students and oral history

My colleagues and our high school class have been using oral history

methods to construct the Prince

George’s County Information Commons history page. Today an expert

from the Oral

History in Education Institute at University of Maryland came to class

to teach our students proper interviewing techniques—unfortunately

too late to improve our most important interviews, which are over. I thought

one of the most interesting distinctions she made was between journalism

and oral history. She claimed that oral history is less adversarial than

reporting. "We are recipients of the story," she said. She taught

the students to avoid leading questions and questions that anticipate

yes/no answers. Open-ended questions are the oral historian’s tool.

The class and I came to understand our serious responsibilities better

as a result of the session. The desegregation of Prince George’s County

Schools was an epic struggle. Understanding it is crucial, since racial

divisions and inequities remain, and no one is sure how to address them.

In nearly half a century since the struggle began, no one had interviewed

some of the key players, such as the first African American students to

attend White schools in our county. Chances are, no one else will interview

them after us. So we alone are creating primary source materials for later

historians—and they better be good. We didn’t seek this responsibility.

Our original intentions were to provide a civics lesson and to develop

innovative ways of using websites. But the responsibility is real even

if we backed into it.

We were given these links to good online oral history projects conducted

by youth:

What

Did You Do, Grandma?

The Whole World Was

Watching: An Oral History of 1968

We Made Do: Recalling

the Great Depression

The Stories

of the People

(I have found the same list on this

webpage.)

Joyce’s modernism

Continuing the theme of modernism from yesterday

… For six hundred years, English has been tinkered with until it has

become a fine instrument for describing what’s literally going on and

what people are thinking. The vocabulary is famously huge, the syntax

is supple, and there are narrative techniques for all occasions. As an

example of perceptive modern prose, consider James Joyce‘s spare

description of Leopold Bloom in a hearse:

Mr. Bloom entered and sat in a vacant place. He pulled the door to

after him and slammed it shut tight. He passed an arm through the armstrap

and looked seriously from the open carriage window at the lowered blinds

of the avenue. Nose whiteflattened against the pane. Thanking her stars

she was passed over. Glad to see us go we give them so much trouble

coming.

We don’t really know how the old woman talks or what she’s thinking.

Maybe she’s a police informant spying on the house opposite; maybe she’s

a he. But Joyce has focused his lens so that only Bloom’s mind

shows clearly. Thus we learn about the objects that Bloom handles—the

door and the armstrap—but only about their functions, because he

is too preoccupied to note accidental features like material and color.

His very name reflects his state of mind, for he experiences himself as

"Mr. Bloom" when he rides in a hearse. We might like

to learn more (for instance, what kind of buildings line the avenue?),

but such information would ruin the realism. Thinking is perspectival,

selective; and we know just what Bloom notices.

Modern literary English allows an author to choose almost any vantage

point, any focus, and any depth of field. Why then does Joyce use so many

other idioms? For instance, in the "Oxen of the Sun" episode,

he mimics every major prose style in the history of English. At one point,

Bloom has just entered a house where a woman is suffering her third day

of labor. He means to express his sympathy to the family, but he finds

himself among callous drunks who are loudly discussing whether it would

be better in the eyes of the Church for the woman or the baby to die.

Bloom mutters vague abstractions to avoid expressing a view, perhaps because

any opinion could be heard upstairs. Then …

in Joyce’s version ….

That is truth, pardy, said Dixon, and, or I err, a pregnant word.

Which hearing young Stephen was a marvellous glad man and he averred

that he who stealeth from the poor lendeth to the Lord for he was

of a wild manner when he was drunken and that he was now in that

taking it appeared efstoons.

But sir Leopold was passing grave maugre his word by cause he still

had pity of the terrorcausing shrieking of shrill women in their

labour and he was minded of his good lady Marion that had borne

him an only manchild which on his eleventh day on live had died

and no man of art could save so dark is destiny. And she was wondrous

stricken of heart for that evil hap and for his burial did him on

a fair corselet of lamb’s wool, the flower of the flock, lest he

might perish utterly and lie akeled (for it was then about the midst

of the winter) and now sir Leopold that had of his body no manchild

for an heir looked upon him his friend’s son and was shut up in

sorrow for his forepassed happiness and as sad as he was that him

failed a son of such gentle courage (for all accounted him of real

parts) so grieved he also in no less measure for young Stephen for

that he lived riotously with these wastrels and murdered his good

with whores.

in a literal paraphrase …

"That’s the truth," said Dixon. "And a pregnant

word, if I’m not mistaken," he added, when the thought struck

him. Young Stephen roared at the pun and added sarcastically,

"He who steals from the Lord lends to the poor." He

was wild when drunk: his eyes shone and his voice was loud and

shrill.

But Bloom was grave and quiet, for he still heard shrieking from

upstairs. The sound of a woman in labor always moved him, and

these particular cries reminded him of his wife Molly, who had

borne his only baby boy. The baby had died (of accidental poisoning)

after just eleven days. The doctors had said that nothing could

be done. Molly was so grief-stricken that all she could do was

to shop for the best little wool blanket so that their son wouldn’t

have to lie cold in the winter ground. Now Bloom watched brash

young Stephen, his friend’s boy, and grieved for his own dead

child. But as much as he mourned the baby (a beautiful child,

everyone said), Bloom was just as sorry to see Stephen wasting

his life with drunks and his money on whores.

Joyce’s prose resembles a thick but uneven hedge screening the literal

truth. Here, we can just about cut through the fifteenth-century language

to to see what’s going on. In other places, it is impossible to make out

even the basic narrative facts. For instance, we are almost never permitted

to overhear Bloom’s thoughts about what to do or where to go next. Much

like Odysseus, he just shows up in episode after episode.

Frustrated by this and other omissions, we might say: If only Joyce would

just tell the story! Why does he have to use a pastiche of past and present

styles, so many of which are opaque?

The question assumes, of course, that there is a truth to grasp. But

perhaps my "literal interpretation" above is simply one idiom,

a product of its time, just as Everyman reflects the culture of

England in 1500. In that case, Joyce has carried realism to its final

stage. He doesn’t describe the world or consciousness (either objectively

or subjectively), because to do so would be to forget the fact that all

seeing is from the point of view of a style. Instead, he describes some

past and contemporary ways in which life has been described. As in one

of Nietzsche’s magic tricks, the real world—disappears! Literature,

not life, is the subject of Ulysses; yet the book itself counts as literature

(in Stephen’s words, as an "eternal affirmation of the spirit of

man"), because it is perceptive, tender, and humane.

This rare combination—a declaration of the End of Art that is also

art—is characteristic of the greatest works of modernism. Note, however,

that Joyce must deny that there has been progress in the history of English

narrative style. The succession of idioms that he mimics does not evolve

toward clarity. If modern English prose has somehow surpassed its predecessors,

then Joyce would have no excuse to abandon it.

modernism in dance

I know less about ballet than about any other art form, which

is to say, nothing. Thus I was fascinated to read Jennifer Homans’ article

"Geniuses Together,"

in the New York Review of Books some time ago. I have long believed

that "modernism" means a recognition that all the past

ways of representing the world have been arbitrary and culturally relative

styles. Once modernism arrives, we have three main choices: (1)

historicism, the effort to reproduce past styles accurately and

comprehensively; (2) abstraction, the effort to move beyond style

and representation altogether by taking inspiration from something universal,

such as mathematics or the unconscious; or (3) irony, the joking

recognition that there is no way out of style. I’ve argued that these

are the choices faced by the visual arts and also by philosophy. My friend

David Luban argues

that even law faces this dilemma. From Homans’ article, it appears

that the ballets of Stravinsky perfectly illustrate the same situation.

First came a historicist phase, around 1909, when Michel Fokine was Stravinsky’s

choreographer:

Ballet, [Fokine] said, was hopelessly "confused." It was

historically nonsensical for pink-tutued ballerinas to run around with

Egyptian-clad peasants and Russian top-booted dancers; ballet dancers

were ridiculously "straight-backed." … Ballet, Fokine insisted,

must be reformed, and it was here that his ideas dovetailed with Diaghilev’s:

a ballet, he said, must "have complete unity of expression."

It must be historically consistent and stylistically accurate. Petipa’s

French classical vocabulary was appropriate only for French classical

or romantic subjects. If a ballet was about ancient Greece, then the

choreographer must invent movement based on the art and sculptures of

that place and time. …. In Fokine and Diaghilev’s historicist aesthetic,

classical ballet was not a universal form, but a particular style. ….

And then came abstraction, with Balanchine:

Choreographically, Apollon Musagète created a stylistically

unified, Fokinesque "whole" world. But Balanchine broke with

Fokine in one crucial respect. …. For Balanchine, what mattered was

that the external shape, color, and tone of the movement capture an

important idea. He was not interested in historical accuracy or what

he called "petty, everyday" emotions: he was trying to show

something more elevated: "supplication."[7]

In 1957, Balanchine further simplified Apollo (as it was then

renamed) by dispensing with the ballet’s seventeenth-century sets and

costumes in favor of simple black-and-white practice cloths against

a plain backdrop. As such, he brought Apollo into aesthetic orbit

with his most recent Stravinsky collaboration: Agon. …. Agon

was the culmination of an aesthetic Balanchine first introduced in 1946

with The Four Temperaments, and it changed everything we know

about how to watch a dance. Agon has no clear narrative, no melodic

or lyrical line: rather, it piles blocks of movement and music one on

top of another. ….

Of course, dancing in plain lyotards in front of plain drapes is also

a style. In the other arts, sooner or later, minimalism and abstraction

are seen as arbitrary styles, at which point irony becomes the only option.

I wonder whether this has happened in dance.

unions and business ethics

My article on "The

Legitimacy of Labor Unions," which originally appeared in The Hofstra Labor

and Employment Law Journal, is going to be translated into Chinese

for the Global Law Review, a quarterly law journal published by

the Institute of Law of the Chinese Academy of Social Sciences. I’m excited

because an argument in favor of unions is especially important in a country

where the right to unionize is barely recognized.

Here’s a quote to make you angry. According to an article

in the New York Times, after a White House meeting on the Bush

economic plan, "Lizann Sonders, the chief investment strategist

at Charles Schwab & Company, said the tax cut is ‘the answer to the

economy, is the answer to the stock market and maybe most importantly

it’s the answer to bringing back trust and fairness and faith in the system.’"

So a representative of a profession that has squandered public trust has

the gall to say that "trust and fairness and faith" can be restored

by granting her industry a massive tax break that would necessitate deep

cuts in programs benefitting the poor and disadvantaged.

ideology and deliberation on campus

At the Society for Values in Higher Education’s

conference on "Discussion, Dialogue, and Deliberation,"

some of us watched a video advertising a University of Michigan program

that involves students in "sustained dialogues" on race, gender,

and sexual orientation. It struck me that the video would drive conservatives

up the wall, because of the choice of topics, the assumption that the

personal is political, the psycho-therapeutic style, and the attempt to

raise consciousness by unrooting hidden prejudices even among apparently

enlightened students. It also struck me that there were hardly any conservatives

at our conference. This is a common experience in my life. I’m a "progressive"

on most issues myself; yet almost all my professional projects are defined

in strictly nonpartisan, nonideological ways; yet practically everyone

I meet and work with is on the left. I raised this issue at the conference,

illiciting diverse and interesting responses. I won’t try to characterize

other people’s views of this matter. For myself, I think we have three

choices:

1. We could decide that dialogue or deliberation, properly understood

and worked out, isn’t neutral. It’s a form of politics that’s inherently

more attractive to the Left than to the Right. (For example, some people

think that it must deal with racial and gender oppression, because

these topics are at the root of most important conflicts.) Thus, although

conservatives should be welcomed and respected if they choose to participate,

we shouldn’t expect them to join in large numbers, nor should we adjust

our styles and topics to attract them. To a considerable extent, deliberation

(at least on college campuses) will attract the traditional blocks of

the Democratic Party: liberal whites, racial and ethnic minorities,

gays. They have plenty of diagreements and plenty of hidden mutual animosity

to work though, so it is worthwhile to bring them together to deliberate.

2. We could decide that a properly deliberative approach requires the

participation of underrepresented groups. In the case of this conference,

there was pretty good participation by people of color, but to my knowledge

there were no Republicans, evangelical Christians, or people with any

current connection to the military. Just as we would act affirmatively

to increase the representation of an underrepresented minority group,

so we should take affirmative steps to invite the Right to participate.

We should make sure we identify potentially interested conservatives

and ask them to participate. We should evaluate our public statements

and image to make sure that they don’t appear hostile to the Right.

We should include conservatives as partners from the beginning of our

projects, asking them to help us frame our questions and concerns. And

we should not presume to speak for them in their absence. I sense, for

instance, that they would dislike the University of Michigan’s dialogue

program, but it is up to them to express their own views of it. I thought

some of the characterizations of conservative views at the conference

were stereotyped and inaccurate.

3. We should do a bit of both. Some useful exercises (for example,

dialogues on racial identity) are going to be dominated by leftish participants,

and that’s fine. Others will naturally attract conservatives.

Choice #3 seems attractive because it is moderate, but I believe it

is impractical. Given very limited energy and resources, the movement

for deliberative democracy is going to have to choose between #1 and

#2, I believe, and not imagine that we can manage a bit of both.