Mode of Program Participation
Academic Scholarship
Participation Type
Paper
Presentation #1 Title
Appalachian Studies as Critical Pedagogy
Presentation #1 Abstract or Summary
Historically, Appalachian culture has been stereotyped by cultural outsiders leading to economic, political, and social marginalization of Appalachian peoples (Billings & Blee, 2000; Duncan, 1992; Harkins, 2004; Howes, 2015). The stereotypical Hillbilly metanarratives often applied by outsiders fails to recognize the culturally, economically, and geographically diverse reality of Appalachia (Billings & Blee, 2000; Duncan, 1992). College matriculation rates and related regional economics have been negatively affected by the marginalization of Appalachian students who internalize stereotypes and develop low self-esteem (Bradberry & Mathers, 2009; Blaustein, 1990; Chenoweth & Galliher, 2004; Snyder, 2015). I conducted a qualitative case study in which the stories and experiences of six students and one instructor participating in a Literature of Place course in Appalachia were collected through interviews, artifacts, and observations. The goals of the study were to identify which teaching practices and curricular elements most impacted students and to determine the overall impact such courses had on students’ thinking. Employing critical theory as the theoretical lens, the study also illuminated best practices for pedagogy that develops resistance, empowerment, and liberation of marginalized students. Findings reveal that Appalachian Studies courses similar to the researched Appalachian Literature course align with Critical Pedagogy in four ways: student-centered teaching and learning, appreciation of diversity, subversion of marginalization, and place as a context for learning. What does framing Appalachian Studies as a Critical Pedagogy mean for educators in the field? Are all courses related to Appalachia forms of critical pedagogy? Should they be?
At-A-Glance Bio- Presenter #1
Dr. Ashley Hopkins currently serves as the Program Coordinator for TRIO Student Support Services helping support the retention and achievement of low-income and first generation college students at the University of Louisville. She is recent graduate of Ohio University where she received her Doctorate of Education focused on comparative and international educational leadership.
Appalachian Studies as Critical Pedagogy
Historically, Appalachian culture has been stereotyped by cultural outsiders leading to economic, political, and social marginalization of Appalachian peoples (Billings & Blee, 2000; Duncan, 1992; Harkins, 2004; Howes, 2015). The stereotypical Hillbilly metanarratives often applied by outsiders fails to recognize the culturally, economically, and geographically diverse reality of Appalachia (Billings & Blee, 2000; Duncan, 1992). College matriculation rates and related regional economics have been negatively affected by the marginalization of Appalachian students who internalize stereotypes and develop low self-esteem (Bradberry & Mathers, 2009; Blaustein, 1990; Chenoweth & Galliher, 2004; Snyder, 2015). I conducted a qualitative case study in which the stories and experiences of six students and one instructor participating in a Literature of Place course in Appalachia were collected through interviews, artifacts, and observations. The goals of the study were to identify which teaching practices and curricular elements most impacted students and to determine the overall impact such courses had on students’ thinking. Employing critical theory as the theoretical lens, the study also illuminated best practices for pedagogy that develops resistance, empowerment, and liberation of marginalized students. Findings reveal that Appalachian Studies courses similar to the researched Appalachian Literature course align with Critical Pedagogy in four ways: student-centered teaching and learning, appreciation of diversity, subversion of marginalization, and place as a context for learning. What does framing Appalachian Studies as a Critical Pedagogy mean for educators in the field? Are all courses related to Appalachia forms of critical pedagogy? Should they be?
