Part II – A Liberating Liturgy: How The Eucharist is Related to Gentrification and Why Urban Housing Is Sacred
Urban Housing and Gentrification
Before we begin to examine elements of the church’s liturgy and look for its connections to our urban neighborhoods, some introductory matter is necessary. We must first define the terminology, describe the setting, and understand the demographic which will provide the context for this paper’s thesis.
Defining the Terminology
Gentrification is a relatively recent phenomenon that began in the 1950s and 60s in London, England, and in numerous U.S. cities. It can be defined as “the transformation of a working-class or vacant area of the central city into middle-class residential and/or commercial use.”1 However, it should be noted that there are other nuanced definitions of what gentrification is; moreover, gentrification is not necessarily limited to urban centers, but is currently being experienced in rural settings as well.2 Yet for our context the above definition adequately describes the process of transformation that the proposed community is currently experiencing. And although there are differing opinions concerning gentrification’s positive or negative effects upon a community, we will only focus on the most prominent consequence of displacement, which Rowland Atkinson and Gary Bridge outline as “Displacement through rent/price increases; Secondary psychological costs of displacement; Loss of affordable housing; and Homelessness.”3
Describing the Setting
The setting for this paper will be Dallas, Texas, and particularly a community in the northeast quadrant of the city-center commonly known as “Knox-Henderson.” In recent years this area has undergone significant redevelopment due to its close proximity to Uptown Dallas, a burgeoning community of White, young professionals who may occupy any of the numerous upscale apartment buildings or condominiums that have recently been constructed in the area. Interestingly, Uptown Dallas was historically known as Freedman’s Town or North Dallas. Beginning after the Civil War freed slaves began to buy small tracts of land, which now borders the Central Expressway, and to develop its own burgeoning community. However, this all changed in the 1940s and 50s when the the city of Dallas began to institute particular changes that transformed the community into what it is today.4 The Knox-Henderson area has been slower to change, maintaining an ethnically diverse population, which now incorporates a significant percentage of Hispanics. Yet transformation is occurring in the form of upscale residences and restaurants along N. Henderson and N. Fitzhugh Avenues.5
Understanding the Demographic
The population of the Knox-Henderson/Fitzhugh section is predominantly Hispanic and it forms the western boundary of East Dallas that lies between the Central Expressway and I-30 including the area surrounding Fair Park. The Dallas Independent School District (DISD) demographics for this section are overwhelmingly Hispanic with averages from most elementary, middle, and high schools maintaining Hispanic percentages near or above 75%. For example, Robert E. Lee Elementary School is an elementary school within the the Knox-Henderson/Fitzhugh section and its demographic is 75% Hispanic, 11% African-American, and 12% White. Nearby Ben Milam Elementary School is 87% Hispanic, 7% African-American, and 4% White. The entire district’s percentages are 67% Hispanic, 25% African-American, and 5% White.6 Another interesting statistic is the percentage of students that are eligible for free/reduced lunches. DISD states the following parameters for qualification:
“Children in households receiving Supplemental Nutrition Assistance Program benefits (SNAP–formerly Food Stamps) or TANF may be eligible to receive free meals regardless of household income. Also, if your household income falls within Federal Income Chart limits, your children may be eligible to receive free or reduced-price meal benefits.”7
According to Robert E. Lee Elementary’s demographics, 78% of their students qualify for free/reduced lunches, while the entire district is at 87%.8
These statistics are important because they indicate the ethnic and socioeconomic disparity between Uptown Dallas and the Knox-Henderson/Fitzhugh area. And they are particularly important in considering the gentrification that is already occurring in this section of the city. The demographic of Knox-Henderson/Fitzhugh indicates that as gentrification continues it will displace poor, Hispanic families, many of whom have emigrated from Mexico and Central America.9 There’s a particular liminality that accompanies poverty and especially poverty within immigrant families where home and permanence have been left behind in Central America. However, that is exactly what is being threatened by gentrification that is occurring within this area through rent/price increases and the displacement of social capital in the form of family, friends, and neighbors who are forced to move.
1 Loretta Lees, Tom Slater, and Elvin Wyly, Gentrification (New York: Routledge, 2008), xv.
2 Ibid, 135.
3 Rowland Atkinson and Gary Bridge, eds., Gentrification in a Global Context: The New Urban Colonialism (New York: Routledge, 2005), 5.
4 Marsha Prior and Robert V. Kemper, “From Freedman’s Town to Uptown: Community Transformation and Gentrification in Dallas, Texas,” Urban Anthropology and Studies of Cultural Systems and World Economic Development, 34 no. 2/3 (Summer-Fall 2005): 183.
5 Steve Brown, “Fitzhugh’s Gentrification Moves Into Retail Site Makeovers,” The Dallas Morning News 25 June 2010.
6 “Scorecards,” Dallas Independent School District, http://www.dallasisd.org/scorecards (accessed December 8, 2012).
7 “Free and Reduced Price Meals,” Dallas Independent School District, http://www.dallasisd.org/Page/931 (accessed December 8, 2012).
8 “Scorecards,” Dallas Independent School District.
9 I understand this to be indicated by the percentage of students that are “Limited-English-Proficient” students in the district. For example, 31% of the students at Robert E. Lee Elementary are “Limited-English,” while the district as a whole is at 38%.