Why I teach

 

Splatter ReadingThis blog post was inspired by a colleague’s suggestion last year that fellow faculty write a short piece for the campus paper on why we teach. I have been thinking about this essay prompt for a while, and I think it is especially fitting to write this now that I have tenure.

The reason why I teach is not that I am a teacher. It is because I am a social scientist. Part of the sciences (natural and social) is the pursuit and sharing of knowledge. This means that I teach, because I love learning. I teach, because I love sharing what I’ve learned. Teaching my research areas forces me to think and re-think ideas and concepts. It also makes me a better writer. When I prepare for a new semester, I update my PowerPoints with new data. This is not just to be a good teacher, but it is also to be on-top of things going on in my field. I teach because it is truly fun and satisfying to me to find new material for my classes. I go into each semester hoping that the new information I’ve found may be interesting and compelling to my students.

At the same time, in the classroom, I am less interested in teaching facts, than sharing knowledge that can help students critically look at the world around us. To me, knowledge is not just a series of facts and data points. Social science is a process; it is active not static. In sociology, a typical introductory lesson includes C. Wright Mills and the “Sociological Imagination.” Mills writing in 1959 notes that there is, “generous comment in all schools of social science about the blindness of empirical data without theory and the emptiness of theory without data. But we do better to examine the practice and its results….” (66). In other words, social science is not just the practice of research or even its findings, but it is a field that is at its best when we ask questions about research. It is my hope that I’ve been able to inspire my students to ask similar questions.

So why do I teach? I teach not because I am a teacher, but because I am a social scientist.

Visualizing the 100 Largest Cities in the U.S. (1840-2010)

In a previous post, I discussed how I like making visualizations for my classes using Google products. It’s a good exercise for me, and hopefully it leads to something useful in fall. My weekend project was this map of the 100 Largest Cities in the U.S. (1840-2010) using Google Charts’ GeoChart. It was largely based on this code. However, I had to make a number of changes to have it do what I wanted it to do. I also had to organize the data in way that was useful. The dots on the map mark cities that are amongst the top 100 urban centers in the United States in a census. The slider is a date filter that allows one to either move decade-by-decade to see the rise of cities in the Sunbelt, or see the persistence of a city in the top 100 depending on how you move the sliders.


The neat thing about the GeoChart API is that it rendered within the browser using SVG. While the GeoChart API will recognize place-names, it loads much faster if you use latitude/longitude coordinates instead of place-names. There are 269 cities in the map above, with data drawn from 18 census years.

This was meant to be a fun weekend project playing with the GeoChart API. I’ll probably play around with this a bit more, so that I can make use it in my urban sociology course in the fall.

My Favorite Class as an Undergraduate

Splatter BackpackI’ve been meaning to post a blog for a while on my favorite courses. As an educator, I regularly reflect on the courses I had as an undergraduate (something I think is important for teachers to do regularly). I also want to specifically thank UC Irvine’s Humanities Core program for my success as a student and scholar. Despite taking the class over a decade ago, Humanities Core always comes up when I think about my undergraduate coursework. So I can easily say the course was effective and impactful. During my new freshman orientation, I was placed in the course, because it fulfilled requirements for humanities majors (history at UCI is in the School of the Humanities) and it satisfied the lower division writing requirement for general education. However, it was much more than something that fulfilled a requirement. I’d say that Humanities Core laid the foundation for my later success as an undergraduate and graduate student, my work as a researcher, and my job as an educator. So in this blog post, I’d share with you all why Humanities Core was the best course I ever took. *** No offense to any of my former teachers and professors reading this blog.

Humanities Core is a year long interdisciplinary course that is taught by a team professors across the humanities (such as art history, history, philosophy, and literature). The year typically revolves around a theme, and I believe that the theme for my year was the “journey.” Although it had a theme, the material was incredibly diverse and varied. That year, I read the work of David Hume, Plato, the Chinese epic Journey into the West, and the work of Freud. I watched Hitchock’s Rebecca, Hiroshima mon amour and the opera Madama Butterfly. I learned about the Aztecs, William Bradford’s religious beliefs, Cabeza de Vaca’s experiences in the New World and was introduced (briefly) to Chicana/o studies. In addition to content, the course had a substantial writing component which meant that the course was worth 8 credits (or two courses) per term. So this was much more than just a year long survey of the humanities, it was a sustained effort in reading, critical thinking and writing in my first year of college.

I believe that the structure of Humanities Core was incredibly in developing my critical thinking skills and writing. It was one of the few courses that truly balanced content and writing instruction. I still remember the lecture given by a philosopher Terence Parsons on ‘a priori’ and ‘a posteriori’ knowledge following a reading of Hume’s Dialogues Concerning Natural Religion. The follow up in the writing seminar on argumentation helped turn the lecture material into something that would help my writing. Looking back, I see that the intent of the reading assignments, lecture and writing assignment was to make us think about how we make arguments. When we read historical works like that of William Bradford and Cabeza de Vaca, we were not just learning content. We learned how these historical figures legitimized and justified what they wrote. We also learned that these texts were primary sources to be used in making our writing effective.

The teaching assistants/writing instructors for the course were typically advanced graduate students from throughout the humanities. I don’t remember if it was luck or if I was placed in writing seminars with historians, but I was. In either case, I believe this positively affected my writing as a young social scientist. I owe a great deal of my writing training to Robert Blackman who I had both in Humanities Core (and later as a history instructor). I learned that when you quote or cite texts it is to support your argument and not to use quotes as a crutch. It was about using/analyzing a text (such as the diary of William Bradford) as a means of providing evidence. Essentially, I learned how to find/use evidence to discuss some form of historical, social or cultural phenomena. Oh yea, and I learned how to use the Chicago style of citation not MLA (thankfully!).

I could go on and on about how great of a course it was, but I won’t. While this was ‘Humanities’ Core, I believe that this course laid the foundation for my social science training (I declared sociology as a second major as a junior). In conclusion, when I reflect on my time in Humanities Core, I don’t just remember what I learned. I remember that I love learning. It reminds me of why I went into research and why I enjoy teaching the subjects I care about.

To my fellow educators reading this via social media, what was your favorite class?

Why I wrote about Spider-Man

Although my primary area of specialization is urban studies, I recently published an article entitled “Fear of a Black Spider-Man: Racebending and the Color-Line in Super Hero (Re)Casting” that is now online ahead of print. In this blog post, I figured I’d talk a bit about why I wrote that piece and link it to why I think personal interests, research, and teaching are closely connected.

My article seems timely given the recent news that there will be a new Spider-Man movie starring a new actor produced under the watch of Marvel. It may also seem timely given the recent suggestion that Idris Elba play James Bond or the recent news of Mehcad Brooks playing Jimmy Olsen in the upcoming Supergirl television show. However, this is not a new issue and the issues of race, racebending, and casting is a recurring debate amongst fans of superheroes and other genres. This debate is something that I have been following as both a fan and a social scientist for the past few years. However, this is my first research article on the topic.

The origin of my work on race and superheroes goes back to my dissertation. In a chapter, I use Zorro to discuss the not-so-fine line artists, authors, and writers walk when they appropriated non-WASP culture for popular dissemination. I specifically discuss how Johnston McCulley was very careful to make Zorro of Spanish and not Mexican descent. This choice to make Zorro specifically European was not simply to tell a good story. It was a choice that was influenced by racial attitudes of the time. However, my dissertation wasn’t about Zorro or superheroes. It was about the use of “Spanish” culture in California’s built environment and visual culture.

The reason why I became interested in the Donald Glover controversy is that I enjoy comic books, superhero movies, and video games. However, as a critical social scientist, I cannot help but be persistently aware of the under-representation of different groups in popular culture. As a sociologist, I’m always using my “sociological imagination” to see the connection between aspects of everyday life to larger social realities. Essentially, I wanted to put my training and curiosity to use, while digging deeper into something I enjoy.

Another reason why I chose this project is that I wanted to do something different. I wanted to explore a different topic and employ different methods to test myself. To put it simply, I made myself write this article for the same reasons why I make my students write papers. Doing the research and writing the paper allows me to develop and test my skills and knowledge in another area of interest.

Finally, I was teaching courses on race and ethnicity every semester when I was working on this project. So reviewing the literature, conducting the research, and writing helped me in the classroom. Bringing this research into the classroom – partially since it was about Spider-Man – was enjoyable for both myself and my students. It was a fun way to show my students the connection between personal interests and research.

It’s unlikely that I’ll continue to do research on superheroes, but I think it’s an exciting time to be a fan. The news that Spider-Man can be included in the Marvel Cinematic Universe, the coming Captain Marvel and Black Panther movies, as well as the recent shake up of the Avengers in the comic books are intriguing on so many levels.

Teaching Social Science Writing

Like most semesters, I assign a lot of writing despite my heavy teaching load. However, this semester I have spent a bit more time discussing what makes social science writing different from what they might have encountered in other classes (e.g. why MLA is inappropriate for our class). This blog post will discuss some of my concerns and thoughts regarding teaching social science writing.

A few premises I want to get out of the way. I think effective writing across the disciplines is important. There are a lot of issues with student writing. For example, political scientist Michael Allen has a good post on passive voice. Like Steven Pinker, I’m against academic gobbledygook. I understand that basic skills in writing and research are difficult to learn and just as difficult to teach. For instance, at Kutztown, the other sociology faculty and I created a guide to writing academic (sociology) papers on our webpage. However, a persistent problem is the lack of discipline specific training in writing.

My goal is to make students not just critical thinkers, but much more rigorous thinkers. Not only do I want my students to be better communicators, I want them to be accurate writers. So here are just some of the issues I encounter every year that is specifically tied to social science writing.

  • Use of Sources
    • We live in a world where good writing is often more important than good research. As Michael Chabris explains on Salon, popular nonfiction work such as Malcolm Gladwell’s fails to meet the rigor social science. A criticism of Gladwell is his cherry picking of studies. Our students do something similar. They find a quote in a text to ‘augment’ their writing (rather than build an argument based on existing research results and methods, or theory). When I’ve asked students to construct literature reviews, very few actually survey the research. Most structure their literature reviews author-by-author plugging in quotes that include the terms and concepts they want to write about. Here the quote is a crutch. They’re augmenting their writing rather than building a foundation for an argument that is grounded in the research. That’s not to say what my students are writing aren’t relevant, interesting or significant. However, the way they are using sources tends to emphasize the significance of what they are saying, rather than provide evidence that what they are saying is reliable and valid.
  • Generalizability and Importance
    • Sociologist Robert Merton in his classic work Social Theory & Social Structure, discusses (or grossly generalizes) different approaches to research. For example, Merton suggested that, Europeans take the position: “We don’t know that what we say is true, but it is at least significant.” While the Americans take the position: “We don’t know that what we say is particularly significant, but it is at least true” (pp. 494-495). As a qualitative and critical researcher with postmodern inclinations, I tend to agree with criticisms of positivist social science. However, I believe that significance (or social relevance) and truth (validity/reliability) are both important. The balance of those two sides in research is what makes us social scientists.
  • Unit/Level of Analysis
    • When my students write about inequality, they do a fairly good job emphasizing it as a social problem. However, a common problem is that many will mention things such as racial segregation in the United States and slums in the developing world in the same paper. There’s no unit of analysis. There’s also no sense of level or scale. This is linked to the aforementioned problem of precision, validity and reliability. However, it is also connected to the disconnect between course content (information) and the notion of research. Student papers spend a lot of time reporting facts, rather than transforming that information into data that can be analyzed. In other words, writing doesn’t just open up discussions of social problems, but is part of operationalizing research.

While I verbally address many of these problems in class, I feel that I could (or should) do much more over the course of the semester. As this semester wraps up, it’s time to head back to the drawing board to come up with new ways to encourage better social science writing in my courses.

Teaching and Visualizing School Segregation: Google Docs

As I’ve discussed in an earlier post, education and race is a topic that I discuss in my classes. I’m also a big fan of providing visualized data for my students when I cover the material. So, I was very happy to see Reed Jordan at the The Urban Institute’s great post (with maps) on segregation in America’s public school system. Maps and other visual material support my lectures and PowerPoints in making the case that we are still very much a segregated country. Specifically, that this segregation is despite the country’s increased diversity. However, this post is not going to focus on segregation. Rather, I want to share the way I present information to my students via tables and charts in PowerPoint as well as Google Docs/Drive. Google Docs is not just a web-based replacement for Office. Part of Google Drive, it allows you to make Fusion tables to map and chart data. Its spreadsheet (and presentation program) can be embedded into webpages and other HTML files for easy online sharing (such as in your CMS). You can, of course, also share the spreadsheet if you wish.

Why do I want to share this material? If you’re a social scientist, you likely want to present data to your students. However, the charts included in publisher provided PowerPoints are ugly and often out-of-date.  I’m hoping that sharing my spreadsheets will help you to embedded figures, tables and charts into presentations and other course materials.

Source: http://nces.ed.gov/programs/digest/d13/tables/dt13_203.50.asp

As mentioned above, the segregation we see in American public schools is despite the country’s increased racial and ethnic diversity. For most kids in the United States, they are more likely to attend schools where other students look like them than otherwise. For instance, Orfield and Frankenberg’s report has notes that we are in an unprecedented era of diversity, but there has been a long retreat from integration. The question for me as an instructor is: how do I convincingly present evidence that contradicts students’ notions of societal progress – the idea that the present (and future) is better than that of the past.

I like to show my students several years of data (within their lifetimes) to suggest that the problem of segregation is long-standing and enduring. This is also when I remind my students that their parents were likely born in the 1960s (amidst the Civil Rights Movement). This means that the history of Jim Crow is not ancient history. In Figures 2 & 3, we see that there has not been a lot of change in the new millennium. 60 years after Brown v. Board, most White kids go to schools that are predominantly white, just as most African-American kids go to schools that are predominantly black, and Hispanic/Latino students go to schools with other Hispanic/Latino kids.

Embedded charts and figures from Google Docs are nice because they are somewhat interactive with mouse overs revealing numbers and other information. The option to export charts and figures as images is available as well. However, I like embedding the HTML. I also prefer inserting or creating charts and figures via Excel. This allows for easier updating and having the visualized data fit the theme of your website or PowerPoint (which I haven’t done here).

Source: http://nces.ed.gov/ccd/pubschuniv.asp

While differences remain, there is some good news. The number of high school dropouts has decreased, with the steepest decline being amongst Hispanic students. The mouse over effect is particularly useful in the line chart above and below.

Source: http://www.census.gov/hhes/school/data/cps/historical/index.html

The steep decline in dropouts parallels a record high of students aged 18- to 24-year-olds being enrolled in college. In fact, a greater percentage of Hispanic high school graduates were enrolled in college than Whites in 2012. However, differences remain. Including links to the data sources is important. When I teach my Sociology of Visual Culture class, I require students to get data from the U.S. Census bureau to use in their charts, figures, and tables.

Source: http://www.census.gov/hhes/school/data/cps/historical/index.html

 If this was a lecture, this is likely the point where I’d make a joke about information overload. I’ll wrap up by saying that I hope that my Google spreadsheet is useful (I hope to update it when I have more time). Also don’t forget, Reed Jordan’s post & maps on this issue. The maps are also embeddable.

Why I Study Cities

Splatter Compass

A version/part of this post was presented during the Second Annual Conference on Social Work in the Global Environment at Kutztown University on March 26, 2014. The presentation was entitled “The Global City as Level of Analysis: Connecting the Local and the Global.” As a globally oriented sociologist with concerns for social justice, I do not see social processes and movements as being just local or tied to specific nation-states. Rather, for me the local is always global, and the global is always local. This was the underlying premise of my presentation and this blog post on why I study cities.

Why am I interested in cities? As a product of SUNY Binghamton’s sociology program, I was trained in world-systems. World-systems is a multidisciplinary large-scale long-term approach that emerged in the 1970s and was a preceded the popularization of globalization studies. However, I was never particularly comfortable with the macro-level global approach of world-systems. Without going too much into my intellectual autobiography, my draw to cities is that it is a level of analysis that intersects the local and the global. Specifically, I wanted a more nuanced level of analysis than the nation-state.  Why is the nation-state a problem? Perhaps the best example is the problem of poor regions of “core” counties in comparison to urban centers in semi-peripheral and peripheral counties. While there are no doubt high levels of poverty in cities in the Global South, such cities have amenities that are indistinguishable from that of major cities in the developed world – amenities that poor regions of the core lack. Central business districts, university campuses, golf courses, gated communities, and other elite amenities. This makes urban areas, and in particular alpha or primate cities (the largest city in a region or country), different economically, politically and culturally (as well as environmentally) from the rest of the country. Cities and their relationship to the rest of the country, and in comparison to other nation-states become a useful tool in understanding the larger (global) problem of uneven development. After all, more than half the world’s population live in urban areas – which are very much the product of transnational economic activity and migration.

Of course, urban poverty in the developed and less developed world are not the same thing. However, I believe that urban comparisons are more comparable when using economic indicators like GDP and social indicators to discuss inequality between different places (than at the national level). Moreover, an examination of cities, allows us to discuss the way in which inequality reproduces itself through local as well as global processes. Cities, and more specifically global cities, are a manifestation of the world-economy (which includes the modern world-system) (Knox & Taylor, 1995). London, Tokyo and New York look the way that they do thanks to the way they are connected to other cities – through migration, trade and other forms of social, economic, and political exchange (Friedmann, 1986; Sassen, 2001). More significantly, we see that it’s not just cities in core countries that fit this description of “Global.” Kuala Lumpur, Istanbul, Mumbai, Johannesburg, and Rio de Janiero are all cities very much linked to international finance, multinational corporations, the transnational business class and immigrant communities.When we look at something like immigration, we see similar “pull” factors between cities, because these are nodal points of the world-economy.

At the same time, we can look at such cities with much more nuance than just products of globalization. We can look at individuals, local groups (such as immigrant communities), and “micro”-level social actors that are more than just products of macro level phenomenon (or a top down approach). Rather they are active agents in the shaping of their social worlds within the cities they live and operate in. This is key. In global cities, we can talk about their agency in trade, global social movements, and cultural production. Cities and their citizens are active within transnational networks, which means that they are active participants in the processes of globalization. The best example of this is remittances. It is estimated that over $500 billion are sent to home countries by immigrants. This money not only goes into consumer goods, but family businesses and construction projects that fundamentally shape urban landscapes around the world (Lopez, 2010). Immigrants and diasporic communities in shape cities as much as the cities shape and structure their lives. Cities, after all, are homes. Cities are work places. People have emotional connections to place, whether they love or hate where they live. I would argue that environment, social context, and location come together in very important ways that explain the reproduction of social structure (a very sociological concern). It is, after all, social structure that creates and reproduces inequality.

Many urban communities are global and the spaces they occupy are global. In global cities elite spaces – gated communities – are constructed alongside sites of oppression and poverty – the favelas, banlieu, township, ghetto. Both spaces are the product of migration, draconian public policy, the push of aggressive real estate developers, as well as environmental degradation. Not only are they sites of destruction and inequality, but they are sites in which social justice is fought for. The existence of both spaces, reveal the urban nature of local and global social justice struggles. French sociologist and theorist Henri Lefebvre (1996) used the term “right to the city” to refer to the human right and dignity people should have within the world’s most common “lived” space – the city.  David Harvey (2008, 2010. 2012) in his classic work Social Justice and the City and later works have argued that cities are sites of struggle. As such, there is no doubt in my mind that cities embody and contain many of the local and global struggles that people face.

Work Cited:

Back to School: Desire2Learn Tips

Splatter Backpack

This was originally posted on the KU Converge website.

It’s back to school time. Despite the semester starting last week, I’m still making last minute tweaks to my courses on Desire2Learn. This blog post is dedicated to the various tricks I’ve developed over the last few years. It’s a solid learning management system that has lots of useful functions if you know how to access and use them. I’m hoping that these tips not only help make your courses more effective, but it saves you time in grading, organizing content, and even assessing program goals.


1. Online Test and Quiz Security

Randomizing your questions in a single folder is not enough. There are problems with balance between chapters and cheating in the form of so-called buddy testing. Essentially, I try to make it difficult or inconvenient for a student to ask a friend to take the exam for them.

  • I always have the exam scheduled for regular class time. This is particularly important when there are multiple sections of the same class.
  • I have a mandatory question where the student enters their student ID number. Not only does this make it more difficult for the student to have another student login for them, the results for this question can be downloaded (for all students) as an Excel file and compared to student ID numbers in the class roster in a separate spreadsheet column.
  • I have more questions in the test bank than the number I actually have on the exam. The more you have the less likely two students will have the same exam.
  • The key to having a balanced exam (e.g. having all chapters covered evenly) is to have multiple random folders.

2. Export Statistics is Your Friend

Being able to export results/statistics from quizzes, discussions and surveys is an incredibly useful tool. I teach large classes with over 100 students. So for participation points, I typically have students discuss various topics on D2L as homework. In order to give them simple participation points such as a simple complete, incomplete or zero, I export the statistics on a discussion topic and then re-import them into the gradebook using Excel make sure the file is formatted correctly.

  • See below on how exporting statistics can be use for assessment purposes.

3. Peer Review for Papers Online

Using the group dropbox, you can have students review each other’s work. This worked out pretty well in an online course recently. Simply put students (or the whole class) in a group, and then assign that group a dropbox that allows multiple submissions. Everyone should be able to see all the submitted papers, including Turnitin scores if that function is turned on. If the class is online, you can then have the students discuss and critique papers via the discussion forums.

4. HTML and custom CSS

For faculty that enjoy customizing their course content, you can upload web content directly (such as HTML files). You can’t upload JavaScript, but you can use custom CSS stylesheets. Yes, you can keep your course content simple. However, using a little CSS can make important material “pop” a lot more, as students go over outlines, summaries, etc. For instance, you can have different mouse roll over effects or even a simple menu in place.

5. Surveys for Assessment

At present, the sociology program is using D2L to assess senior portfolios. Each semester graduating seniors submit a pdf of their writing to a D2L course where all sociology faculty are listed as instructors.  Each faculty member fills out an anonymous survey on the student’s work via D2L. This saves time in that it allows me to compile and average scores quickly and efficiently. D2L also allows us to easily notify the student of the outcome.

Post-Dissertation Research Trajectory

handwritingAs I write my tenure and promotion application letter that recaps what I’ve done, I’m also thinking a great deal about where my career will be going. Raul Pacheco-Vega has blogged a bit about his own trajectory. So I figured, I’d spend #ScholarSunday (Pacheco-Vega’s creation) doing a bit of writing on my own trajectory.

For some of us PhDs, we have a love and hate relationship with our dissertation. It was our ticket to being called “doctor.” It led to publications that helped us get jobs and advance our careers. However, we are often sick of it (and possibly the topic) once we’ve squeezed what we can out of it. Yet, moving on is hard. I was recently talking to a colleague of mine and she expressed concern about future research once everything in her dissertation was published. Moving on to a new project is often scary and intimidating.

I actually haven’t thought much about my dissertation for the past 2-3 years. My trajectory is (maybe) different from others though. There were a number of ideas that I had when I was starting my dissertation that were not feasible for a number of reasons. As such, I had a U.S. (or California) -centric dissertation on architecture and culture despite being trained in globalization and global cities. After getting a few articles out of my dissertation, I started moving on to a very different area of study. While my recent work on wildfire comes out of a very brief section of my dissertation, it was essentially a new project that required a lot of new research. I basically had to train myself in environmental sociology. Since then, I’ve been working on global urban and environmental issues rather than culture and built environment. Also, visiting Turkey and Ethiopia the last two summers have allowed me to explore new angles to look at the connection between environment urbanization, but in a way, I’m returning to my roots as a Binghamton Sociology trained scholar.

This shift (or return) led to a bit of awkwardness at the American Sociological Association (ASA) meeting last week. When asked what I work on, I struggled to find an answer. I think for the time being, the simplest explanation is that I look at the “intersection between built and natural environments in the U.S. and globally.” Six years ago, if a time traveler had told me that this was my future, I’d have been shocked.

I’m not sure if this trajectory makes me look unfocused, but I think my short attention span and desire to constantly work on different topics keeps my intellectual curiosity strong. Loving learning is what brought me here, and I still get excited when I learn something new. So hopefully, this excitement can inspire many more years of research and writing. After all, I’m still an early career researcher / scholar.

Reflections on Addis Ababa, Urbanization and Globalization

Splatter Compass

20140722_093946

I’m currently back in Addis Ababa after teaching in Gondar and visiting Bahir Dar. After spending about 2 weeks here in Ethiopia, here are some of my thoughts (or some brainstorming for future research) in my last 24 hrs here in Ethiopia.

When I first read Mike Davis’s Planet of Slums in graduate school in 2007, I noticed a table using United Nations data that suggested at 99.4% of Ethiopia’s urban population resided in “slums.” In comparison, neighboring Sudan had 85.7%. Another point of comparison for my friends who are reading this blog entry, Turkey had a 42.6% slum population. At the time, I couldn’t help but think that the percentage for Ethiopia made no sense, unless one is only using very Western definitions of urbanization and slums. Informal settlement would be a better term. This is why AbdouMaliq Simone in his introduction to Urban Africa discusses the importance of  local social practice and organization as the lens to use when examining cities in Africa. If one uses terms such as percent urbanized a great deal of nuance is overlooked. For example, according to the World Bank, Ethiopia’s urban population had only grown from 15% in 2000 to 18% (of ~91.7 million) in 2013. Addis Ababa represents about half that percentage. Similarly, according to the World Bank the percent of Ethiopia’s urban population in the same time period with improved sanitation only improved from 22% to 27%. In other words, there appears to not have been a great deal of “urbanization” or “development” is taking place given those numbers.

However, there have been dramatic urban transformations in recent years. For instance, Wendel Cox at New Geography has looked that the evolving urban form of Addis Ababa. There clearly is urbanization taking place. There are unavoidable new construction projects in many areas of the city, especially around Bole. Streets are torn up for Chinese backed transit projects such as a new boulevard in commemoration of the African Union’s 50th anniversary in 2013 and a massive (elevated) light rail project projected to open in 2015. The Chinese Communications Construction Company was given a 1.5 billion dollar contract for the light rail project. More recently a Turkish firm was given a major road construction contract. In other words, there’s a massive transformation going on that is re-shaping the city. It’s not uncommon to see “shacks” adjacent to new buildings. I’ve seen several vacated communities of shacks made of earth, corrugated steel, and other materials next to new development of multi-story concrete apartment buildings as one travels from Bole to the old Piazza area of Addis. 

There’s a very interesting story regarding globalization and urbanization here to be told (or will be unfolding), since outside of Bole, there isn’t a strong (Western) multinational corporation presence in the visual urban landscape. However, behind the scenes, in the periphery, factories by Chinese and Turkish firms are being built. Billboards for Arçelik appliances in English, or a Turkish restaurant with Ethiopian staff blasting American hip-hop, as well as authentic Chinese banquet hall style restaurants and shoe shine boys have greeting me in Mandarin reveal an amazing social-cultural tapestry (amidst the extreme inequality) as well as the dynamics of the so-called South-South economic expansion.