Immigration
Immigration Debate: Views from North
Carolina
__________________________
Page 13
Module 5: Visual Content Analysis

Module 5: Visual Content Analysis Understanding Images. 4th edition.

Mayfield Publishing Company.

24. Collier, J and M. Collier. 1986.

“Analysis of Still and Moving Images”
Chapter 15 in Visual Anthropology:
Photography as a Research Method.
Albequerque: Univ. of New Mexico Press.

25. Bell, Philip. 2003. “Content Analysis

of Visual Images.” in Handbook of Visual
Photo by Kenn Christ Creative Analysis. Theo van Leeuwen and Carey
Commons License http:// Jewitt, eds. London: Sage.
www.flickr.com/photos/kchrist/
2/27
According to Nathansohn (2007), there
26. Fahmy, Shahira. 2004. "Picturing
are two modes of producing visual data:
Afghan women: A content analysis of AP
... a 'banal mode' and a 'transgressive wire photographs during the Taliban
mode'. The banal mode, by its exhibition regime and after the fall of the Taliban
of the 'commonsensical gaze,' plays a role regime." Gazette,(66) 2: 91-112.
in the reproduction of the existing social
27. Holzman, linda. "Stories of Race in
order, the fixing of identities and power
Popular Culture" Chapter 5 in Media
structures; the transgressive mode of
Messages: What film, Television, and
photography, by offering a different,
Popular Music Teach Us About Race,
disturbing and unfamiliar gaze,
Class, Gender and Sexual Orientation. NY:
dismantles the banal representational
M. E. Sharpe, 2000.
schemes and thus enables a re-thinking
about the photographed which could lead
28.Rose, Gillian, 2001, “Content analysis:
to a critique of the social order and of
counting what you (think you) see,” in
power structures.
Visual Methodologies:An Introduction to
the Interpretation of Visual Materials,
Ways of Socio-Visualizing
Sage.
Regev Nathansohn, Tel Aviv University

Reaction Paper #5 Due 3/3

2/25

In this reaction paper you should present

23.Barrett, Terry. 2005. "Chapter 2
your perspectives on the various ways in
Describing Photographs: What Do I See?"
which images may be critiqued and
& "Chapter 3 Interpreting Photographs:
commented upon. In particular discuss
What Does It Mean?" in Criticizing
Photographs: An Introduction to how the social sciences use images as
“texts” to be deconstructed and analyzed

Page 14
 Module 6: Sociological Analysis of Depictions of Migrants in The Local Media

for their social and cultural meanings.
Links of Interest
Photographs as answers
Richard Chaflen
Documentary Educational Resources
Jayasinhji Jhala
Coding Images and Video
FotoTagger
Visual Research Resources
Photography Criticism CyberArchive
The Scream Online Photography Index
The Photo Review
__________________________
Module 6: Sociological Analysis of
Depictions of Migrants in The
Local Media
This module will focus on the techniques
of visual analysis. After preliminary
readings, we will learn to use some
common tools for analyzing and
annotating images. The module will
introduce internet-based image storage,
editing and retrieval software, as well as
more robust software specifically designed
for social sciences and humanities
researchers.
3/3
30. Wenk, S and Kreb, R. 2007 Analysing
the Migration of People and
Images:Perspectives and Methods in the
Field of Visual Cultures
3/5
31. Tsuda, Takeyuki. 2004. Media Images,
Immigrant Reality: Ethnic Prejudice and
Tradition in Japanese Media
Representations of Japanese-Brazilian
Return Migrants. Working Paper 107 The
Center for Comparative Immigration
Studies. University of California, San
Diego.
32. Gold, S. 2007. “Using Photography in
Studies of Immigrant Communities:
Reflecting across Projects and
Populations” Chapter 6 in Stanczak, G.
2007. Visual Research Methods: Image,
Society, and Representation. Sage:
3/17
Group Work Day: Assignment #2
3/19
Group Presentations and Discussions
__________________________

29. Peng, Zengjun. 2004. Picturing China:

A Content Analysis of Photo Coverage in
the New York Times and Los Angeles
Times presented at the annual meeting of
the International Communication
Association, New Orleans Sheraton, New
Orleans, LA.

Page 15
Module 7: Social Scientists with Cameras: Ethical Issues

Module 7: Social Scientists with Research. New York: Russell Sage.

Cameras: Ethical Issues
35.Gold, Steven. 1989. "Ethical Issues in
Visual Field Work" In G. Blank, James
McCartney, and Edward Brent, New
Technology in Sociology. New Brunswick,
NJ: Transaction Publishers, 1989, pp. 99-
109.

36. Pauwels, Luc. 2007. The Ethics of

Picturing People and Using People’s
Pictures: a Visual Researcher’s Dilemma.
Paper presentation at the 2007
webpub.allegheny.edu/dept/psych/
International Visual Sociological
Ethics.html
Association Meeting. NY, NY.
Sociologists adhere to the highest
scientific and professional standards and 3/26
accept responsibility for their work. Assignment # 3 NIH Certificate for
Sociologists understand that they form a Human Subjects Research:
community and show respect for other
sociologists even when they disagree on During this class time we will complete
theoretical, methodological, or personal the computer-based training provided by
approaches to professional activities. the NIH.
Sociologists value the public trust in
sociology and are concerned about their Reaction Paper #6 Due 3/31
ethical behavior and that of other
In this reaction paper you should
sociologists that might compromise that
approach the issues of ethics in research
trust. While endeavoring always to be
weighing the various methodologies
collegial, sociologists must never let the
presented against their potential costs to
desire to be collegial outweigh their
participants.
shared responsibility for ethical behavior.
When appropriate, they consult with
__________________________
colleagues in order to prevent or avoid
unethical conduct.

3/24

33. American Sociological Association's

(ASA's) Code of Ethics

34. Banks, Marcus. 2001. “Chapter 5:

Making Images.” Visual Methods in Social

Page 16
 Module 8: Ethnographic Research: Using the lens to gather data
Module 8: Ethnographic Research:
Using the lens to gather data
“It is one thing to photograph people. It is
another to make others care about them
by revealing the core of their humanness.”
- Paul Strand, American Photographer
1890-1976
This module will focus on the “how to” of
taking photographs then move to three of
the techniques used by visual researchers
to collect information via the lens.
3/31
37. Milburn, Ken.2002. "Chapter 4
Composing, Focusing, and Metering."
Digital Photography: 99 Easy Tips to
Make You Look Like a Pro! New York,
N.Y. McGraw-Hill Professional
39. Collier, J and M. Collier. 1986.
“Chapter 7: Photographing Social
Circumstance and Interaction” Visual
Anthropology: Photography as a
Research Method. Albequerque: Univ. of
New Mexico.
40. Kroes, Rob. 2007. “Photography and
Immigration.” Chapter 2:in Photographic
memories : private pictures, public
images, and American history. Dartmouth
College Press
4/2
Photography Basics: How to Shoot
People
Guest Photographer:s Richard Krol &
Daniel Smith
4/7
41. Wang, Caroline. 2005. “PhotoVoice:
Mehtods.” Online at http://
www.photovoice.com/method/index.html
42.Clark-Ibañez, M. 2007. “Inner-City
Children in Sharper Focus: Sociology of
Childhood and Photo-elicitation
Interviews” Chapter 7 in Stanczak, G.
2007. Visual Research Methods: Image,
Society, and Representation. Sage:
Thousand Oaks, CA.
43. Hernandez-Albujar, Y. 2007.
“Exploring Migrant Mothers’ Experiences”
Chapter 11 in Stanczak, G. 2007. Visual
Research Methods: Image, Society, and
Representation. Sage: Thousand Oaks, CA
Reaction Paper #7 Due 4/9
In this reaction paper you should discuss
the technical issues related to
photographing people and social
situations. Consider issues that might
effect the artistic merits of the photograph
versus their utility as “data” for analysis.
Also discuss the various approaches to
data collection presented on 4/7.
Individual Research Project 4/9 to
4/21
__________________________
Page 17
Module 9: Communicating with images

Thomas. 1995. " Chapter 9: The

Photographic Essay: Four Case Studies."
Module 9: Communicating with Picture Theory: Essays on Verbal and
images Visual Representation

Reaction Paper #8 Due 5/9

In this reaction paper you should

Whether he is an artist or not, the
photographer is a joyous sensualist, for
the simple reason that the eye traffics in
feelings, not in thoughts. - Walker Evans
contemplate the power of images to
inform, persuade, impress, instruct, and
communicate. Discuss the concepts of
visual rhetoric, as presented early in the
semester, and tell how you have used
images to create a visual discourse.
Gallery Preparation

We will use the class time on Apr 28 &

4/21
Apr 30 to prepare for the presentation of
44. Papson, S. Goldman, R. and N. Kersey individual projects. We will also conduct a
2007. “Web Site Design: the Precarious peer-critique of the projects on Apr 30th.
Blend of Narrative, Aesthetics, and Social
Gallery Show
Theory.” Chapter 12 in Stanczak, G. 2007.
Visual Research Methods: Image,
We will host an open exhibition of student
Society, and Representation. Sage:
projects in (TBA) gallery on May 7.
Thousand Oaks, CA.

45. Hesford, W. & Brueggermann, 2007.

“Documentary Gazes: Representing
History” Chapter 7 in Rhetorical Visions:
Reading and Writing in a Visual Culture.
Pearson: New Jersey.

4/23

46. Pink, Sarah. 2001. "Chapter 6:

Ethnographic Photography and Printed
Text" Doing Visual Ethnography:
Images, Media and Representation in
Research

47. Mitchell, William J. and Mitchell, J.

Page 18