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Cultivating Appalachian Community an...

Riivald, Kristiina H.,

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Cultivating Appalachian Community and Creating Counter Narratives through Arts-based Pedagogies /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Cultivating Appalachian Community and Creating Counter Narratives through Arts-based Pedagogies // Kristiina H Riivald.
作者:	Riivald, Kristiina H.,
面頁冊數:	1 electronic resource (141 pages)
附註:	Source: Dissertations Abstracts International, Volume: 86-04, Section: B.
Contained By:	Dissertations Abstracts International86-04B.
標題:	History. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31575251
ISBN:	9798342130714

Cultivating Appalachian Community and Creating Counter Narratives through Arts-based Pedagogies /
Riivald, Kristiina H.,

Cultivating Appalachian Community and Creating Counter Narratives through Arts-based Pedagogies /Kristiina H Riivald. - 1 electronic resource (141 pages)

Source: Dissertations Abstracts International, Volume: 86-04, Section: B.

This dissertation of practice is a case study of an arts-based strategy implemented during the fall semester 2018 in the course Women in Appalachia, a Women's and Gender Studies course taught in an Appalachian higher education institution. The arts-based strategy was an avenue for students to create visual counter narratives through art and to illustrate Appalachian community wealth in opposition to the Trump Country narrative circulating in mainstream media outlets at the time.The case study participants were college-aged students who had self-selected the course and identified as Appalachian women. The students, wanting a tangible way to counter negative Appalachian narratives through art and community building, suggested and co-created with the instructor, the arts-based assignment. The study is anchored by three research questions: (1) How does the arts-based strategy improve the sense of community within the classrooms? (2) How does the arts-based strategy change students' connections and my connections with West Virginia and Appalachia? (3) How does the arts-based strategy amplify student voices through its multimedia/modal approach?Through autoethnographic qualitative inquiry, I explore the application of Tara Yosso's community cultural wealth (2005) and Tarra Yosso and David G. Solorzano's counter storytelling (2002) theoretical framework to an Appalachian context of identity and culture. Using principles of autoethnography, arts-based practices, and curation, I collect data from autoethnographic vignettes, artifacts of student visual artwork and written artist statements, and participant observation. The findings illustrate that counter narratives did engage aspects of community cultural wealth-- specifically those of resistance capital and familial capital--particularly the roles of mothers in fostering Appalachian familial capital. The findings also support that the arts-based strategies did improve sense of community within the classroom, evoked an emotional connection to the land and people of West Virginia, and amplified student voice. Student voice was amplified by centering the participant agency in the assignment proposal, process, and product. Providing art as an alternative means of communicating knowledge instead of relying on written or oral communication alone also served to amplify student voice.

English

ISBN: 9798342130714Subjects--Topical Terms:

516518
History.

Cultivating Appalachian Community and Creating Counter Narratives through Arts-based Pedagogies /
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