dc.contributor.author	Hamm, Jean Shepherd	en
dc.contributor.committeechair	Kelly, Patricia Proudfoot	en
dc.contributor.committeemember	Uttech, Melanie R.	en
dc.contributor.committeemember	Bailey, Carol A.	en
dc.contributor.committeemember	Hicks, David	en
dc.contributor.committeemember	Oliveira, Anthony J.	en
dc.contributor.department	Teaching and Learning	en
dc.date.accessioned	2014-03-14T20:11:03Z	en
dc.date.adate	2003-05-02	en
dc.date.available	2014-03-14T20:11:03Z	en
dc.date.issued	2003-04-17	en
dc.date.rdate	2004-05-02	en
dc.date.sdate	2003-04-27	en
dc.description.abstract	From 1924-1959, the United Lutheran Church of America operated a girls" boarding school in Southwest Virginia. When Konnarock Training School opened, there were few educational opportunities in the isolated mountains, especially for girls. Students from five states came to Konnarock, with some receiving eleven years of education there. Konnarock Training School recruited faculty from throughout the United States and at least one teacher from Europe. These individuals lived in the Virginia mountains, taught academic classes, and engaged in extensive community outreach. A unique level of cooperation existed among church, public schools systems, and government agencies during the school's existence. The mission of Konnarock Training School was to help women reach their potential and to become leaders in their families, their church, and their communities. Students were taught, by example and by word, that they had a place in the church, that women did not have to accept prevailing social and economic circumstances, and that they could make decisions about their own lives. The day-to-day examples given to the students became a scaffold for social change; KTS encouraged the women to become authors of their own lives. This research is essentially a case study using a feminist oral history methodology. A total of twenty-three interviews with eight women alumnae and faculty of KTS provides the basis for the study. Interviews were transcribed and analyzed using the constant comparative method. In addition, extensive archival material provided data for analysis. The central argument presented is that KTS was a community embodying both Christian and feminist ideals, one that looked toward the vision of a just, equitable world but that persisted in the real and imperfect world. Overlapping themes leading to a view of the school as an example of feminist theology in practice are Family and Friends, Community, Identity, A Tradition of Leadership, and An Eschatological Focus. The role that memory plays in the telling of one's oral history is also considered.	en
dc.description.degree	Ed. D.	en
dc.identifier.other	etd-04272003-171303	en
dc.identifier.sourceurl	http://scholar.lib.vt.edu/theses/available/etd-04272003-171303/	en
dc.identifier.uri	http://hdl.handle.net/10919/27358	en
dc.publisher	Virginia Tech	en
dc.relation.haspart	ACh4ETD.pdf	en
dc.relation.haspart	ARefETD.pdf	en
dc.relation.haspart	ACh3ETD.pdf	en
dc.relation.haspart	AAETDPref.pdf	en
dc.relation.haspart	XVita.pdf	en
dc.relation.haspart	ACh2ETD.pdf	en
dc.relation.haspart	XApdxETD.pdf	en
dc.relation.haspart	ACh1ETD.pdf	en
dc.relation.haspart	ACh5ETD.pdf	en
dc.relation.haspart	AAETDfront.pdf	en
dc.rights	In Copyright	en
dc.rights.uri	http://rightsstatements.org/vocab/InC/1.0/	en
dc.subject	Feminist theology	en
dc.subject	feminist research	en
dc.subject	oral history	en
dc.subject	Education	en
dc.title	We Can't Die Without Letting Them Know We Were There: Oral Histories of Konnarock Training School Alumnae and Faculty	en
dc.type	Dissertation	en
thesis.degree.discipline	Curriculum and Instruction	en
thesis.degree.grantor	Virginia Polytechnic Institute and State University	en
thesis.degree.level	doctoral	en
thesis.degree.name	Doctor of Education	en

We Can't Die Without Letting Them Know We Were There: Oral Histories of Konnarock Training School Alumnae and Faculty

Files

Original bundle

Collections