Spatial Knowledge Making from Writing about Appalachia outside Appalachia

Pedagogy Oct 2022

Spatial Knowledge Making from Writing about Appalachia outside Appalachia

Nathan Shepley

Abstract

AbstractThis article uses narrative inquiry to examine one instructor's experiences teaching two first-year writing classes, each one marked by different pedagogical choices. Themed with the topic of place and foregrounding the recurring example of Appalachia, the classes were nonetheless taught outside the region usually called Appalachia and to college students coming from, and identifying with, places other than Appalachia. This resulting data lends support for easing non-Appalachian-identified students into studying Appalachia as a rhetorical case and for encouraging students to explore various ways that textual representations of Appalachia reveal social and economic patterns noticeable in some form elsewhere.

Journal: Pedagogy
Published: 2022-10-01
DOI: 10.1215/15314200-9859303
Open Access: Closed
Topics: first-year composition

Citation Context

Cited by in this index (1)

Shields (2025)

Translating the Past and Imagining the Future(s)

Pedagogy

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