Generally, the residents consider the book less as a literal representation of their community and more as a document, expressing one specific working-through of the matter, a discussion piece that can be used in their neighborhood.
It was quite clear in their decision not to incorporate more demographic or study materials in the book. To some extent, residents felt that the editorial alterations that had been made in their interviews cumulatively expressed their worldview. To a degree, they felt that this perspective was being provided for students by the university courses. Thus, the second edition brought about academic and dialect cultures being metaphorically abutted to create a dialogue not only about the nature of language and community, but also the intersection of race and class.
Hence, with the second edition of the book, even though the Glassville neighborhood association did not have a wonderful publication, which expressed a Utopian vision of their community, they did have a publication that they felt easy sharing at community occasions, offering to new residents, and applying to advocate for community rights.
In spite of the effort to restructure the discussion of race, the second edition failed to describe the full diversity of the community as new immigrants and some long-time residents of the community are not represented in the book. For instance, as the second edition was directing to press, a group photo was refused by a resident in the community as she did not want her grandmother to appear in the book. The reason behind this was that her family had not been interviewed yet. This kind of act regenerated old disputes.
Even though the book was used in the composition program for two years, Glassville Memories or any other New City Community Press publication is not presently using it in Temple University’s first-year curriculum. Lastly, there are still individual divisions among community, faculty, and program leaders about the history of the project and its importance.
In spite of these moments, the strategic space supporting the objectives of community publishing has succeeded a lot. Ever since the making of Glassville Memories, the Press has worked jointly to publish oral histories of Mexican farm workers, the poetry of urban school children, the photography and writing of shifted union members, and community dialogues on freedom/slavery. Each of these publications have been jointly created and designed by teams of community, university, and student participants. Each of these books has not only adopted within the participating community but also within the literature and composition classes. They are adopted across the curriculum, and not only for first-year writing. This adoption can be a good sign of the long-lasting success of such plans at drawing together contrasting features of an English studies department in support of community-based organizing.
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