From Mill Gates to Magic City: U.S. Steel and Welfare Capitalism in Gary, Indiana, 1906-1930

Gary, Indiana is a city with indelible ties to industrial paternalism. Founded in 1906 by United States Steel Corporation to house workers of the trust’s showpiece mill, the emergence of this model company town was both the culmination of lessons learned from its predecessors’ mistakes and innovative corporate planning. U.S. Steel’s Progressive Era adaptation of welfare capitalism characterized the young city through a combination of direct community involvement and laissez-faire social control. This thesis examines the reactionary implementation of paternalist policies in Gary between 1906 and 1930 through the purviews of three elements under corporate influence: housing, education, and social welfare. Each category demonstrates how both the corporation and citizenry affected and adapted Gary’s physical and cultural landscape, public perceptions, and community identity. Parallel to the popular narrative throughout is that of Gary’s African-American community, and the controversial circumstances of this population’s segregated development.

Finnish Miners versus Ivy League Capitalists

Finnish immigrants were recruited to work in the copper mines of Michigan by Boston capitalists intimately associated with Harvard. Boston capitalists defined the culture of capitalism in the United States. They extended their culture across the continent as they acquired mines and railroads. Finnish workers encountered Ivy League capitalism in Michigan, Minnesota, Idaho, Montana, Wyoming, Colorado, Utah and Arizona—often with the same interrelated group of capitalists. The two groups continually met in explosive confrontations in Montana, Michigan, Minnesota, and Arizona. To the Ivy League capitalists, Finns were terrorists who threatened the American social order. For the Finns, it was a war for social justice. In my presentation, I will trace the experience of Finnish workers in corporations controlled by Ivy League capitalists from the first strike at Calumet & Hecla in 1873 to the Red Scare of 1919-1921.

Portfolios and pedagogy : an examination of ideology and use

Portfolio use in writing studies contexts is becoming ubiquitous and, as such, portfolios are in danger of being rendered meaningless and thus require that we more fully theorize and historicize portfolios. To this end, I examine portfolios: both the standardized portfolio used for assessment purposes and the personalized portfolio used for entering the job market. I take a critical look at portfolios as a form of technology and acknowledge some of the dangers of blindly using portfolios for gaining employment in the current economic structure of fast capitalism. As educators in the writing studies fields, it is paramount that instructors have a critical awareness of the consequences of portfolio creation on students as designers, lifelong learners, and citizens of a larger society. I argue that a better understanding of the pedagogical implications for portfolio use is imperative before implementing them in the classroom, and that a social-epistemic approach provides a valuable rethinking of portfolio use for assessment purposes. Further, I argue for the notions of meditation and transformation to be added alongside collection, selection, and reflection because they enable portfolio designers and evaluators alike to thoughtfully consider new ways of meaning-making and innovation. Also important and included with meditation and transformation is the understanding that students are ideologically positioned in the educational system. For them to begin recognizing their situatedness is a step toward becoming designers of change. The portfolio can be a site for that change, and a way for them to document their own learning and ways of making meaning over a lifetime.