Showing posts with label Appalachia. Show all posts
Showing posts with label Appalachia. Show all posts

Monday, 4 June 2012

It ain't your granny's bluegrass!

I am officially on summer break, and I graduate in less than a week! No more papers to write or articles to read, and although I'm letting out a sigh of relief, it's followed by a feeling of bittersweet sadness - no more exciting class discussions (in the role as student, of course), no more visits in the TA office, and no more getting paid to read and write stuff that I enjoy.  Though I'm sad to be leaving this time with an awesome group of people, I'm excited for the next step...playing the waiting game after sending out applications, hopefully getting a job soon, and (my favorite part in all this) sitting back to enjoy a little bit of downtime . . .

To kick off the summer, this past weekend my husband and I ventured to Scottown, Oh to our first Appalachian Uprising Music Festival! Even though we were in Ohio, we definitely felt like we'd ventured south, back home to the foothills of Appalachia.  The bluegrass festival was held in a 'grand field' (as Chris Thile from The Punch Brothers called it), where people could camp out between the three days of endless music.  We only stayed Saturday night but we listened to more than 11 hours of bluegrass including music from The Vespers (my new band obsession) and The Punch Brothers (my husband's current favorite).

The road trip there was half the experience, venturing off the beaten path and on to winding country (and sometimes) barely-paved roads.  We took our tent and camped out with the rest of the festival-goers, and spent the day in our folding chairs, eating pulled pork sandwiches, corn on the cob, and fried potatoes on a stick, listening to some awesome bluegrass.  But this wasn't your granny's bluegrass!

I have my husband to thank for introducing me to The Vespers who played a couple acts before The Punch Brothers.  The foursome rocked out with their unique, spiritually-inspired, soul-driven music, bringing people out of their chairs not only to 'flat-foot,' but also bang their heads.  To give you a little taste, here's a video clip I took - the chorus of one of my favorite songs, "Got No Friends."  You can listen to the whole thing here, and watch more of their videos here.

Well I got no friends today, and I wonder if tomorrow will be the same. But I know no matter what I do, Jesus I will always have a friend in you!


Some other highlights from our first 'Appy Up' experience . . .

"Appy Up Ya'll"
. . . venturing off the beaten path . . . 

the camping folk in 'the grand field' of Eden Valley Farm 
our little campsite
The VESPERS performing "Grinnin' in Your Face"

signed merch.
The PUNCH BROTHERS


Thursday, 3 May 2012

Winding Roads and Clotheslines

So here's another short creative nonfiction piece I composed for our class blog. I said I'd wait till class was over but what the heck? I'll go ahead and share them as I go!

Source
It’s my dad’s birthday so my husband and I are meeting my parents and brother at our designated halfway point between home in Ohio and home in Virginia – Lexington exit 108. The same exit my husband had to take when he did his master's at Asbury. Every two weeks that first year he’d speed the three hours home, praying that he wouldn’t get caught behind a slow coal truck. It’d be a Friday night and I’d get off from play practice around 11:00 and head down the valley to his parents’ house, praying I wouldn’t hit a deer on the winding mountain road.

Those weeks seemed to drag along but Sunday afternoons came too fast. I’d drive through tears back up the mountain, watching his bumper in front of me, wiping my eyes so I could see. I’d drive him out of town, watching him leave the state, leave me, knowing he’d come take me away one day.

Six and a half years later and we’re married - no more winding roads, they're straight ahead for miles, stretching along fields and towns.  Our friends and family call us‘city folk’ now, living in Dayton proper where we hear sirens and cars and people nonstop.  When we drive home to Virginia it takes a while for our eyes to adjust to the pure darkness, we’ve grown used to the streetlights. But we can’t get away from them. Can’t get away from the noise, the constant movement, the constant pulse.

And here’s the part where people who’ve lived here their whole lives laugh because they would never call Dayton a ‘city’ or ‘city-esque,’ or maybe they would. I guess it depends who you ask. I sometimes feel like I’m a hamster on a wheel, driving I-675 every day to Fairborn, then Centerville, then back to Dayton, school, work, play.

. . .

We’ve made it to Lexington, met up with Mom, Dad, and my brother, we’ve eaten, visited, watched a movie, walked around a mall, not wanting to say goodbye. But we’ll see each other in another month, we remind ourselves. It won’t be like this last time when we’ve gone from Christmas to April.

It’s time to give the hugs and air kisses, the goodbyes till next time. And here it comes, the part that makes my gut knot, makes me glad we’re driving home in the dark so I can wipe at my eyes and not feel embarrassed.

“You take care of yourselves. Be careful up there,” Dad says, pulling me tighter into the hug. And I know he’s seeing that 8-lane road I drive everyday. I know he thinks about it more than he should. I know the image comes up in his mind when he’s spraying down the dusty coal road on his job.

This seems silly to some, but not to people who went nearly their whole lives driving on two- and four-lane roads. Even when we’d travel south for vacation in Myrtle Beach we were on safe four-lanes, comforting trees on either side.

We’re being called back there, pulled home. My husband's fed up with driving altogether and I tell him he could never do what I do everyday, merging and changing lanes, moving with the rest of the world to the places we're all going. I've become the city-driver and I critique him when we're out together. He's in the driver seat and he awkwardly changes lanes, waits for a green arrow, "You could've gone just now," I say as it turns red.

But then I've always critiqued his driving; the first time he took me home from play practice we sat at the light together, looking at each other's lips. I saw the light change out of the corner of my eye and said, "It's green, you can go." He laughed at me; this 15-year-old telling him how to drive. I didn't even have my learners' but I wanted to be the boss. He says he should have known a lot about me in that moment.

He jokes about getting a horse to ride to school everyday. I picture this in my head, they could put him a tie-post next to the Liberal Arts building and he could carry out a bowl of water between classes. He’s resigned to walking to work for now, but I know he’s not really joking about the horse. He told me the other day he wants to buy some birdseed to have in his pocket on his way to school; he can feed the birds like Francis. I think of the picture I bought him for Christmas - a black and white carving of a modern St. Francis in jeans and t-shirt, birds on his shoulders. I draw the line when he says he wants to start walking barefoot.

I can't be too hard on him though. I've recently discovered the spiritual significance of hanging clothes on a line. My favorite writer describes this simple physical act: "After a day of too much information about almost everything, there is such a blessed relief in the weight of wet clothes...Every time I bend down to shake loose a piece of laundry, I smell the grass. I smell the sun. Above all, I smell the clean laundry. This is something concrete that I have accomplished..."

Source
I've started hanging laundry out on our small balcony, hoping I can exchange the smell of fresh grass with potted plants.  It'll do for now, until we have land and our own clothesline in the grass.

Our 22- and 17-year-old selves shake their heads and say, “What the hell are you two talking about?” “People can change,” we say defensively. We’ve seen enough of the city, we need the trees, the mountains, the quiet. We need to look up at the night sky and see the stars. We need those winding roads, the coal truck that might slow us down.

Saturday, 31 March 2012

.Come Away to the Water.

When Scott and I found out there was a soundtrack for The Hunger Games called Songs from District 12 and Beyond, we checked it out on iTunes and really enjoyed it.  The title, like the album itself, suggests roots to Appalachia (and beyond).  We honestly haven't stopped listening to it since we bought a number of the songs last week before going to see the film.  My personal favorite on the album is Maroon 5's "Come Away to the Water," featuring Rozzi Crane.  When I listened to it, the song made me 'feel' what I had felt when I read the book.  I definitely think some of these songs would have really added to the film (only instrumental songs were included in the film other than the two songs during the credits - Arcade Fire's "Abraham's Daughter" and "Kingdom Come" by The Civil Wars' feat. Taylor Swift).

The language in "Come Away to the Water" reminds me of Jesus' journey to the cross (and maybe this is simply because it's Lent and only a week away from Easter).  But, to explain a little more what I'm talking about I've included the lyrics (in italics) paired with some of the Scriptures they remind me of.  Now I'm not at all suggesting that Katniss, Peeta, or anyone else in the film/books are sacrificial like Christ, (although others have) I'm merely sharing a personal connection to the song.



Come away little loss/ Come away to the water/ To the ones that are waiting only for you
(Luke 19:10) For the Son of Man came to seek and to save the lost. (Mark 1:14-18) After John was put in prison, Jesus went into Galilee, proclaiming the good news of God. “The time has come,”he said. “The kingdom of God has come near. Repent and believe the good news!” As Jesus walked beside the Sea of Galilee, he saw Simon and his brother Andrew casting a net into the lake, for they were fishermen. “Come, follow me,” Jesus said, “and I will send you out to fish for people.” At once they left their nets and followed him.

Come away little loss/ Come away to the water/ Away from the life that you always knew/ We are calling to you
(Mark 1:9-10) At that time Jesus came from Nazareth in Galilee and was baptized by John in the Jordan. Just as Jesus was coming up out of the water, he saw heaven being torn open and the Spirit descending on him like a dove.

Come away little light/ Come away to the darkness/ In the shade of the night we’ll come looking for you/ Come away little light/ Come away to the darkness/ To the ones appointed to see it through/ We are calling for you/ We are coming for you
(John 8: 12-13) When Jesus spoke again to the people, he said, “I am the light of the world. Whoever follows me will never walk in darkness, but will have the light of life.” The Pharisees challenged him, “Here you are, appearing as your own witness; your testimony is not valid.”

Come away little lamb/ Come away to the water/ Give yourself so we might live anew 
(John 1:29) The next day John saw Jesus coming toward him and said, “Look, the Lamb of God, who takes away the sin of the world!  (Hebrews 10: 9-10) Then he said, “Here I am, I have come to do your will.” He sets aside the first to establish the second. And by that will, we have been made holy through the sacrifice of the body of Jesus Christ once for all.


Come away little lamb/ Come away to the slaughter/ To the ones appointed to see this through/ We are calling for you/ We are coming for you 
(Matthew 27: 27-31) Then the governor’s soldiers took Jesus into the Praetorium and gathered the whole company of soldiers around him. They stripped him and put a scarlet robe on him, and then twisted together a crown of thorns and set it on his head. They put a staff in his right hand. Then they knelt in front of him and mocked him. “Hail, king of the Jews!” they said. They spit on him, and took the staff and struck him on the head again and again. After they had mocked him, they took off the robe and put his own clothes on him. Then they led him away to crucify him.

Come away little lamb/ Come away to the water /To the arms that are waiting only for you/ Come away little lamb come away to the slaughter/To the one appointed to see this through We are calling for you/ We are coming for you/ We are coming for you/ We are coming for you


(lyrics from Songlyrics.com; verses taken from NIV)

Monday, 26 March 2012

Trip to Pennsylvania: ASA conference #2

..the ASA banner hanging downtown..
This past weekend Scott and I ventured to Pennsylvania (for the third time in our two years living in Ohio, I might add) to the Appalachian Studies Association Conference at Indiana University of Pennsylvania.  It was a great end to my spring break and seemed more like a mini-vacation than a trip that will eventually end up on our resumes.  Because it's never one of our adventures without some minor mishap, we took a wrong exit, which resulted in paying an extra turnpike toll and seeing the welcoming (not!) sign that the next exit was 14 miles away, which then meant turning around, paying another toll and traveling the 14 miles again to the correct exit.

Despite our memorable little detour we made it to Indiana, PA in pretty good time, checked into our hotel and headed downtown to the small college shops, pubs, and restaurants.  We decided on The Train Station for dinner and had the place all to ourselves (which made the little train circling our heads seem even louder).  The food was good but the decor and the fact that we were alone but for our waitress and the cooks made it seem like we'd stepped out of time.

...the restaurant - a converted train station...
Friday morning we got up and went to the school, checked out the vendors - schools like Berea College and ETSU handing out flyers on Appalachian Studies programs, publishers selling books, and local artists and activists handing out pamphlets, stickers, and PENS!!! (Scott says I might have a serious problem about picking up pens on tables...). I presented first and really enjoyed listening to the other presenters on my panel.  They were very encouraging and asked some really great questions for further research on my paper.  From their presentations I learned about Diane Gilliam Fisher's collection of poems titled Kettle Bottom, and the Centralia, PA mining fire that created a ghost town: only 10 residents were living there in 2010 (I had honestly never heard of this tragedy before).

...the UIP campus was beautiful and busy with students...
 

Scott's panel was also very interesting...I learned a lot about Moutaintop Removal and Ann Pancake's novel, Strange As This Weather Has Been about the effects of MTR on a family in West Virginia.  I went to a Folklore and Storytelling panel where we heard a couple Jack tales performed by a professor at IUP; she also shared some picture books that would be great in the Appalachian classroom (adapted for all ages and grades): Mountain Jack Tales by Gail E. Haley, Momma Was a Miner by George Ella Lyon, In Coal Country by Judith Hendershot, and Appalachia: The Voices of Sleeping Birds by Cynthia Rylant to name a few of my favorites.  Cynthia Rylant's When I Was Young In the Mountains would be a great guided writing assignment for students (similar to George Ella Lyon's 'Where I'm From' poem).

I went to a 'Digital Appalachia' panel where I learned about Mappalachia, a digital archive of drawings of Appalachia, created by Berea College in Berea, Kentucky.  Can you believe a grad student all the way from Texas presented about this resource? She was analyzing how it served to depict Appalachia since it included drawings outside of Appalachia, as defined by the ARC.  Another presenter spoke about the Eastern Kentucky Arts Project which "seeks to nurture the visual arts of Kentucky’s Appalachian counties by providing information on the region’s arts-related resources" ('like' their Facebook page here).
...Si Kahn during his Keynote address...
We also attended the keynote address by activist, writer, and musician Si Kahn (I mentioned him in my previous post).  He weaved folk ballads like "I am a Union Woman: Join the NMU" and "One Man Dead on the Harlan County Line" while he spoke of what it means to be Appalachian and what it might mean fifty years from now.  He pondered whether you're born Appalachian or made Appalachian...reminded me of Simone de Beauvoir who said, "One is not born, but rather becomes a woman."  He asked if it were possible to decide to become Appalachian or to no longer be Appalachian.  It was really interesting, and I absolutely loved his use of the ballads during his talk, almost like musical chapter breaks.

Well I've come to the end of my post and I think the only way to end is with a couple of the ballads he shared, "I am a Union Woman" by Aunt Molly Jackson, the "Kentucky Coal Mining Diva" (you can listen to her sing it here).  I also found this video of Si Kahn at a bookstore and he talks a little about Molly and then sings "One Man Dead on the Harlan County Line" (it's in two parts)...



I am a union woman/ Just as Brave as I can be/ I do not like the bosses/ And the bosses don't like me. Join the NMU, Join the NMU 

I was raised in Old Kentucky/ Kentucky born and bred,/ But when I joined the union,/ They called me a Russian Red. 
Join the NMU, Join the NMU

This is the worst time on earth/ That I have ever saw,/ To get killed out by gun thugs/ And framed up by the law.
Join the NMU, Join the NMU 

If you want to join a union,/ As strong as one can be/ Join the dear old NMU/ And come along with me. 
Join the NMU, Join the NMU

We are many thousand strong, /And I am glad to say/ We are getting stronger/ And stronger every day.  
Join the NMU, Join the NMU

The bosses ride fine horses/ While we walk in the mud,/ Their banner is the dollar sign, / Ours is striped with blood. 
Join the NMU, Join the NMU 

(lyrics from here).

Sunday, 25 March 2012

.What is 'Appalachia?': Reflections on District 12.

I read the first book of The Hunger Games trilogy over Christmas break, and I hope to read the other two this summer.  My husband knows the entire synopsis of the series thanks to the internet, but I want to wait and read the books.  This weekend we went to the see the film in theaters twice (yes, twice...not necessarily because we wanted to see it that bad, but because the first time we watched it the teenagers around us wouldn't stop whispering.  I would've liked to have taken a poll of that first audience to see how many people had seen it already.  There's no way that many people wanted to see it and yet talked through most of the film.  But I digress...)

Since I don't know the whole story and I read the first book several months ago, the opinions that follow are solely based on the film adaptation, and they're merely the musings of an Appalachian, reflecting on the role and representation of Appalachia in the film.  Basically, I'm wondering what it really means to be 'Appalachian' today, and what others outside the region and culture seem to think it means.  Part of the reason I'm thinking about this is because of the keynote speaker at the Appalachian Studies Conference Scott and I attended this past weekend (related post coming soon).  Si Kahn, an activist, writer, and musician, posed these two questions to the audience: (1) What does it mean to be 'Appalachian' right now? (2) How do we suspect this will change in the next 50 years?

With those questions in mind, I turn now to the representation of District 12 (culturally and geographically located in Appalachia) in the film.  I think it's interesting that the film-makers (and Suzanne Collins herself) chose to depict District 12 in such a way that makes one think of the turn-of-the-century rather than 50 years in the future.  I'm wondering if audiences think that Appalachian people still go around hunting in the woods for food, bartering and trading, and making their own clothes, because I'm here to tell you, they don't.  I'm sure this is no surprise, but when my husband and I moved outside Appalachia (the area of Ohio where we currently reside is outside the geographic definition of 'Appalachia' according to the ARC) people didn't look at us and automatically guess we were Appalachians (they figured that out when we opened our mouths and started talking with our 'mountain' accents, which I might add the film did not represent - my husband was actually pretty disappointed they didn't).

No, Appalachians today are not much different from anyone else thanks mainly to technology, the media, and Wal-Mart.  Yes, our ancestors might have differed significantly from people in other regions of America, but we carry cellphones, watch 16 and Pregnant, tweet and use Facebook just like anyone else.  We wear the same clothes from Abercrombie and Hollister and Gap, and we drive Hondas and BMWs just like anyone else. This discussion goes back to the assignment I created for my ENG 102 students in my Appalachian-themed class: how has modern technology and media impacted our sense of place?

Getting back to the film, if you haven't seen it I'm not giving anything away by providing these pictures from District 12 (I already posted a couple of these on a previous post).  What do we see?











To me, these pictures look like we've taken a few steps back in history, and perhaps this is because of the rest of the story (what I've not read yet).  Maybe in the destruction of America as we know it now, people adapted to a new way of life.  Living in the mountains might have meant going back to the 'old ways' of living off the land, making do with what you had, similar to our great-grandparents.  If you're an oppressed people lacking in resources, I'd say that would be the smartest thing to do.  (Side note: when they showed the miners in District 12, I was reminded of my great-grandfather who carried that same kind of silver lunch pail everyday to work, not my dad who currently works for a coal company, and I definitely didn't think of some futuristic way of mining coal...the clock, to me, appeared to have gone backwards several decades).

Yes, there are places in Appalachia that still look not a year over 1950 (the film took place in an abandoned mill town in North Carolina) but most of the people (and I qualify saying 'most') don't barter for goods, don't make their own clothes, and don't go around covered in dirt and grime.  And we certainly don't take baths in old washtubs like Katniss does before the Reaping.

I'm not at all criticizing the film, the film-makers, or the author for representing Appalachia in this way.  My mom told me she didn't really appreciate the way they depicted us, and I have to say while I was watching the film, I didn't really take note of it.  Instead, I was proud that Katniss came from District 12.  She's smart, strong, and compassionate, and these traits have a great deal to do with where she comes from.

The film's representation of Appalachia brings us to an interesting discussion of how the film-makers might have otherwise distinguished and represented Appalachia if they hadn't gone back to our ancestral roots, back to the small mining towns, coal dust-covered streets, and simple, practical wardrobe (I was sometimes reminded of October Sky, although District 12 is much poorer, and again, October Sky was set in the past not the future).  What distinguishes us as Appalachians today? Merely our accents? The stereotypes that continue to represent our people?  It's definitely something to think about: how will our children think of Appalachia?  Will we be any different than anyone else in America? And is this a positive, negative, or a little of both?  There's no doubt we come from and still share a rich culture, but do we still embrace it?

No conclusions here...like I said, just some musings.  Any thoughts?

Friday, 16 March 2012

.Appalachian Studies Conference #2

Last year Scott and I attended the Appalachian Studies Conference at Eastern Kentucky University (EKU) in Richmond, KY.  This year the conference is being held at Indiana University of Pennsylvania (IUP) and we're both presenting in panels!  The conference is next weekend so today I've been reviewing the conference booklet we got in the mail several weeks ago (just now getting around to finding the panels I'm interested in attending).

The panel I'm in is titled Literature about Coal Mining and my presentation is called "An Appalachian Pilgrimage Toward National Identity: Cinematic Narrative in Muriel Rukeyser's 'The Book of the Dead.'"  There are three other presenters from Penn State, Goucher College, and IUP.   Scott's in a panel titled Ann Pancake, Mountaintop Removal, and Environmental Justice Critiques of the Crisis; his presentation is called "The Bio-Power of Mountaintop Removal and the Globalized Reach of Appalachia."

Some of the other panels I'm interested in checking out during the conference (and hoping we have the time) include:

Women's Experiences (very excited about this one!) - - "Boarding Houses, Hotels and Mansions: Appalachian Women as Property Owners in Turn-of-the-Century Bramwell, WV" -  "'A Big Smack in the Face:' College Experiences of Girls from Rural West Virginia" - "Oral Histories of Older Women in Appalachian Heritage: Stories of Urban versus Rural Life" - "Single Mothers Staring Down Stereotypes"

Razing Appalachia film viewing (about mountaintop-removal mining)

Women's Literature - - "'The Days of Man:' Depictions of Community in Denise Giardina's Storming Heaven and Menna Gallie's Strike for a Kingdom" - "'You have even been to lady school:' Pierre Bourdieu, Lee Smith, and an Appalachian Education" - "Wilma Dykeman's Wide Reach and Imperative Vision"

Digital Appalachia - - "'Mappalachia:' The Region's Digital Reach" - "Teaching Appalachian Studies in the Digital Age" - "Reconstructing the Inaccessible Past through Virtual World Platforms" - "Helping Eastern Kentucky Art Teachers Build an Online Community"

Developmental Education in High Schools and Community Colleges  - - "Appalachian Girls' College Preparedness: A Comparison of Intervention Programs" - "Perceptions of Teaching by At-Risk Students at a Rural, First-Year-Experience College" - "West Virginia Northern Community College's Attempts at Workforce Development in the 1970s and 1980s" - "A Narrative after Tutoring in Humanities at a Community College in Eastern Kentucky"

Writing into the Forbidden: Women from Appalachia on Cultivating the Courage to Speak panel

There are so many more great panels throughout the three-day conference, and lots of interesting things to explore: books are sold and signed, lots of organizations hand out information (last year we found out about the Bee Hive Collective and bought one of their posters to hang on our wall) so I'm excited to see what new stuff we learn this year.

- - Exciting side-note: we're also planning to see The Hunger Games while we're gone since it comes out in theaters that weekend (for all who've read the book(s) this is another connection to Appalachia since District 12 is considered the Appalachian region of the fictional dystopian society).  Here are some neat pics I found of District 12 in the film.  Enjoy!




Monday, 12 March 2012

.Appalachian Resources.

I'm putting the final touches on the Appalachian class I've been building this quarter (I'm sure some of you are as ready as I am for it to be finished just so I'll stop talking about it on here..haha!).  Anyway, it's been one of those projects you feel like it's your baby so I'm glad the 'pregnancy' is over.  With that said, I wanted to share some of the resources my students will/would explore and discover during the course. I'm pretty excited about finding and exploring these myself so I hope they appeal to working-class/Appalachian (or even non-Appalachian) high school/college freshmen.


Part of the class is focused on the controversial topic, Mountaintop Removal (MTR) since it's such a large part of the culture in Appalachia (the other subtopic is technology and modern media's impact on place and heritage - might blog it soon).  I'm not having students argue or debate the MTR issue; (since it is so controversial and many might bring personal baggage to this issue) but rather they'll be looking at how different groups (coal companies, workers, environmentalists, church activists) depict, represent, and discuss the issue, people, the mountains, etc. Here are a few of the resources for the MTR unit that I'm pretty excited about - -


Thorney Lieberman’s Honoring America’s Coal Miners: A Photographic Project  - - This online book provides pictures taken for Lieberman’s traveling photographic exhibit honoring coal miners.  


I've talked about this next one on my blog before...The Bee Hive Collective’s “The True Cost of Coal” graphic concept booklet (excerpt) - - The Bee Hive Collective, an organization of artists and environmental activists, travel and raise awareness about environmental issues, including MTR.  This graphic concept booklet describes some of the specific illustrations in their mural, “The True Cost of Coal.”  Though they are discussing the consequences of MTR, they do so through visual narratives, depicting the stories of the different groups involved by portraying them as animals of the forest.  For example, the excerpt “The Dance of Hard Choices,” (pictured below) describes the broken-down miners (frogs) continuing a dangerous cycle – they work, they hurt, they buy addictive pills from pharmaceutical companies (depicted as an Ass in a well-endorsed lab coat), they work to buy more pills. 




Coal: A Love Story - - Very excited to find this resource! An interactive site produced by Powering A Nation includes small video vignettes about different aspects of the coal industry.  It also includes a tool to calculate one’s daily use of coal, which will be a fun interactive activity for them.   


Video Clips from SpikeTV series Coal: “Life of a Coal Miner” and “Economy of Coal” - - These clips provide a brief overview of coal miners in West Virginia.  Students will get to hear from the workers, listening to their ‘voices’ and views of the issue.


We'll also be watching an episode ('The Spoil') from the FX original series Justified.  The characters represent different groups involved in MTR - Carol from Black Pike Mining Company; Boyd Crowder a Harlan man hired out by the company to persuade families to sell out; and Mags Bennett, an Appalachian woman and leader of the 'Bennett clan.'  Carol makes her argument that “we can bring prosperity back to this land; God put coal in these hills for just that purpose,” while Mags argues “the story’s always been the same – big money men come in and take the timber and the coal and the strength of our people, and what do they leave behind? Poundments full of poisonous slurry and valleys full of toxic trash.” In this interaction, both women argue within the conventions of the specific groups they’re a part of – both are trying to put their arguments into language patterns that will appeal to the Appalachian community members – Carol mentioning God’s plan of coal in the mountains and Mags’ assertion that only dangerous leftovers will be produced.


Mags Bennett
Source: google.com via Jade on Pinterest

Carol of Black Pike Mining Company and Boyd Crowder
Source: google.com via Jade on Pinterest
I hope you enjoyed exploring as much as I have.  If you find any other resources about Appalachia that might be helpful for this future class feel free to share! (Thanks Chelsea for telling me about the Snakeman show on Discovery; didn't get to work it in but I definitely think there's a place for it in a larger course design!)


P.S. It's Appalachia Awareness Week at Scott's school, University of Dayton - - interesting!

Sunday, 4 March 2012

.StoryCorps: Every Voice Matters.

This weekend I've been working like a madwoman on the Appalachian class I'm building for one of my courses (we're starting our final week of the quarter tomorrow so needless to say it's nearly finished...or should be).  During one of the units we're supposed to have the students interact with people in some way.  In my class they'll be interviewing people in their community about the impact modern technology and media has on their place and heritage.  But, before they conduct these interviews they'll need to learn some interviewing skills.

To do this, we'll be watching the following animated clips, discussing interviewees' roles as 'living' sources and the interview process as a type of 'research.'  These clips are from a wonderful resource called StoryCorps, a non-profit organization that records and collects interviews to share on their website.  The librarian at my school introduced it to our class as a resource to use while generating ideas for our course designs. I wanted to share it on my blog because I'd never heard of StoryCorps, but I've enjoyed exploring the site.  I think it's an amazing resource that could be used and adapted in just about any classroom; it could also be a great family heritage project for anyone wanting to collect and share family stories.  You can see more animations of the recorded interviews here.




The Icing on the Cake: A young woman interviews her mother about their immigration to the U.S. from Mexico (have a tissue handy).




Q and A: A boy with Asperger's syndrome interviews his mother about the mysteries of life.

Tuesday, 21 February 2012

.small people got small houses.

Since Scott and I first read about 'tiny' or 'small' houses (I make this distinction because there's, ironically, a big difference between tiny and small homes) we've been doing research and looking into buying a 'small' house to build on farmland someday. [You can read more about tiny and small houses at the Tiny House Blog and Tumbleweed Tiny House Company is where you can purchase the house plans (and download instantly!).

...you have your Bungalow Tiny Houses...
Source: google.com via Jade on Pinterest

...Tiny houses to-go...
...and the Small houses:

(the paint job doesn't do this small house justice in my opinion)

After living in a small one-bedroom apartment with a tiny balcony in a bustling city-like area (I say 'city-like' because it's more like a city than where we grew up but some city folk would probably laugh at us calling it that) when the time comes for us to move we'll be ready to embark on our dream of owning land, gardening, and adopting stray animals.  You might ask why we're not simply going to just buy a 'regular' size house since we'll have lived in small quarters the first five years of our marriage.  Well, the answer is for simplicity.  If you have less house you have less house to clean, less house to acquire a bunch of junk (you might still acquire it but you'll have to put it somewhere else) and I know what comes along with buying old houses - lots of repairs.  I also just like this idea of a cozy little place in the valley near a mountain, burrowed by snow in winter.

Who knows, though? We might very well change our minds by the time we're looking for a place to put down our roots in a couple more years (or God might have other plans for us), but until then we're enjoying the idea of filling our little house with wall-to-wall bookshelves and large windows for viewing the outdoors.  With the close quarters comes deliberate planning of space; every inch will need to be utilized purposefully, so we've already been thinking of ways to do this.  One way is having a 'loft' as a bedroom, which I quite love! We're both short anyway (and odds are our kids will be too) so sloping ceilings would be the perfect touch for cozy living.















Some other small space ideas...






Thursday, 2 February 2012

.a new term to explore!.

Fellow blogger, Wendy Welch, a used bookstore owner in the Appalachian mountains of Virginia who holds her PhD in Ethnography, is currently working on a book that will be published very soon.  While reading one of her posts, I came upon her term, "trailer park intellectuals" which she defines as: "people who are intelligent yet didn’t get a higher education, who often have jobs that don’t require–or perhaps even value–their innate smartness and problem-solving abilities."  Since reading her interesting concept I've been fascinated by this idea, especially since I've been 'building' an Appalachian composition class focusing on the stereotypes, traditions, and controversies (Mountaintop Removal, marijuana, moonshine, methamphetamine production, blurring lines of church and state) in the Appalachian region.  My class is currently titled "Place and Heritage: Where In the World Is Appalachia?"

Since learning about this term Wendy and I have communicated briefly about the possibility of the term having negative connotations.  Negative or not, I thought the term (and the people it serves to define) would definitely be an interesting concept to discuss in my future Appalachian class (when I do get to teach it, that is).  In the Composition/Rhetoric course I'm currently taking, we've been reading lots of articles that discuss the working-class student in the academy and the transitions they must make within this new discourse community.  This term seemed to relate, somewhat, to some of the ideas expressed in those articles (related blog posts coming soon!).  And as a student/teacher from a working-class family, I understand first-hand how the language of the academy can seem 'exclusive.' Currently, I think society (and most people) have a certain person/people, language, and conventions in mind when they think 'intellectual,' and I think and agree that it should be changed!  There are many different kinds of 'intellectual' and many different distinctions that people might not consider - in my own family, my dad gutted, designed, and rebuilt the entire inside of our Sears-Roebuck house and my mother can cross-stitch any pattern she sees from memory.  I'm proud of the intellectuals I came from and the intellectual I've become.  Perhaps it might do us all some good in considering: what does 'intellectual' really mean? 

Getting back to Wendy's term I thought it would be engaging to ask my current ENG 102 students what they thought about the term - a somewhat 'objective' audience since they're not from the Appalachian region. The students come from lower-middle to middle-class background, some from rural farm towns in Ohio and others from more urbanized centers like Cincinnati and Columbus.  The university is public liberal arts and my students' majors range from nursing to engineering to primary education.  I framed the discussion by writing the term, 'trailer park intellectuals' on the board and asking them two questions:

(1) seeing this term for the first time what do you think this term means?
(2) do you think it has negative/positive/both connotations?

My students wrote their answers anonymously on scraps of paper and handed them in, and then we discussed it briefly as a class.  Students were eager to share their ideas and it seemed to really spark some interest among the group.  Here are some highlights from their responses (the #s refer to the question they answered from above)...

(1) the first reaction that I get is poor or I don't know why but redneck (2) the term sounds negative to me...

(1) I feel as if it is speaking upon a low-class citizen.  (2) I would feel offended to be called something with the word 'trailer park'


(1) Trailer park intellectuals seems to [refer to] someone from a lower income or class background who show some wisdom despite [their] surrounding (2) I believe it can be both taken negatively as degrading and positively as a sense of pride in the same way terms such as 'ghetto' or 'redneck' have been


(1) people who are really creative in a trailer park style, example: someone who wants a truck bed hot tub (2) white trash or poor


(1) people that live in a trailer park that are really resourceful with what they have (2) It could be negative if people talk down [to] them because they don't have a lot of money


(1) refers to someone who appears to be uneducated (2) I feel this term perpetuates a negative appeal


(*this one was very interesting and probably the most unlike the rest) - - (1) it means someone who knows a lot about trailer home parks (2) could be both because someone is needed to design the park and make sure it runs efficiently like an architect, but it could be used negatively to say all the person knows is about trailers, so must be low class


(1) intellectuals who live in a trailer park (2) it sort of implies that you are a smart trailer trash person which may not be a bad thing?


(1) I would think this means something nasty.  If you get called anything that involves 'trailer' it means you're trashy, dirty, and poor (2) this is negative


(*another one I found quite interesting in the words s/he chose) - - (1) it sounds like redneck 'smarts' (2) definitely negative because when you hear trailer park people [you] automatically think trash or redneck


(1) I think it means people who come from a poor background, but became educated and wealthier than they were growing up (2) It can have both.  They are saying you come from lower class people, but also saying you rose above it


(*yet another interesting observation) - - (1) sounds like someone who thinks they are very informed on a topic and will argue about it, but is only informed on one side of the issue (2) definitely has negative connotations basically sounds like an ignorant American


(1) People who come from bad situations but thrive (Oprah) (2) it would be insulting


(1) I think of someone who, though they may not be college-educated, are still 'well read,' or intelligent.  (2) It seems like a very back-handed compliment, and it does have negative connotations.

I thought all their insights were certainly interesting, considering their own lower- to middle-class backgrounds.  Many of the students I've taught at this school are first-generation (like me) and working-class, often working to pay for college.  I think many of them took 'offense' to the 'trailer park' because of the connotations that can often come from it thanks to television, movies, and the media in general.  When I told them why I was asking for their opinions, in connection to my Appalachian background, they said that they didn't think of the term as necessarily 'regional' but rather 'lower class background' around the world (although some did refer to 'redneck' and 'white trash' in their responses and those terms seem to be regional).  What an interesting conversation we had as a class!

Thank you to Wendy Welch for opening up this interesting discussion!  Readers, feel free to share your thoughts on the term 'trailer park intellectuals.' *Since writing this blog post, Wendy has decided to go with another term for her book: 'mountain intellectuals,' one that might not be taken so negatively (see Wendy's comment below).

*Apparently there's a reading list on Amazon called: "The Trailer Park Intellectual's Preferred Reading List"
picture came from here