Teaching Literature Methods in Appalachia: Moving from Stereotypes to Authentic Engagement through Appalachian Language and Literature in the Classroom.
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| Title: | Teaching Literature Methods in Appalachia: Moving from Stereotypes to Authentic Engagement through Appalachian Language and Literature in the Classroom. |
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| Language: | English |
| Authors: | Pasternak, Donna L. |
| Peer Reviewed: | N |
| Page Count: | 7 |
| Publication Date: | 2000 |
| Document Type: | Guides - Classroom - Teacher Opinion Papers Speeches/Meeting Papers |
| Descriptors: | Classroom Techniques, English Instruction, Higher Education, Regional Dialects, Stereotypes, Student Needs, Teacher Education |
| Abstract: | This paper relates the experiences of an English professor at Marshall University in West Virginia, transplanted from her northeastern home to Appalachia. The paper gives an overview of Marshall and its student and points out that most of the professor's education comes from listening to her students' and new acquaintances' stories. It notes that her students' experiences with educational systems are different from her own, and that some of her students in "Approaches to Teaching Literature" struggle because they cannot reconcile the idea of teaching a primary text from a pedagogical stance. According to the paper, the author/professor, in helping to develop the university's teacher education program, has learned that she needs to foster a means to have her students look at themselves and their literatures as culturally and artistically significant even before teaching pedagogy and methods. The paper states that future units will incorporate more Appalachian literature and heritage to allow students to celebrate their roots and dreams. (NKA) |
| Entry Date: | 2001 |
| Accession Number: | ED445335 |
| Database: | ERIC |
| Abstract: | This paper relates the experiences of an English professor at Marshall University in West Virginia, transplanted from her northeastern home to Appalachia. The paper gives an overview of Marshall and its student and points out that most of the professor's education comes from listening to her students' and new acquaintances' stories. It notes that her students' experiences with educational systems are different from her own, and that some of her students in "Approaches to Teaching Literature" struggle because they cannot reconcile the idea of teaching a primary text from a pedagogical stance. According to the paper, the author/professor, in helping to develop the university's teacher education program, has learned that she needs to foster a means to have her students look at themselves and their literatures as culturally and artistically significant even before teaching pedagogy and methods. The paper states that future units will incorporate more Appalachian literature and heritage to allow students to celebrate their roots and dreams. (NKA) |
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