Category: a

  • Coalition-making in The Fuse’s Seattle 1919

    Yongho Kim
    Labor’s Story through Music
    February 25, 2004

    Coalition-making in The Fuse’s Seattle 1919: Class Solidarity and Divisiveness, and Incorporation of the Other in post-World War I Unionism.

    Seattle 1919 addresses issues of class solidarity frequently present in the newly emerging U.S. unionism and attempts to unite workers from different race, gender, and skill groups under a common struggle against the capitalist classes. Babson defines solidarity as that which “defined an injury to any one worker as an injury to all workers” (Babson, 9). In practice, this amounted to workers striking in sympathy for a strike held by workers from another industry brought together by geographical links (such as the different unions in the Seattle 1919 strike) or by relationships in their modes of production (such as the Pullman 1894 strike, in which railroad workers joined train operators’ strike). Indeed, the Seattle 1919 strike appears to have been a major show of class solidarity in the inter wars period; was this the reason that it was picked as the title for The Fuse’s rock opera – because the songs focused in class solidarity and Seattle 1919 was its symbol?

    A major point of contention between workers (particularly the skilled) and the factory owner class in early 20th century was scientific management and the scrip system (Zinn, 9). Scientific management, a system of production introduced by Taylor in which workers were to perform minimum tasks on pieces carried on a line (Babson, 27), involved a decrease at the cost of production and the de-skilling of workers, which threatened to end with the relative autonomy enjoyed by skilled craftsmen. (Babson, 29)

    Class solidarity was a problematic concept in early U.S. unionism, especially when applied over marginalized minorities among the working class. White workers would often not accept African-American authorities, although they would appeal to class solidarity in times of hardship. (Arnesen, 80)

    In “Street Speech”, a rhetoric that seems to have been transplanted from that of freedom for slaves is used to advocate the right for workers to be free from the scrip system. The singer says, “brick by brick / nail by nail / we built the mansions / and we built the jails”, pointing out that the power to bring about both opulence of the upper class and oppression on the worker class lies within the worker class. At the same time, it is suggested that the struggle of the working class is akin to that of the African-American peoples because both are directed against a group that owns the means of production. The song goes on: “We don’t want them / we don’t need them / these parasites who live off someone else!”. Thus “Street Speech” is a coalitional effort to incorporate African-Americans to the organizing effort, while at the same time it is meant to rouse feelings of class solidarity from white union workers towards African-Americans who, driven by poverty, often acted as strikebreakers (Babson, 48), triggering racial lynching from union members.

    Unskilled workers were also often excluded in the support from skilled workers’ unions such as the American Federation of Labor (AFL). During World War I, unskilled workers’ unions such as the Industrial Workers of the World (IWW) were prosecuted by the government under the implicit consent of the AFL (Babson, 37). In Seattle’s 1919 strike, even though local AFL affiliates cooperated with each other on a radical path more on IWW’s lane, national AFL representatives dissented. (Brecher, 105) It is to note that the price of such non-cooperation only came back to the worker. In “Caught in the middle”, the singer laments: “I joined IWW for a principle / and the AF of L for a job / now I’m caught in the middle / don’t know which way to go”.

    The uneasiness between the AFL and IWW is also closely bound by the tensions around the newly introduced scientific management. Scientific management, introduced by Taylor, was encouraged to union workers to work in small, mechanical tasks that didn’t require a specific skill. This meant that whenever a strike broke among skilled craftsmen, managers could easily replace them with dozens of unskilled workers from the streets. (Babson, 28) This was the chief reason why AFL would not offer membership to industrial workers. (Babson, 32)

    Seattle 1919 uses strategies of incorporation by appealing to shared experiences as described above. It also points out a common struggle against the capitalist class as a reason to unite forces. The scarcity of solidarity among different minority groups is sometimes compensated by recognizing a common opposing force.

    One form of such approach is by weighing the capitalist’s power against powers traditionally held as authoritative. The singer expresses this in “One Step Further”, in which he sings “I don’t care about the government / I think Rockefeller owns the president”. The capitalist class is portrayed as am powerful force that flies above any controlling mechanism. The weariness of an opposing force that go beyond law is a compelling reason to join a struggle against it.

    A definitive split between AFL and IWW, and the eventual demise of the IWW while AFL grew under government protection, took place during World War I. On the one hand the demand for industrial output increased, while available labor was held steady because immigration routes were blocked. The government, worried that a general strike may disrupt the highly profitable war machinery exportations situation, created the National War Labor Board (NWLB) that mediated negotiations between corporations and unions in order to prevent strikes from erupting. AFL was highly cooperative in the process, alienating the draft-resisting IWW in the process. (Babson, 39) Seattle 1919 is critical of this relationship. “The Push” goes like this: “You say it’s for the war but I think it’s for the money”, which may be referring to the NWLB that is pleading for no strikes because it would damage the country but also to the AFL that claims to show its patriotic stance while receiving compensations in the form of organizing support. I think the song lines up with the IWW, which is evident in the anti-war stance of the lines “In the bloody trenches / where is law and order? / Dying for your country”

    Seattle 1919 is a call to class solidarity across skill and racial lines, because there is a common struggle against a common opposing force. Unfortunately, the brief one-month general strike in Seattle, which most closely resembled such close knit solidarity among the working class in the city, fell down because of fissures with external AFL pressuring and the government threat of turning the peaceful manifestation into a violent one.

  • I just saw this on Tapestry

    I finally found him! He’s Roger Guenver Smith and he did The Huey P. Newton Story in the Fall of 2001. I loved his performance, and his after-discussion in which he advocated having holistic aspirations – I still recall him saying “Say, I my major is the sky.” Oooh! Happy happy.

  • Next year plans

    So, some things I want to pull together for next year just don’t work. This year I was lucky and managed to always leave large chunks of time to be used for my off-campus work study. Next year, I’ve got these two annoying major requirements that stick in the middle of the day – MWF for Fall, TR for Spring. If I just ignored the fact that off-campus work study need to be done during business hours, I could take these:

    Fall
    History of Antho Ideas MWF 10:50 Guneratne
    Elem Portuguese MWF 3:30 + T 1:10 Sunderland
    Anthro of Development TR 2:45 Dean
    Medical Anthro W 7:00 Patten

    Spring
    Intermed Portuguese MWF 1:10 Guyer
    Photography TR 8:50 Deutsch
    Senior Seminar TR 1:00 Weatherford
    Adv Medical Anthro TR 2:45 Patten

    Nice professor combo, good transition. The only problem is that RCTA doesn’t open until 10:00 am, which means I cannot work before 1:00pm. Work hours should be between 10:00am and 5:00pm, or else I’ll have to pick a job tutoring spanish. I could push for a shift thursdays 10am to 2pm, but then that’s it. And then it’s just impossible for Spring. Accommodating a workable schedule would work like this:

    History of Antho Ideas MWF 10:50 Guneratne
    Intermed German MWF 1:10 + R 9:00 Huener
    Anthro of Development TR 2:45 Dean
    Medical Anthro W 7:00 Patten

    German Media MWF 10:50 + W 7:00 Peters
    Photography TR 8:50 Deutsch
    Senior Seminar TR 1:00 Weatherford
    Adv Medical Anthro TR 2:45 Patten

    In which case I could get some TR around-lunch time for Fall and MWF afternoon time for Spring. But it’s still a stretch. Gah, if I had only been an anthro major from my sophomore year.

  • Class schedules are partially up!

    And the anthro classes seem to be all up! Yay MS. Byrne!

    Fall 2004
    Medical Anthro W 7:00 Patten
    Gender and Family in Africa 2:20 Patten
    Anthro of War 1:00 Weatherford
    Untitled 2:45 Dean
    Globalization 1:10 Dean?
    History of Anthro Ideas 10:50 Guneratne
    Intermediate German II Huener
    Philosophy Mind 2:45 Laine
    FIlm Studies 10:10 W7 McDougal
    Race/Sex/Work in Global Economy M7 Morgensen
    Art of the last ten years 8:30 Celender

    Spring 2005
    Seminar TR 1:00 Weatherford
    Native America TR 1:00 Dean
    South Asia MWF 10:50 Guneratne
    Tourism TBA Patten
    Principles of Art 10:10 Celender

  • Ejercicio Etnográfico: Consumo de la cultura latina popular en los EEUU

    Theorizing U.S. Latina/o Popular Culture.
    Prof. María Elena Cepeda
    Macalester College , Febrero 11, 2004
    Yongho Kim

    Ejercicio Etnográfico #1: Consumo de la cultura latina popular en los Estados Unidos

    Metodología: Mis preguntas podrían categorizarse en tres: Las dos primeras tenían el fin de aprender más de cerca la vida diaria de los entrevistados y su relación con la cultura popular (con énfasis en “tiempo libre”.); dos preguntas cuestionando el concepto de latinidad como unidad conceptual y una pregunta general, solicitando una opinión general sobre tendencias contemporáneas en el ámbito de la cultura popular. Entrevisté a tres personas en el Mercado Central – Gerardo, Mayo y María – todos empleados de una de las tiendas. Estaban en su jornada de trabajo pero creo que los encontré cuando el tráfico de clientes disminuía un poco (a eso de las 5 p.m.). Después entrevisté a mi colega de trabajo, Jane, en una ONG en Franklin y a una compañera – Maura – en la otra clase de Latino Studies. Las entrevistas se efectuaron con grabadora bajo permiso (a veces no muy explícito) de los entrevistados por 10-20 minutos. Las preguntas que terminé haciendo no siempre coinciden con el formato original, pero llevan más o menos ese ritmo, como podrá observar en el transcript.

    Don Gerardo es de Durango, México. Ve televisión en casa y escucha música en el trabajo o en el carro. En particular, ve Univisión y ENCL (¿es esto un canal o programa?) y escucha radio Rey. Recibe los canales vía disc. Escucha preferentemente bandas y corridos, como el Gutillo Rivera, Miguel Peña, Vicente Fernández, Tigres, que toquen música ranchera, y no otro. La música ranchera, según Don Gerardo, se distingue porque en la portada del CD dice que es ranchera. Cuando le dije que quería hacer preguntas sobre música latina, afirmó que música ranchera es a la vez latina. Dijo que los cantantes mexicanos y de Latinoamérica son todos latinos. Dijo haber visto un incremento de música latina en el mercado, y que eso es bueno para los artistas y para el mercado hispano.

    Don Mayo es de Durango, México. De vez en cuando sale a los moles hispanos o americanos con su familia o ve televisión mientras descanso o hace trabajos de casa. El domingo, vio los premios de la Furia Musical, en la que salieron premiados Vicente Fernández, la banda del Recodo, John Sebastián, a quienes ya conocía. Le gusta más la música de banda norteña, que necesita varios instrumentos. Dijo que la música de acá está en inglés y no le gusta porque no es de su tierra. Una tendencia en el mercado es que los grupos de Durango están sonando muy fuerte y han estado primeros en los billboards. La música de Durango comparten un estilo – en que se toca el tomborón, órgano, batería, saxofón y batería-, nacieron en Chicago con el grupo Montés de Durango por gente que era de Durango, y ahora hay varios grupos como Montevideo Durango, Patrulla 81, los Alacranes Musicales de Durango y los Imperiales de Durango. Todos llevan el nombre “de Durango” para identificarse. Tenía posters de los Imperiales, quienes tendrán un concierto. Estos días la música duranguense, el pasito duranguense, está volviendo a México.

    Ms. María es de Guajaca, México. No escucha música en el trabajo, pero los miércoles cuando está en casa, música latina, como Chayanne, Enrique Iglesias, música que es bailable, como merengue, cumbia, bachata. También escucha música en inglés como 50 cents, San Pol, y Eminem. La música latina es la que se cantan en español pero también debe ser por gente de méxico. De vez en cuando compra CD’s en el segundo piso. Con respecto a televisión, ve el canal TeveAzteca, #527 en la Dish Network, con programas como novelas, programas en que cuentan chistes, o casos de la vida real como por ejemplo “Lo que callamos las mujeres”. Dice que hoy en día los americanos compran y escuchan más la música latina, lo cual es bueno porque se está compartiendo mutuamente la música.

    Jane Doe es de Ohio. Ella no escucha mucha música en general, pero hoy había sintonizado el NPR y no había música en la programación, salvo comerciales. Últimamente ha visto películas en DVD, como Finding Nemo y Legally Blonde 2. Entonces le pregunté si podría pensar en cosas que hacía que pudiera reconocer como explícitamente latinas. Dijo que en el verano iba a fiestas de baile donde habían designated nights for latino en los bares, dance club y discos, y que también se mezclaba música latina en combinaciones estándar. Se sabe que son designated porque como tal se promocionan en los anuncios. La diferencia entre una designated y una non-designated sería que hay más latinos en una, y que por ende resultan en mejores bailes. Bailar mejor, dice ella, es moverse más y get into the music. Dijo que no ha visto una tendencia a que la música latina haya aumentado su influencia en el mercado.

    Maura es estudiante de Macalester, female, tiene 20 años, es white y está en segundo año. No tiene tanto tiempo libre, porque se dedica mucho a correr, pero de vez en cuando trata de ver cosas en la televisión o escuchar música que sea fácil, para despejarse un poco de las tareas. Por eso tiende a escuchar sound tracks, lo cual es música de fondo para videos de Disney – para poder cantarlo. También escucha Ani DiFranco, que es más algo estereotípico en los estudiantes universitarios. Dado que Ana escucha mucha música en español o que “se sienten latinos”, ella llega a escucharlos también, aunque no los conoce por el nombre. Dijo que en general no ve una tendencia en que lo latino esté aumentando en Estados Unidos, o al menos en Minnesota.

    Observaciones: pude ver que entre los más adultos, se escuchaba la música por ser del lugar de donde provenía uno, mientras que los más jóvenes escuchaban música por su practicalidad. También se daba que la palabra latinos era más familiar a los jóvenes. (O quizás las implicancias del término hispano les era más aparente, o quizás eran los vínculos comerciales que uno establece con la edad). Cuando les expliqué que esto era para una clase de Cultura Popular, todos excepto María y Maura sintieron que no conocían tanto de la “cultura” popular, pero con la entrevista resultaron ser excelentes informantes. No observé tanto el otherness del que habla Storey – ciertamente a todos les era claro de qué estabamos hablando cuando hablamos de televisión y radio. Lo interesante es que no tenemos un sentimiento de que esto sea una cultura “baja” (Storey 8) mientras hablamos de la radio y televisión, pero cuando decimos en general “Cultura Popular” la sensación era (al menos para mí) de alienación. Por otro lado, existía un fuerte sentido de oposiciones binarias como apunta Freccero, pero este concepción de anglo/latino (usé la palabra anglo, o “los de acá” para referenciar a la mayoría white de EEUU) fue en parte inducido por mis propias preguntas que buscaban una distinción del latino (implícitamente en contraste con el anglo)

    Preguntas Iniciales:
    1. ¿Qué haces en tu tiempo libre? Y si miras televisión, ¿qué canales o programas ves?
    2. ¿Escuchas música mientras estudias/trabajas? ¿Qué escuchas?
    3. ¿Qué aspectos de lo que haces en forma diaria lo consideras “latino”?
    4. ¿Hay elementos en tu vida diaria que son más latinos o menos latinos? ¿Cómo son así?
    5. ¿Cuál es tu perspectiva sobre los cambios que está experimentando la cultura popular en Estados Unidos, y cuál es tu opinión al respecto?

  • [Comment] Blues people: negro music in white america

    Yongho Kim
    Telling Labor’s Story through Music
    February 10, 2004

    Baraka points out in chapter 2 that West African music provided a baseline for the music sung by African-Americans who came to the United States through slavery. Two main tenets of these West African roots are the multilingualism of its lyrics and the narrow albeit continuous range in the melody (24). While traces of an unique West African melodic range is visible in the songs assigned, the heritage of multilingualism becomes slightly problematic.

    Baraka explains that West African harmonic system, from which the African-American one develops, unlike European harmonic system, does not follow a scale of tones and half-tones. For ears trained solely around classical/medieval European music, the melodic variations of a West African music may appear either chaotic or static. (The same should be true for the contrary. 25) This is because the West African melody moves subtly between the spaces that a European scale considers discrete. This feature seems prominent in songs that belong to the African-American musical tradition. (Consider, for instance, “O, Lord, I’m waitin’ on You” (CD9, 2) at the instance when te singer sings “Oh Lord” for the third time.)

    However, when Baraka’s assertion that Spanish, French, the different languages from West Africa, and Creole, mixed during the experience of slavery to create a multifaceted lyric for the African-American music, seems far stretched. It is true that in early slave work songs, such as “Ouendé, ouendé, macaya!” (21), mixed French and African portions. This split, Baraka goes on, served the purpose of hiding subversive ideologies from the masters. But in listening to early 19th century’s folk, blues, and spirituals, I find no such mixing. On the one hand, there is obviously no further need to hide messages. On the other hand, most of these words have been incorporated into (almost) everyday English. When I hear foreign-derived words in the songs assigned, I can feel no distinct foreign ethos such as those found in Latino speech which may mix Spanish words (which are distinguishably identifiable as “non-english” words) or any other language.

    I am not sure if this happens because of the long history of African-Americans in the US, or because of some preferential pattern in which the media portrays certain words as foreign/exotic whereas others become merely slangs. But in either case, I can argue that should many words in contemporary African-American/African-American derived lyrics originally come from other languages, it has reached a distinctive familiarity that sets it apart from other foreign-induced words.