Log 3

 

1. Polletta, Francesca. (2006). It was Like a Fever: Storytelling in Protest and Politics. Chicago: University of Chicago Press.

This book focuses on how narratives have been used in movements from the Greensboro sit-ins to court cases like Bowers vs. Hardwick. Though this project does not explicitly aim to start a protest, the book does raise essential questions that we need to consider moving forward with the podcast episodes:

• • • “Is narrative fundamentally subversive or hegemonic? Both.” (166)
    • Poletta directs narrative sociologists to pursue two analytical tasks:
      • Identify the features of narrative that allow it to achieve certain rhetorical effects.
      • Identify the social conditions in which those rhetorical effects are likely to be politically consequential.
    • “What is narrative’s epistemological status relative to other discursive forms in an institutional setting? And how does that status shape what those wanting to effect change can do with the stories?” (168)

–> These questions are important. To my knowledge, direct storytelling (outside of qualitative research) has not been used to catalyze discussion or change in campus culture. Where exactly these stories are heard and shared will likely determine their impact and mortality in collective memory once the subjects graduate.

• • • Poletta states that narrative’s self-authorization is threatened by interpretability and canonicity. I will return to these points next week, after I listen to the interview Dana recorded between Kevin  and Clare.

–>  We may analyze the structure of these conversations and narratives, to find what exactly make them helpful or effective in creating new discourse.

• • 2. Cowen, Sophie, Sydney Avitia-Jacques, Hannah Berman, and Kayli Weiss. 2018. “Long Division: Polarizing Parties, Formulaic Discussions & Their Confusing Remainders.” The Bowdoin Orient, April 13.

    • 80% of Bowdoin students opted out of conversations on race due to “Bowdoin Structures”: administrative actions and policies, BSG forums, etc.
    • There is widespread resentment of political correctness and the inability to ask questions in formal discussion. Many students also felt burdened with the responsibility to educate other students based on race.
    • Some promising discussions came from the classroom and IGD-facilitated conversations. The sailing team participated in a formal discussion with members of AfAm, but the lacrosse team did not do the same following the Tequila Party.
    • The authors encourage underclassmen to sign up for Fall courses that will teach about institutionalized racism (presumably ESD requirements). They also encourage professors to incorporate these controversies into the curriculum.

–> I think our project could include a proposal for student-derived research and documentation of these controversies to be used in the classroom next year.

• • • Beyond these suggestions, the authors emphasize self-reflection on any lingering confusion about the events. Like the authors of previous op-eds, they say to consider a discussion over brunch.

–> Brunch as a site of discussion is interesting, but I highly doubt that people will voluntarily sit down with a stranger to talk about a controversial topic. How can we bring the essence of brunch into other spaces?

General Updates:

Dana compiled a list of interview questions, which we reviewed and discussed together before the first interview. She recorded the interview of Kevin and Clare. Clare has consented that the interview can be released publicly. As of this time, we are waiting for a reply from Kevin (unless he contacted Dana directly.) The other pairings have been scheduled for this week. I will listen to the recording this week. Dana is conducting all interviews for the project.

Next steps:

• 1. I am talking to Pamela Zabala on Wednesday about her thoughts on our project and any potential solutions she has for disrupting the cycle of activism/passivity at Bowdoin. This will be an open-ended discussion.
  2. Look into possible platforms for the podcast episodes: inclusion in future curriculum, circulation on social media, the Bowdoin archives, etc. How else can grassroots storytelling be used?

For next time:

1. Notes from Pamela
2. Reflection on podcast