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| Reviewed: |
Jun 23, 2012 by Sociology Editorial Board |
| Overview: |
Indivisible is a website exploring the changing face of grassroots activism in America through twelve community projects. It employs the documentary tradition and the power of images and personal narrative to describe local identity and civic engagement. The teachers' guide facilitates the integration of exhibition photographs, interviews, and themes into interdisciplinary curricula. It includes an introduction and overview of each project site, and a how-to guide for documenting local communities through oral history and photography. Website materials are particularly well-suited for use in sociology classes to foster understanding of diverse cultures and social problems. |
| Learning Goals: |
The purpose of the site is to give learners a glimpse of diverse cultures, communities, and their problems through photos and interviews.
Although learning goals are not explicitly stated, they could include:
1. Introduction to concepts relevant to multiculturalism.
2. Development of concepts for understanding community problems, social organizations, and variable lifestyles.
3. Appreciation for the use of multimedia presentations.
4. Development of a framework for gathering ethnographic information using oral history methods. |
| Target Student Population: |
This can be targeted to high school or introductory college courses in:
- Sociology
- Multiculturalism
- Social Work
- Multimedia
- Public Administration |
| Prerequisite Knowledge or Skills: |
None. |
| Type of Material: |
This is a web-based oral documentary depicting local activism. It consists of a chapter for each of twelve communities. Each chapter includes a clear description about the project and compelling photographs narrated by local activists. |
| Recommended Uses: |
It could be used to supplement instructors' presentations on relevant concepts (e.g., multiculturalism or organized community responses to local problems). It could also be used as a template for students assigned a team project to conduct oral histories suitable for public presentation. |
| Technical Requirements: |
Standard media software and plug-ins. |
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| Strengths: |
There is a clear introductory page and menu arrangement. Each chapter can stand alone, and learners can easily move through photographic slides, read synopses, and listen to recordings of those interviewed.
The chapters are well-integrated stories that bring learners to place themselves within the context of community life. This may also encourage students to conduct research into both the content and the methods of presentation. |
| Concerns: |
This is not an academic website, per se. However, it would serve to supplement treatments of multiculturalism and community organization. There is no summary section which ties chapters together. Therefore, students could be challenged to derive generalizations that would cut across case studies. |
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Potential Effectiveness as a Teaching Tool |
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| Strengths: |
Each chapter tells a cogent story about a community and activist efforts therein. The stories are heartfelt, as well as informational, demonstrating the capacity of ordinary people to organize themselves to work for important local change.
Learners can easily navigate through chapter materials, and get a good feel for community issues and projects. |
| Concerns: |
This is primarily a demonstration website. It does not include a detailed learning plan. The teachers' guide summarizes each chapter, and includes more background information about local projects. However, instructors will have to determine if their students have sufficient prerequisite knowledge necessary to understand chapter materials. |
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Ease of Use for Both Students and Faculty |
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| Strengths: |
This website is visually appealing and contains interesting photographic and audio materials useful for augmenting class treatments.
The website is also easy to use with clear menus and intuitive navigation guides. |
| Concerns: |
Should learners be tempted to move through chapters too quickly, instructors might want to employ discussion questions to encourage more intensive student engagement. |
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| Other Issues and Comments: |
The teachers' guide provides additional information about the projects. It could be supplemented with additional questions to encourage critical thinking.
The website is over a decade old. It would be interesting and informative to have a brief update on the present status of relevant community projects.
The website is actively maintained in that all links seem to work. |
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