Teaching “Making California”

This spring I taught a new class in the Community Studies program at UC Santa Cruz called “Making California.” Overall, the idea was to teach students about key moments in the history of California in order to help them better understand and intervene in current events. I used C. Wright Mills’s concept of the sociological imagination as a foundational theory to help students understand how individual lives are shaped by the broader historical and political context in which they exist. We also paid attention to how social movements have, in turn, helped people to change the political context in which they live. A second key theme of the course was California’s racial history and recent transition to  majority people of color state. Finally, we spent a lot of time thinking about California’s role in the nation and world. This meant we read about both how the state has influenced events outside of its borders, as well as been influenced by the broader world.

For the core class assignment, students analyzed a key moment in California’s history by explaining what happened, what led to the events described, and the current relevance of those events. They were tasked with writing for a public audience, and crafting an introduction to capture a reader’s interest and draw them in to reading the rest of their essay. Students presented their work orally, and in historical order, at the end of the course. In this way we created a partial, “People’s History of California.” The written component of the assignment took the form of multi-media essays they wrote on websites of their own design (more on this assignment in my next post). This assignment was inspired by conversations with Ildi Carlisle-Cummins about how we could incorporate her new project, Cal Ag Roots, into the class. The launch event for Cal Ag Roots will involve telling the story of three key moments in the history of California agriculture. So, several of my students chose her stories as their “historical moments” to work on for the purpose of the class assignment. Their work therefore supplemented her own background research on these three key moments.

I drew on syllabi developed by Julie Guthman and Lindsey Dillon to help structure the class.  See my own syllabus below.

On Becoming a Public Sociologist: Amplifying Women’s Voices in the Quest for Environmental Justice

60853_9781452242026I received my free copy of the recently published Sociologists in Action on Inequalities: Race, Class and Gender in the mail this week, and turned immediately to the short essay I contributed. My piece, “On Becoming a Public Sociologist: Amplifying Women’s Voices in the Quest for Environmental Justice” describes my process of becoming a public sociologist through the Voices from the Valley multi-media project on environmental justice activism in California’s agricultural San Joaquin Valley. The chapter is meant to show undergrads some of where sociology might take them. It was a fun project, and I’m looking forward to reading the other contributions in the book.

 

 

Here’s the full citation for my piece:

  • Perkins, Tracy. 2015. “On Becoming a Public Sociologist: Amplifying Women’s Voices in the Quest for Environmental Justice.” Pp. 88-92 in Sociologists in Action on Inequalities: Race, Class and Gender edited by S. K. White, J. M. White and K. O. Korgen. Los Angeles, CA: SAGE Publications.

 

And here’s a citation to the scholarly article that grew out of the same set of interviews that formed the basis of Voices from the Valley:

  • Perkins, Tracy. 2012. “Women’s Pathways Into Activism: Rethinking the Women’s Environmental Justice Narrative in California’s San Joaquin Valley.” Organization & Environment, 25(1):76-94.