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Reading, Writing, Rhetoric: A Rhetorically Emplaced Study of Writing Education in an Appalachian Region

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dc.contributor.authorBrooks, Katie Bethen
dc.contributor.committeechairCarter-Tod, Sheila L.en
dc.contributor.committeememberCommer, Carolynen
dc.contributor.committeememberSatterwhite, Emily M.en
dc.contributor.committeememberPowell, Katrina M.en
dc.contributor.committeememberSano-Franchini, Jenniferen
dc.contributor.departmentEnglishen
dc.date.accessioned2021-06-23T08:00:32Zen
dc.date.available2021-06-23T08:00:32Zen
dc.date.issued2021-06-22en
dc.description.abstractThis dissertation, Reading, Writing, Rhetoric: A Rhetorically Emplaced Study of an Appalachian Region, explores the themes of ideology, stereotypes, and rhetorical emplacement through a study of education in Southwest Virginia. In this project, I used two methods of data collection: historical research and interviewing. These two methodologies employed together construct a sweeping scope of Appalachian Virginia's experiences with rhetorical emplacement in relation to educational practices and ideologies by encountering some of the earliest stories told about the region and contemporary accounts of teachers who currently work in Appalachian Virginia. My main research questions ask how stories told about Appalachia have affected educational practices within the region, and to answer that question I sought out the history of the stories told about Appalachia through historical research, then, in order to attend to the present realities of the region, I interviewed high school English teachers who identify as Appalachian and work in Appalachian Virginia high schools. The historical and ethnographic methods I employed in this dissertation study allowed me to understand the circulation and variances of particular stories placed onto and developed within (Hsiung) the Appalachian region by first examining the historical interaction of the region with the stories about the region and then understanding how those narratives exist in the world today. By using grounded qualitative coding, I created codes from the historical data set—the codes were: isolation, language, education, expectations, culture, and literacy—and compared them to the interview transcripts, I conclude that while illiteracy has long been a stereotype of the region and one that Appalachians will likely combat for the foreseeable future, the teachers in my study build their pedagogies to support rhetorical thinking and rhetorical situation.en
dc.description.abstractgeneralThis dissertation, Reading, Writing, Rhetoric: A Rhetorically Emplaced Study of an Appalachian Region, explores themes of ideology, stereotypes, and place through a study of writing education in Southwest Virginia. In this project, I used two methods of data collection: historical research and interviewing. These two methods construct a sweeping scope of Appalachian Virginian's experiences with stereotypes that are tied to place by encountering some of the earliest stories told about the region and contemporary accounts of teachers who currently work in Appalachian Virginia. My main research questions ask how stories told about Appalachia have affected educational practices within the region, and to answer that question I sought out the history of the stories told about Appalachia through historical research, then, in order to attend to the present realities of the region, I interviewed high school English teachers who identify as Appalachian and work in Appalachian Virginia high schools. The historical and ethnographic methods I employed in this dissertation study allowed me to understand the circulation and variances of particular stories placed onto and developed within the Appalachian region by first examining the historical interaction of the region with the stories about the region and then understanding how those narratives exist in the world today. I conclude that while illiteracy has long been a stereotype of the region and one that Appalachians will likely combat for the foreseeable future, the teachers in my study shape their classrooms to support students in combatting stereotypes of Appalachia by employing critical thinking activities in their classrooms.en
dc.description.degreeDoctor of Philosophyen
dc.format.mediumETDen
dc.identifier.othervt_gsexam:31707en
dc.identifier.urihttp://hdl.handle.net/10919/103962en
dc.publisherVirginia Techen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectRhetoricen
dc.subjectCompositionen
dc.subjectAppalachiaen
dc.subjectPlace-Based Pedagogyen
dc.subjectRhetorical Emplacementen
dc.subjectStereotypesen
dc.titleReading, Writing, Rhetoric: A Rhetorically Emplaced Study of Writing Education in an Appalachian Regionen
dc.typeDissertationen
thesis.degree.disciplineRhetoric and Writingen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.nameDoctor of Philosophyen

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