Finnish Americans and the Farm Revolt of the 1930s

Farm protest in the United States attracted widespread attention in the 1930s as militant farmers interfered with foreclosure sales, demonstrated at county court houses and state capitals, and blocked highways and stopped trains to prevent crops and livestock from going to market in an effort to raise farm prices. The best known of the protest groups was the Farmers Holiday Association, which was formed in 1932. Prior to the Holiday, however, a left-wing group organized by Communists in 1930 known as the United Farmers League (UFL) gained an initial following in the cutover country of the Upper Peninsula of Michigan, northern Wisconsin, northern Minnesota, and parts of the Dakotas and northeast Montana. Finnish Americans dominated the UFL in the Upper Midwest and in a few locales in the Dakotas. Evidence for this high level of influence comes from the fact that the head of the Communist Party’s Agrarian Department was Henry Puro, a key figure in Finnish American Communist circles and a member of the Party’s Politburo. This paper will focus on Finnish American involvement in the UFL and, to a lesser extent, the broader-based Farmers Holiday movement.

Multimembership and Identity in Writing Centers and in Industry: Examining the Work of Reconciliation in the Michigan Tech Multiliteracies Center and at Kimberly-Clark Corporation

Writing center scholarship and practice have approached how issues of identity influence communication but have not fully considered ways of making identity a key feature of writing center research or practice. This dissertation suggests a new way to view identity -- through an experience of "multimembership" or the consideration that each identity is constructed based on the numerous community memberships that make up that identity. Etienne Wenger (1998) proposes that a fully formed identity is ultimately impossible, but it is through the work of reconciling memberships that important individual and community transformations can occur. Since Wenger also argues that reconciliation "is the most significant challenge" for those moving into new communities of practice (or, "engage in a process of collective learning in a shared domain of human endeavor" (4)), yet this challenge often remains tacit, this dissertation examines and makes explicit how this important work is done at two different research sites - a university writing center (the Michigan Tech Multiliteracies Center) and at a multinational corporation (Kimberly-Clark Corporation). Drawing extensively on qualitative ethnographic methods including interview transcriptions, observations, and case studies, as well as work from scholars in writing center studies (Grimm, Denney, Severino), literacy studies (New London Group, Street, Gee), composition (Horner and Trimbur, Canagarajah, Lu), rhetoric (Crowley), and identity studies (Anzaldua, Pratt), I argue that, based on evidence from the two sites, writing centers need to educate tutors to not only take identity into consideration, but to also make individuals' reconciliation work more visible, as it will continue once students and tutors leave the university. Further, as my research at the Michigan Tech Multiliteracies Center and Kimberly-Clark will show, communities can (and should) change their practices in ways that account for reconciliation work as identity, communication, and learning are inextricably bound up with one another.